GUJARAT TECHNOLOGICAL UNIVERSITY (GTU)

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Competency-Focused Outcome-based Green Curriculum-2021 (COGC-2021)

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Semester -V

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Course Title: Mobile Computing and Networks

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(Course Code: 4351602)

1. RATIONALE

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In this course students will learn about types of networks, protocols, and essential addressing systems (Subnetting and supernetting). It covers the basic underlying concepts and techniques recently used in the IT industry. The course will cover various aspects of mobile computing and networks, including the fundamental concepts of mobile devices, wireless communication technologies. In today’s digital age, mobile computing has become an essential component of our daily lives. People rely on mobile devices to access information, communicate with others, and conduct business transactions. Therefore, the course will equip students with the necessary skills and knowledge to manage mobile computing and networks effectively. Furthermore, the course will also provide students with a basic understanding of the latest trends and developments in mobile computing and networks, including emerging technologies such as 5G and 6G.

2. COMPETENCY

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The purpose of this course is to help the student to attain the following industry identified competency through various teaching-learning experiences:

● Use the latest mobile technology to manage networks.

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3. COURSE OUTCOMES (COs)

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The practical exercises, the underpinning knowledge, and the relevant soft skills associated with this competency are to be developed in the student to display the following COs:

The student will develop underpinning knowledge, adequate programming skills of competency for implementing various applications using python programming language to attain the following course outcomes.

• a) Differentiate OSI and TCP/IP models.
• b) Compare IPv4 and IPv6 addressing schemes.
• c) Understand the concepts of Mobile Computing .
• d) Explain end to end packet delivery using TCP for mobile network.
• e) Understand the emerging trends in mobile communication.

4. TEACHING AND EXAMINATION SCHEME

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(*): Out of 30 marks under the theory CA, 10 marks are for assessment of the micro-project to facilitate integration of COs and the remaining 20 marks is the average of 2 tests to be taken during the semester for the assessing the attainment of the cognitive domain UOs required for the attainment of the COs .

Legends: L -Lecture; T - Tutorial/Teacher Guided Theory Practice; P -Practical; C - Credit, CA -Continuous Assessment; ESE -End Semester Examination.

5. SUGGESTED PRACTICAL EXERCISES

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The following practical outcomes (PrOs) are the subcomponents of the COs. . . . These PrOs need to be attained to achieve the COs.

Note

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• i. More Practical Exercises can be designed and offered by the respective course teacher to develop the industry relevant skills/outcomes to match the COs. The above table is only a suggestive list .
• ii. The following are some sample ‘Process’ and ‘Product’ related skills (more may be added/deleted depending on the course) that occur in the above listed Practical Exercises of this course required which are embedded in the COs and ultimately the competency..

6. MAJOR EQUIPMENT/ INSTRUMENTS REQUIRED

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This major equipment with broad specifications for the PrOs is a guide to procure them by the administrators to usher in uniformity of practical in all institutions across the state.

7. AFFECTIVE DOMAIN OUTCOMES

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The following sample Affective Domain Outcomes (ADOs) are embedded in many of the above-mentioned COs and PrOs. More could be added to fulfill the development of this competencies.

• a) Work as a leader/a team member.
• b) Follow ethical practices.

The ADOs are best developed through the laboratory/field based exercises. Moreover, the level of achievement of the ADOs according to Krathwohl’s ‘Affective Domain Taxonomy’ should gradually increase as planned below:

• i. ‘Valuing Level’ in 1 st year
• ii. ‘Organization Level’ in 2 nd year.
• iii. ‘Characterization Level’ in 3 rd year.

8. UNDERPINNING THEORY

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Only the major Underpinning Theory is formulated as higher-level UOs of Revised Bloom’s taxonomy in order development of the COs and competency is not missed out by the students and teachers. If required, more such higher-level UOs could be included by the course teacher to focus on the attainment of COs and competency.

Note : The UOs need to be formulated at the ‘Application Level’ and above of Revised Bloom’s Taxonomy’ to accelerate the attainment of the COs and the competency.

9. SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN

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Legends: R=Remember, U=Understand, A=Apply and above (Revised Bloom’s taxonomy) Note : This specification table provides general guidelines to assist students for their learning and to teachers to teach and question paper designers/setters to formulate test items/questions assess the attainment of the UOs. The actual distribution of marks at different taxonomy levels (of R, U and A) in the question paper may vary slightly from the above table.

