Uwi Computing Program

DEPARTMENT OF COMPUTING
LIST OF UNDERGRADUATE COURSES

CODES
TITLES
CREDIT
SEMESTER
OFFERED
Level
PREREQUISITES
COMP1126
INTRODUCTION TO
COMPUTING I
3 Credits
Semester 1 & 2
COMP1127
INTRODUCTION TO
COMPUTING II
3 Credits
Semester 1 & 2
COMP1161
OBJECT-ORIENTED
PROGRAMMING
MATHEMATICS FOR
COMPUTING
COMPUTING AND SOCIETY
3 Credits
Semester 1 & 2
Any one of the following:
CAPE (or A-level) Science subject
EC14C
Teachers College Diploma or Assoc. Degree in

Mathematics or Science or Information
Technology
CAPE (or A-level) Science subject
EC14C

Mathematics or Science or Information
Technology
COMP1126 and COMP1127
3 Credits
Semester 1 & 2
CSEC Mathematics
3 Credits
Semester 1 & 2
None
3 Credits
Semester 1
COMP2120
PROBABILITY AND STATISTICS

FOR COMPUTING
DIGITAL LOGIC DESIGN
3 Credits
Semester 1
COMP1210 and either (MATH0110 and MATH0100) or CAPE

Mathematics or A-Level Mathematics
COMP1210
COMP2130
SYSTEMS PROGRAMMING
3 Credits
Semester 1 or 2
COMP1126, COMP1127 and COMP1161
COMP2140
SOFTWARE ENGINEERING
3 Credits
Semester 1
COMP2170
OBJECT TECHNOLOGY
3 Credits
Semester 2
COMP2140
COMP2190
NET-CENTRIC COMPUTING
3 Credits
Semester 1
COMP1126, COMP1127, COMP1161, and

MATH1152)
May not be credited with COMP3150(CS32Q)
LEVEL I
COMP1210
COMP1220
LEVEL II
COMP2010
(COMP1210
or
CODES
TITLES
CREDIT
SEMESTER
OFFERED
Level
PREREQUISITES
COMP2201
DISCRETE MATHEMATICS FOR

COMPUTER SCIENCE
3 Credits
Semester 1
COMP1210 or MATH1152
COMP2211
ANALYSIS OF ALGORITHMS
3 Credits
Semester 2
COMP1126, COMP1127, COMP1161 and COMP1210
COMP2340
COMPUTER SYSTEMS
ORGANIZATION
3 Credits
Semester 2
INFO2100
MATHEMATICS AND
STATISTICS FOR IT
3 Credits
Semester 2
COMP1210
INFO2110
DATA STRUCTURES FOR IT
3 Credits
Semester 1
INFO2180
DYNAMIC WEB DEVELOPMENT 1
3 Credits
Semester 1
COMP3101
OPERATING SYSTEMS
3 Credits
Semester 1
COMP2340
COMP3161
DATABASE MANAGEMENT
SYSTEMS
3 Credits
Semester 2
COMP1210
COMP3191
PRINCIPLES OF COMPUTER
NETWORKING
3 Credits
Semester 1
COMP2190
COMP3192
IMPLEMENTATION OF
COMPUTER NETWORKS
3 Credits
Semester 2
COMP3191
COMP3220
PRINCIPLES OF ARTIFICIAL
INTELLIGENCE
3 Credits
Semester 1
COMP3270
USER INTERFACE DESIGN
3 Credits
Semester 1 or 2
INFO2180 or COMP2140
COMP3652
LANGUAGE PROCESSORS
3 Credits
Semester 1 or 2
COMP2211
COMP3702
THEORY OF COMPUTATION
3 Credits
Semester 2
COMP2201
COMP3801
REAL-TIME EMBEDDED
SYSTEMS
3 Credits
Semester 1
COMP3901
CAPSTONE PROJECT
3 Credits
COMP2140, COMP2211, and Any 6 credits of Level 2 or 3

Computing code courses
COMP3911
INTERNSHIP IN COMPUTING I
3 Credits
Permission of the Head of Department
COMP3912
INTERNSHIP IN COMPUTING II
6 Credits
Semester 2 and
Summer
Semester 1, 2 and
Summer
Semester 1, 2 and
Summer
LEVEL III
CODES
TITLES
CREDIT
SEMESTER
OFFERED
INFO3105
COMPUTER SYSTEM
ADMINISTRATION
3 Credits
Semester 1
INFO3110
INFORMATION SYSTEMS
3 Credits
Semester 2
INFO3155
INFORMATION ASSURANCE
AND SECURITY
3 Credits
Semester 2
COMP2190 and (COMP2201 or INFO2100)
INFO3170
USER INTERFACE DESIGN FOR

IT
3 Credits
Semester 1
COMP2160 or COMP2140 or INFO2180
INFO3180
DYNAMIC WEB DEVELOPMENT

II
3 Credits
Semester 2
INFO2180
INFO3435
ECOMMERCE
3 Credits
Semester 1
COMP2140 and INFO2180
SWEN3130
SOFTWARE PROJECT
MANAGEMENT
3 Credits
Semester 1
COMP2140
SWEN3145
SOFTWARE MODELING
3 Credits
Semester 1
SWEN3165
SOFTWARE TESTING
3 Credits
Semester 2

SWEN3185
FORMAL METHODS AND

SOFTWARE RELIABILITY
3 Credits
Semester 2
COMP2201
SWEN3920
CAPSTONE PROJECT
(SOFTWARE ENGINEERING)
6 Credits
Semester
Summer
COMP2140, SWEN3130, SWEN3145, SWEN3165 AND

SWEN3185
Level
and
PREREQUISITES
Computer Science Major

The Computer Science Major requires a minimum of 39 credits from Level II and III
Computing courses. The courses that make up the Computer Science major must
include the following:
Course Codes
Level I
COMP1210
COMP1220
COMP1126
COMP1127
COMP1161
Level II
COMP2211
COMP2201
COMP2140
COMP2340
COMP2170
COMP2190
Level III
COMP3101
COMP3220
COMP3161
COMP3901
Course Name
Credits
Mathematics for Computing

Computing and Society
Introduction to Computing I
Introduction to Computing II
Object-Oriented Programming
3
3
3
3
3
Analysis of Algorithms
Discrete Mathematics for
Computer Science
Software Engineering
Computer Systems Organization
Object Technology
Net-Centric Computing
Operating Systems
Principles of Artificial
Intelligence
Database Management Systems
Capstone Project
3
3
3
3
3
3
3
3
Software Engineering Major

The Software Engineering Major requires a minimum of 39 credits from Level II and
III Computing courses. The courses that make up the Software Engineering major
must include the following:
Level I
Course Code
COMP1126
COMP1127
COMP1161
Course Name
Introduction to Object-Oriented
Programming
Credits
3
3
3
COMP1210
COMP1220

3
3
3
3
COMP2211
COMP2170
Discrete Mathematics for Computer
Science
Object Technology
Level III
SWEN3130
SWEN3145
SWEN3165
SWEN3185
SWEN3920
COMP3911
Software Project Management

Software Modeling
Software Testing
Formal Methods and Software Reliability
Capstone Project (Software Engineering)
Internship in Computing
3
3
3
3
6
3
Level II
COMP2140
COMP2190
COMP2201
3
3
3
B.Sc. Information Technology

The requirements for the B.Sc. in Information Technology are as summarized below.
Summary
Level I:
Level II Core:
Level III Core:
Additional level II and III:
Additional level II and III:
Foundation Courses:
24
15
21
6 from Computing
18 from any discipline including Computing
09
Total:
93
Level I: (24 credits = 12 credit from Computing + 12 credits from anywhere)

Course Code
Course Name
Credits
COMP1126
COMP1127
COMP1161
COMP1210
Introduction to Computing 1
Courses from any discipline
3
3
3
3
12
Elective:
COMP1220
Level II: (15 credits)

Course Code
INFO2100
INFO2110
COMP2140
INFO2180
COMP2190
Course Name
Mathematics and Statistics for IT
Data Structures for IT
Web Design and Programming 1
Credits
3
3
3
3
3
Level III: (21 credits)

INFO3105
INFO3110
INFO3155
COMP3161
INFO3170
INFO3180
COMP3901
Computer Systems Administration

Information Systems
Information Assurance and Security
User Interface Design for IT
Web Design and Programming II
Capstone Project
3
3
3
3
3
3
3
Plus six (6) credits at level II or level III taken from Computing (i.e. CS, IT, IS, SWE,
CE)
Plus eighteen (18) credits at level II or level III taken from any discipline including
Computing.
Plus nine (9) credits of foundational courses.
BSc. Computer Systems Engineering

LEVEL 1 (34 Credits)
Semester 1 (18 Credits)
Course Code
Course Name
ECNG1000
Electrical Circuits
ENGR1000
Introduction to Engineering
COMP1126
COMP1127
MATH1180
Engineering Mathematics 1
COMP1220
Credits
3
3
3
3
3
3

ECNG1012
Engineering Science and Technology
ELET1400
Introduction to Electronics
ELET1405
Practices in basic Electronics
ELNG1101
Physics for Engineers
COMP1161
4
3
3
3
3
LEVEL 2 (33 Credits)

ELET2405
Practices in Electronics Designs I
ELET2430
ELET2450
COMP2190
COMP2201
COMP2140
Digital Circuits and Microprocessors

Embedded Systems
Discrete Mathematics for Computer Science
3
3
3
3
3

INFO2180
Dynamic Web Development 1
COMP2211
MATH 2201
Probability and Statistics for Engineers
COMP2130
Systems Programming
3
3
3
3
Semester 3 (summer) (3 Credits)

COMP3911
Internship in Computing I
LEVEL 3 (28 credits)