10. SUGGESTED STUDENT ACTIVITIES

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Other than the classroom and laboratory learning, following are the suggested studentrelated co-curricular activities which can be undertaken to accelerate the attainment of the various outcomes in this course: Students should conduct following activities in group and prepare reports of about 5 pages for each activity, also collect/record physical evidences for their (student’s) portfolio which will be useful for their placement interviews:

• a) List different types of Network operating system.
• b) Undertake micro-projects in teams
• c) Give a seminar on any relevant topics.
• d) Identify the type of Network in your Institute.
• e) Students are encouraged to register themselves in various MOOCs such as: Swayam, edx, Coursera, Udemy etc to further enhance their learning.

11. SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any)

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These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course:

• a) Massive open online courses ( MOOCs ) may be used to teach various topics/subtopics.

• b) Guide student(s) in undertaking micro-projects.

• c) ‘L’ in section No. 4 means different types of teaching methods that are to be employed by teachers to develop the outcomes.

• d) About 20% of the topics/sub-topics which are relatively simpler or descriptive in nature is to be given to the students for self-learning , but to be assessed using different assessment methods.

• e) With respect to section No.11 , teachers need to ensure to create opportunities and provisions for co-curricular activities .

12. SUGGESTED MICRO-PROJECTS

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Only one micro-project is planned to be undertaken by a student that needs to be assigned to him/her in the beginning of the semester. In the first four semesters, the micro-project are group-based. However, in the fifth and sixth semesters, it should be preferably be individually undertaken to build up the skill and confidence in every student to become problem solver so that s/he contributes to the projects of the industry. In special situations where groups have to be formed for micro-projects, the number of students in the group should not exceed four.

The micro-project could be industry application based, internet-based, workshopbased, laboratory-based or field-based. Each micro-project should encompass two or more COs which are in fact, an integration of PrOs, UOs and ADOs. Each student will have to maintain a dated work diary consisting of individual contributions in the project work and give a seminar presentation of it before submission. The total duration of the micro-project should not be less than 16 (sixteen) student engagement hours during the course. The student ought to submit a micro-project by the end of the semester to develop the industry oriented COs.

A suggestive list of micro-projects is given here. This has to match the competency and the COs. Similar micro-projects could be added by the concerned course teacher:

• Build a network simulation to create virtual networks, configure devices (routers, switches, etc.), and simulate data transmission using OSI or TCP/IP protocols. Users should be able to observe the flow of packets through different layers and analyze network performance. (Use cisco packet tracer or wireshark)
• Case study on any one layer of OSI model.
• Case study on different types of Network devices available at each layer.
• Case study on IPv4 Address scheme with subnetting and supernetting. (Faculty can give a network to design in which student has to use subnetting and supernetting)
• Create a simulation of Mobile IP, a protocol that allows mobile devices to maintain continuous connectivity as they move between different networks. The project will involve implementing key components of Mobile IP and demonstrating its functionality in a simulated network environment. [Use NS-3 (Network Simulator 3) or OMNeT++]
• Conduct a comparative analysis of TCP’s performance over various mobile networks, including 3G, 4G (LTE), and 5G. Measure and compare TCP performance metrics such as throughput, latency, and packet loss across these networks. Identify the differences and similarities in TCP behavior and evaluate the challenges specific to TCP over 3G.
• Presentation on different WLAN standards.
• Present different WPAN standards.
• Case study on GSM architecture.
• Case study on 4G architecture.

13. SUGGESTED LEARNING RESOURCES

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14. SOFTWARE/LEARNING WEBSITES

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• a. http://vlabs.iitkgp.ernet.in/ant/
• b. https://www.netacad.com/courses/packet-tracer
• c. https://www.wireshark.org/
• d. https://youtu.be/lb1Dw0elw0Q
• e. https://youtu.be/OU-A2EmVrKQ
• f. https://youtu.be/lb1Dw0elw0Q
• g. https://docs.oracle.com/cd/E19455-01/806-7600/6jgfbep0v/index.html
• h. https://hub.packtpub.com/understanding-address-spaces-and-subnetting-in-ipv4tutorial/
• i. https://subnetipv4.com/
• j. https://web.cs.wpi.edu/~cs4514/b98/week3-dllprot/week3-dllprot.html
• k. https://www.scaler.com/topics/computer-network/data-link-layer/
• l. https://www.tutorialspoint.com/gsm/gsm_architecture.htm
• m. https://mobilepacketcore.com/lte-4g-network-architecture/

15. PO-COMPETENCY-CO MAPPING

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Legend: ’ 3’ for high, ’ 2 ’ for medium, ‘1’ for low or ‘-’ for the relevant correlation of each competency, CO, with PO/ PSO

16. COURSE CURRICULUM DEVELOPMENT COMMITTEE

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GTU Resource Persons

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