(Students taking Level 3 courses must register for all core courses and any two
electives)
Semester 1 (13/16/19 Credits)
Core Courses (13 Credits)
ELET2460
Signals and Systems
3
COMP3101
Operating Systems
3
COMP3191
Principles of Computer Networking
3
ECNG3021
Introduction to Engineering Management
and Accounting Systems
4
Electives
INFO3155
3
ELET3485
Introduction to Robotics
3
Semester 2 (9/12/15 Credits)
Core Courses (9 Credits)
COMP3801
Real Time Embedded Systems
COMP3901
Capstone Project
MGMG3136
New Venture Creation and Entrepreneurship
Electives
ECNG3016
Advanced Digital Electronics
MATH2230
Engineering Mathematics 2
3
3
3
3
3
COMPUTER STUDIES OPTION
The Computer Studies Option is defined as indicated below.

Part 1
Names
COMP1220
COMP1126/1127
COMP1161
MATH1141/1142
MATH1151/1152
ECON1000
ECON1012
Course Name
Computing & Society
Introduction to Computing (I)/(II)
Algebra/Calculus (I)
Formal Mathematics/Calculus (II)
Principles of Economics I
Principles of Economics II
Credits
3
3+3
3
3+3
3+3
3
3
Either
ACCT1005
ACCT1003
or
SOCI1002
PSYC1002
Credits
Financial Accounting
3
Introduction to Cost and Management Accounting
3
Sociology for the Caribbean
Introduction to Industrial and Organizational
Psychology
Object Technology
Operating Systems
Principles of Artificial Intelligence
3
3
3
3
3
3
3

Information Systems
Capstone Project
3
3
3
Part II
COMP2211
COMP2201
COMP2140
COMP2170
COMP2190
COMP2340
COMP3101
COMP3220
3
COMP3161
INFO3110
COMP3901
Plus
Twenty seven (27) additional credits from Level II or III chosen from Computing,
Mathematics, Economics or Management Studies.
Course Descriptions
Title:
Course Code:
Credits:
Level:
Pre-requisite:
Semester:
COMP1126
3
1
A CAPE (or A-level) Science subject
EC14C
Mathematics or Science or Information Technology
1 and 2
Rationale
This course is intended to lay the foundations for developing good problem solving
skills within students of Computing. It is not aimed at teaching any particular
programming language or paradigm per se. The ideas covered in this course will be
revisited in more detail in a variety of courses in the subsequent part of the
Information Technology/Computer Science major. As a consequence, no knowledge
of programming is assumed as a prerequisite to this course, yet at the end of the
course students would have been exposed in a concrete way to computation, and the
tools that have been developed to control its complexity as well as implement its
processes in physical devices. This course therefore serves as one of the cornerstone
courses of the entire curriculum for the Information Technology programme and the
Computer Science major, and requires only that students come to it prepared to think
in ways unfamiliar to them.
Course Description
The style of programming used is functional, and the language used is Python. The
choices of programming style and language are intended to encourage students to
think about solutions to problems in terms of the requirements of those solutions,
rather than the mechanics of how to fulfil them. This entry level course into both the
Computing sub-disciplines of Computer Science and Information Technology leans
more towards the functional-first approach although basic concepts of ObjectOriented Programming are introduced. It is a first programming course and focuses
attention on basic programming concepts (such as computation, function, operation)
and structures (such as basic and structured data, procedures).
Learning Outcomes
At the end of the course the students should be able to do the following:
describe the concept of a function and implement functions to perform simple
mathematical operations.
explain the concept of tail recursion and its use in implementing iterative
processes with recursively written procedures.
design and implement iterative and recursive processes in a functional language;
process data stored in tuple and list data structures;
Content
1. History of programming languages. Brief survey of programming paradigms
2. Building Abstractions
a.
Computational Processes
Primitive Operations
Special Forms for naming, conditional execution
Procedures as sequences of operations
Recursion and Iteration
Lexical scoping and Nested Procedures
b.
Higher-order procedures
Customising Procedures with procedural arguments
Creating new functions at run-time
c.
Compound Data: Pairs and Lists
Method of Delivery
Contact Hours
Hours
Lectures
Tutorials
Laboratory Exercises
Credit
22
6
22
22
6
11
Assessment
Final Exam (2 hours long) 60%
Coursework
40%
1 written assignment/ programming project 15%
1 in-course test (1 hr)
10%
5 labs
10%
1 quiz
5%
Students will be required to pass both the coursework and the final examination to
pass the course.
Reading List
1. Think Python, How to Think Like a Computer Scientist, Version 1.1.22. Allen
Downey. Green Tea Press, 2009.
2. Practical Programming, An Introduction to Computer Science Using Python.
Campbell J., Gries P., Montojo J., Wilson G., Pragmatic Bookshelf, 2009
Title:
Course Code:
Credits:
Level:
Pre-requisite:
Semester:
COMP1127
3
1
A CAPE (or A-level) Science subject
EC14C
Mathematics or Science or Information Technology
1 and 2
10
Rationale
This course is intended to lay the foundations for developing good problem solving
skills within students of Computing. It is not aimed at teaching any particular
programming language or paradigm per se. The ideas covered in this course will be
revisited in more detail in a variety of courses in the subsequent part of the
Information Technology/Computer Science major. As a consequence, no knowledge
of programming is assumed as a prerequisite to this course, yet at the end of the
course students would have been exposed in a concrete way to computation, and the
tools that have developed to control its complexity as well as implement its processes
in physical devices. This course therefore serves as one of the cornerstone course of
the entire curriculum for the Information Technology and Computer Science major,
and requires only that students come to it prepared to think in ways unfamiliar to
them.
Course Description
The primary goal of the course is to introduce students to the big ideas in Computer
Science, and how they are used to control the complexity of developing large
computational systems. In this course, recognising patterns of problem solving is
more important than the efficiency of the solutions themselves. An interpreted
language is used to facilitate rapid feedback to the student as she experiments with
proposed solutions to a problem. We hope that this mode of interaction will build
confidence in students as they learn the joys and challenges of programming. This
course continues the entry level course COMP1126. It covers concepts and tools that
are essential in strengthening the learning of programming. These include data
structures and higher order functions.
Learning Outcomes
process data stored in data structures;
describe and develop higher order functions including map, filter and folds;
implement and compute with complex structures such as trees and streams;
use the concept of state, message passing, data encapsulation, to explore the
object-oriented approach to solving problems.
Content
1. Building Abstractions
Compound Data: Lists and Trees
Abstract Data Types
2. .Controlling Interactions
Generic operations
Self-Describing Data
Message Passing
Streams and Infinite Data Structures
Object-oriented Programming
Method of Delivery
Contact Hours
Hours
11
Credit
Lectures
Tutorials
22
6
22
22
6
11
Assessment
Final Exam (2 hours long) 60%
Coursework
40%
1 written assignment/ programming project 15%
10%
5 labs
10%
2 quizzes
5%
pass the course.
Reading List
1. Think Python, How to Think Like a Computer Scientist, Version 1.1.22. Allen
Downey. Green Tea Press, 2009.
2. Practical Programming, An Introduction to Computer Science Using Python.
Campbell J., Gries P., Montojo J., Wilson G., Pragmatic Bookshelf, 2009
Title:
Course Code:
Credits:
Level:
Pre-requisite:
Semester:
COMP1161
3
1
COMP1126 & COMP1127
1 and 2
Rationale
Object-Oriented programming (OOP) is a fundamental component of modern
computing, and is currently the dominant paradigm used by software developers. A
course in OOP is considered essential in a modern undergraduate computing degree,
and should be covered early in the degree so that this knowledge may be utilized in
advanced courses.
Course Description
This course covers the methodology of programming from an object-oriented
perspective, and introduces OOP principles using a language that supports the OOP
paradigm. It also introduces object-oriented testing and debugging techniques, as well
as the basics of graphical user interface programming and event-driven programming.
The course continues the introduction to programming started in COMP1126 and
continued in COMP1127.
Learning Outcomes
12
Justify the philosophy of object-oriented design and the concepts of

encapsulation, abstraction, inheritance, and polymorphism.
Use parameter passing methods and procedural control structures in the
context of an object-oriented language.
Develop methods using top-down and stepwise refinement.
Use simple object-oriented analysis and design methods such as CRC cards
and UML class diagrams.
Design, implement, test, and debug object-oriented programs
Use encapsulation and composition in the creation of classes and objects
Use polymorphism and inheritance to create simple class hierarchies.
Use abstraction mechanisms to create reusable software components.
Use class libraries and API's to write programs.
Develop code that responds to exception conditions raised during execution.
Design, code, test, and debug simple event-driven programs that respond to
user events.
Use a GUI toolkit to create a simple application that supports a graphical user
interface.
Use a graphical library to do simple graphics programming.
Develop simple embedded web objects, e.g. applets.
Content
Objects and classes. Methods, message passing. Instance and class variables.
Encapsulation and information-hiding.
Imperative control structures, assignment/state, parameter passing models. Primitive
types.
Inheritance, polymorphism, class hierarchies. Object composition.
Abstract and concrete classes, interfaces. Templates.
Using APIs, class libraries. Modules/packages.
Array and string processing. I/O processing.
Concept of object references and aliases.
Collection classes and Iterators.
OO Testing. Debugging tools.
Graphics and GUI Programming, Web Concepts and Objects
Introduction to GUI programming. Event-driven programming. Exception handling.
Use of simple graphical libraries, and simple animation programming.
Simple HTML-embedded objects such as applets.
Method of Delivery
Contact Hours
Hours
Lectures
Tutorials
Assessment
2-hour written final
Coursework
22
6
22
50%
50%
13
Credit
22
6
11
3 projects
30% (10% each)
3 labs
5%
2 in-course tests (1 hr each) 15% (5% & 10%)
pass the course.
Reading List
1. Java Software Solutions: Foundations of Program Design, 6th edition, John
Lewis and William Loftus, Addison Wesley, 2009; ISBN-10: 0-321-53205-8
2. Programming and Problem Solving with Java, 2nd edition, Nell Dale and Chip
Weems, Jones and Bartlett Publishers, 2008; ISBN-13: 9780763734022
Title:
Course Code:
Credits:
Level:
Pre-requisite:
Semester:

COMP1210
3
1
CSEC Mathematics
1 and 2
Rationale
Discrete structures include important material from such areas as set theory, logic,
graph theory, and combinatorics. This material is foundational for computing. This
course includes a body of material of a mathematical nature that computer science and
information technology education must include. The course material forms the basis
of knowledge necessary for specialization in computing.
Course Description
The course introduces students to fundamental concepts in theoretical computer
science, such as proof by induction and the use of graphs as a general abstraction
mechanism. The course also exposes students to specific topics that are likely to be
relevant to many of the areas of application of computing, particularly in the science
and engineering disciplines. This course introduces mathematical tools and concepts
that have been found to be useful in general computing. These include the use of logic
and various proof techniques. The formal language of mathematics and the
terminology therein are introduced to set the foundation for the formality that is
inherent in all the computing sub-disciplines. Sets, relations and functions are
covered.
Learning outcomes
At the end of the course the students will be able to do the following:
Apply formal methods of symbolic propositional and predicate logic.
Describe how formal tools of symbolic logic are used to model real-life
situations, including those arising in computing contexts such as program
correctness, database queries, and algorithms.
14
Use formal logic proofs and/or informal but rigorous logical reasoning to, for
example, predict the behavior of software or to solve problems such as
puzzles.
Describe the importance and limitations of predicate logic.
Explain with examples the basic terminology of functions, relations, and sets.
Perform the operations associated with sets, functions, and relations.
Relate practical examples to the appropriate set, function, or relation model,
and interpret the associated operations and terminology in context.
Calculate probabilities of events and expectations of random variables for
elementary problems
Differentiate between dependent and independent events.
Illustrate by example the basic terminology of graph theory
Model problems in computer science using graphs and trees.
Content
Propositional logic
Logical connectives
Truth tables
Normal forms (conjunctive and disjunctive)
Validity
Predicate logic
Universal and existential quantification
Modus ponens and modus tollens
Limitations of predicate logic
Functions (surjections, injections, inverses, composition)
Relations (reflexivity, symmetry, transitivity, equivalence relations)
Sets (Venn diagrams, complements, Cartesian products, power sets)
Pigeonhole principle
Cardinality and countability
Finite probability space, probability measure, events
Conditional probability, independence
Trees
Undirected graphs
Directed graphs
Spanning trees/forests
Method of Delivery
Contact Hours
Hours
Lectures
Tutorials
Credit
26
13
Assessment
Final Exam (2 hr long)
Coursework
3 assignments/quizzes
1 in-course test
(1 hr)
60%
40%
30% (10% each)
10%
pass the course.
15
26
13
Reading List
1. Johnsonbaugh. Discrete Mathematics (7th ed.). Prentice-Hall. 2009.
2. Norman L. Biggs. Discrete Mathematics. Oxford University Press (2nd ed.).
2003.
3. Edgar G. Goodaire, Michael M. Parmenter Discrete Mathematics with Graph
Theory (3rd ed.). Prentice-Hall. 2006.
Title:
Course Code:
Credits:
Level:
Pre-requisite:
Semester:

COMP1220
3
1
None
1 and 2
Rationale
Students need to develop the ability to ask serious questions about the social impact
of computing and to evaluate proposed answers to those questions. Future
practitioners must be able to anticipate the impact of introducing a given product into
a given environment. Will that product enhance or degrade the quality of life? What
will the impact be upon individuals, groups, and institutions? What are the particular
considerations and issues for developing countries?
Students also need to be aware of the basic legal rights of software and hardware
vendors and users, and they also need to appreciate the ethical values that are the basis
for those rights. Future practitioners must understand the responsibility that they will
bear, and the possible consequences of failure. They must understand their own
limitations as well as the limitations of their tools. All practitioners must make a longterm commitment to remaining current in their chosen specialties and in the discipline
of computing as a whole.
Course Description
This course aims to engender an understanding of the basic cultural, social, legal, and
ethical issues inherent in the discipline of computing. It describes where the discipline
has been, where it is, and where it is heading, in the global as well as the regional
context. It also aims to create an awareness of the role of the individual in this
process, as well as an appreciation of the philosophical questions, technical problems,
and aesthetic values that play an important part in the development of the discipline.
This course on Computing and society examines the relatively short history of
computing and establishes context and trends. It looks at the emergence of different
programming languages and paradigms and the significant impact they have had.
Computing has a social context that the course examines. Issues of professional ethics
and risks of computing products are also examined.
Learning Outcomes
At the end of the course students should be able to:
Identify and discuss the contributions of several pioneers in the computing field.
Identify significant continuing trends in the history of the computing field.
Summarize the evolution of programming languages and programming paradigms
16
Describe how computing hardware, software and networks work at a conceptual

level through real-world examples, and diagrams.
Describe the computing opportunities globally, locally, regionally, in developing
countries, and for entrepreneurs.
Describe the economic and developmental impact, and costs versus benefits of
local and imported ICT products, software and consulting services.
Discuss the social and developmental issues related to computing in the global and
regional context.
Compare the industrial policy approach of developing countries which have
created successful computing industries with countries that have tried and failed
thus far.
Describe positive and negative ways in which computing alters the modes of
interaction between people. Discuss studies of the effects of social networking,
videogames, etc.
Explain why computing/network access is restricted in some countries.
Articulate the role and risks of computing in the implementation of public policy
and government (e.g. electronic voting).
Articulate the ethical tradeoffs in a technical decision. Identify ethical issues that
arise in software development and determine how to address them technically and
ethically.
Evaluate the professional codes of ethics from the ACM, the IEEE Computer
Society, and regional organizations.
Identify the social implications of ergonomic devices and the workplace
environment to peoples health.
Assess the limitations of using testing to ensure correctness.
Content
History of Computing
History of computer hardware, software, networking. Regional computing history.
Pioneers of computing. Contributions of region and of other developing countries.
An Overview of Computing
How hardware, software, and networks work at a conceptual level; use and highlevel construction of computing artifacts, e.g. simple webpages, animations,
robotics programs.
Sub-disciplines within Computing: Computer Science, IT, IS, etc.
The global computing industry and its impact on industry and society.
The use of computing in enterprise, entrepreneurship, various disciplines and
careers.
Social Context of Computing
Social implications of computing and networked communication in general and on
youth, e.g. cultural, self-image, possible effects of videogames
Understanding the social and cultural context of design
Understanding the potential of computing to transform society positively, globally
or regionally, or to exacerbate inequalities or mask underdevelopment.
Analysis of the government and business policies of developing and developed
countries with successful computing industries.
Accessibility issues in computing professions (e.g. class, culture, ethnicity,
gender, disabled)
17
Public policy issues (e.g. cyber crime, privacy, electronic voting)

Growth and control of and access to the Internet
Environmental Issues and Computing, e.g. e-waste, green computing
Professional Ethics in Computing

Making and evaluating ethical choices and arguments, identifying assumptions
and values
The nature of professionalism (including care, attention and discipline, fiduciary
responsibility, and mentoring)
Keeping up-to-date as a professional (in terms of knowledge, tools, skills, legal
and professional framework as well as the ability to self-assess and computer
fluency)
Various forms of professional credentialing and the advantages and disadvantages
The role of the professional in public policy
Maintaining awareness of consequences of decisions
Introduction to ethics, ethical dissent and whistle-blowing
Codes of ethics, conduct, and practice (IEEE, ACM, SE, and so forth)
Harassment and discrimination, Acceptable use policies for computing in the
workplace
Healthy computing environment (ergonomics)
Risks of Computing Products
Historical examples of software risks (such as the Therac-25 case)
Implications of software complexity on risk. The limits of computing.
Method of Delivery
Contact Hours
Hours
Lectures
Tutorials
Assessment
2-hour written final
50%
Coursework
50%
3 written assignments
2 tutorial presentations
Credit
26
13
26
13
30% (10% each)

20% (10% each)
pass the course.
Reading List
1. Computer Science Illuminated, 3rd edition, Nell Dale and John Lewis, Jones
and Bartlett Publishers, 2011. ISBN-13: 9780763776466
2. Ethics for the Information Age, 4th edition, Michael J. Quinn. AddisonWesley, 2010. ISBN-13: 978-0132133876
Internet Resources
3. Kotelnikov, Vadim, 2007. Small and Medium Enterprises and ICT. e-Primers
for the Information Economy, Society and Polity Series. UNDP Asia-Pacific
18
Development Information Programme (UNDP-APDIP). Accessed October 15,

2010 at
http://en.wikibooks.org/wiki/Small_and_Medium_Enterprises_and_ICT.
4. Gaible, Edmond, 2009. Survey of ICT and Education in the Caribbean
Volume I: Regional Trends and Analysis. The International Bank for
Reconstruction and Development/The World Bank, Washington DC.
Accessed Oct. 11, 2010 at http://www.infodev.org/en/Publication.441.html
Title
Course Code
Credits
Level
Semester
Pre-requisites
Probability and Statistics for Computing

COMP2010
3
2
I
COMP1210 and either (MATH0110 and MATH0100) or
CAPE Mathematics or A-Level Mathematics
Rationale
Computing relies on concepts from probability and statistics, for example, in
analysing empirical findings or simulation results. Furthermore, probability and
statistics underpin the study of reliability, safety, and various other concerns
important to computer engineers. The ACM/IEEE-CS curriculum recommendations
for computer engineering lists discrete and continuous probability as core
requirements for computer engineering. This course is designed to introduce computer
engineering students to concepts in probability and statistics.
Course Description
This course introduces probability and statistics to computing students as well as the
application of these concepts to the computing discipline. It examines the basic
concepts of probability theory including counting and measuring and conditional
probability and independence of events. It studies discrete, continuous, and joint
random variables and functions of random variables. The course shows how to sum
independent random variables, generate random numbers, and random event
generation. It also discusses the Law of large numbers and the Central Limit Theory.
The course also introduces linear and nonlinear regression, sampling distributions,
confidence intervals, and hypothesis testing. The applications of these concepts to
computing will be stressed throughout the course.
Learning Outcomes
At the end of this course students should be able to:
Calculate probabilities of events and expectations for random variables.
Differentiate between dependent and independent events. Apply the binomial
theorem to independent events and Bayes theorem to dependent events.
Apply the tools of probability to create simple discrete event simulations.
Formulate an appropriate null hypothesis for a simple question, given a sample
situation, and perform an appropriate test to determine its acceptability.
19
Determine whether a parametric or non-parametric test is appropriate for a

given scenario.
Discuss the limitations of correlations.
Calculate the t-test, z-test, and Chi-square test statistics given a sample of two
random variables and determine if statistical significance exists.
Determine the best regression model for a given set of data.
Describe the difference between stochastic and deterministic analysis.
Explain the purpose and nature of statistical sampling.
Distinguish between the concepts of mean, median and mode, and discuss the
drawbacks of each as a descriptive statistic. Calculate the mean, median and
mode of a given sample of data.
Calculate the standard deviation of a given sample of data.
Perform a statistical analysis of a systems performance.
Analyse a statistical analysis of a systems performance and recommend ways
to improve performance.
Course Content
Discrete probability
o Randomness, finite probability space, probability measure, events
o Conditional probability, independence, Bayes theorem
o Discrete random variables, expectation
o Binomial, Poisson, and geometric distributions
o Mean and variance: significance, computations, applications
o Integer random variables
Continuous probability
o Continuous random variables, the nature of these, illustrations of use
o Exponential and Gaussian distribution: probability density functions,
calculation of mean and variance
o The central limit theorem and the implications for the normal
distribution
Expectation
o Moments, transform methods, mean time to failure
o Conditional expectation, examples
o Imperfect fault coverage and reliability
Stochastic processes
o Introduction: Bernoulli and Poisson processes, renewal process,
renewal model of program behaviour
o Discrete parameter Markov chains: transition probabilities, limiting
distributions
o Queuing: M/M/1 and M/G/1, birth and death process
o Finite Markov chains, program execution times
Sampling distributions
o Purpose and nature of sampling, its uses and applications
20
o Random approaches to sampling: basic method, stratified sampling and

variants thereof, cluster sampling
o Non-random approaches: purposive methods, sequential sampling
o Data analysis; tools; graphical and numerical summaries
o Multivariate distributions, independent random variables
Estimation
o Nature of estimates: point estimates, interval estimates
o Criteria to be applied to single point estimators: unbiased estimators,
efficiency and sufficiency of estimators.
o Maximum likelihood principle approach, least squares approach;
applicability conditions for these.
o Confidence intervals
o Estimates for one or two samples
Hypothesis tests
o Development of models and associated hypotheses, the nature of these
o Formulation of hypotheses: null and alternate hypothesis
o Testing hypothesis based on a single parameter, choice of test statistic;
choice of samples and distributions
o Criteria for acceptance of hypotheses, significance levels
o t-test, z-test, Chi-square test, and their applicability
Correlation and regression
o Definition and calculation of correlation coefficients
o Approaches to correlation: the linear model approach, the least squares
fitting approach, strengths and weaknesses of these and conditions for
applicability
Methods of Delivery
This course will be delivered using a mix of interactive lectures and guided problemsolving tutorials. The contact and credit hours for this course will be broken down as
follows:
Contact Hours
Credit Hours
Lectures
39
39
Tutorials
11
0
Assessment
The coursework will consist of an hour-long in-course exam, six assessed tutorials,
and five quizzes. The assessed tutorials are designed to ensure that students develop
problem-solving skills. In the assessed tutorials, students will be given tutorial
problems that would be collected and marked. The quizzes are lower stakes
assessment instruments administered through a course management software
platform, e.g., Moodle. The quizzes will allow the students to gauge their
understanding of the course material.
Coursework
50%
In-course test, 1-hour long
10%
Six (6) assessed tutorials
30%
21
Five (5) quizzes

10%
Final written examination (2 hours)
50%
pass the course.
References
Prescribed
1. Yates, R. D. and Goodman, D. J., 2004. Probability and Stochastic Processes:
A Friendly Introduction for Electrical and Computer Engineers, 2/E, Wiley,
544pp, paper, ISBN-13: 978-0471272144.
Highly Recommended
1. Grinstead, C. M. and Snell, J. L., 1997. Introduction to Probability, American
Mathematical Society, 510pp, paper, ISBN-13: 978-0821807491. Available:
http://www.dartmouth.edu/~chance/teaching_aids/books_articles/probability_
book/amsbook.mac.pdf.
Recommended
1. Triola, M. F., 2010. Essentials of Statistics, 4/E, Addison Wesley, 720pp,
paper, ISBN-13: 978-0321641496.
2. Bertsekas, D. P. and Tsitsklis, J. N., 2008. Introduction to Probability, 2/E,
Athena Scientific, 544pp, paper, ISBN-13: 978-1886529236.
Title
Course Code
Credits
Level
Semester
Pre-requisite
Digital Logic Design

COMP2120
3
2
I
COMP1210
Rationale
The Association for Computing Machinery (ACM) recommends that computer
science students learn about digital logic and data representation. The Digital Logic
Design course provides students with the fundamentals of computer architecture,
working up from the logic gate level. Following this course, students will be better
placed to take courses in Computer Systems and Organization.
Course Description
COMP2120 uses VHDL (Very high speed integrated circuit Hardware Description
Language) in designing simple digital circuits. The course covers combinational and
sequential networks, computer arithmetic, arithmetic-logic units, memory
organization, and control unit design.
22
Learning Outcomes
Design a simple circuit using fundamental building blocks.
Describe the effect of AND, OR, NOT, and XOR operations on binary data.
Represent a combinatorial logic function as a truth table, Boolean expressions,
Karnaugh Map, various canonical forms, and logic circuits. Students should
also be able to translate between these representations.
Explain how errors due to rounding effects and their propagation affect the
accuracy of chained calculations
Write VHDL code for designing simple digital circuits.
Discuss how data can be compressed to reduce storage requirements,
including the concepts of lossless and lossy data compression.
Course Content
Boolean Algebra and basic logic circuits
Optimized implementations
Representation of numeric data
Binary arithmetic circuits
Range, precision, and errors in floating-point arithmetic
Common combinational circuits
Flip-flops, registers, and counters
Finite state machines
Representation of text, audio, and images
Data compression
Methods of Delivery
This course will be delivered using a mix of interactive lectures, guided problemsolving tutorials, and supervised laboratories. The contact and credit hours for this
course will be broken down as follows:
Contact Hours
Credit Hours
Lectures
28
28
Labs
22
11
Tutorials
11
0
Assessment
The coursework will consist of an hour-long in-course exam, ten assessed labs where
students will have to write-up their findings from the previous weeks lab, and five
assessed tutorials. The assessed tutorials are designed to ensure that students develop
problem-solving skills. In the assessed tutorials, students will be given tutorial
problems that would be collected and marked.
Coursework
50%
In-course exam, 1-hour long
10%
Five (5) assessed tutorials
10%
Ten (10) assessed labs
30%
23

50%
pass the course.
Reading List
Prescribed
2. Mano, M. M. and Kime, C., 2006. Logic and Computer Design Fundamentals,
4/E, Prentice Hall, 696pp, paper, ISBN-13: 978-0131989269.
Highly recommended
1. Brown, S. and Vranesic, Z. 2009. Fundamentals of Digital Logic with VHDL
Design, 3/E, McGraw Hill, 960pp, paper, ISBN-13: 978-0077221430.
Course Title
Course Code
Credits
Level
Semester
Pre-requisite
Systems Programming
COMP2130
3
2
I or II
Rationale
The introductory programming courses in the Department of Computing provide
students with a solid foundation in programming methodology and abstractions. The
Systems Programming course is designed to help students to become more effective
programmers by equipping them with a complete understanding of how computer
systems execute programs and manipulate data. The knowledge from the Systems
Programming course will be used as a foundation for other systems courses such as
Computer Architecture & Organisation, Operating Systems, and Computer
Networking and Communications.
Course Description
This course teaches students how to become more effective programmers especially
in dealing with issues of debugging, performance, portability, and robustness.
Students will also learn how to read simple assembly code generated by a compiler in
order to understand layout of functions, data, function calls, parameters, and simple
programming for optimization of assembly code. The course covers data
representation, machine-level code, computer arithmetic, elements of code
compilation, performance evaluation and optimization, memory organization and
management, and systems calls. Possible labs and projects include writing simple
device drivers and writing simple programs that interface with peripherals.
Learning Outcomes
Describe how computer systems execute programs.
Describe how data is represented on computer systems.
24
Write C and C++ programs that carry out array and pointer manipulations.
Write C and C++ programs that carry out memory management.
Write programs using the IA32 instruction set.
Explain how, at the assembly language level, parameters are passed to
subroutines and how local workplace is created and accessed.
Describe the way in which subroutines are called and returns made.
Course Content
Introduction to computer systems and UNIX development tools.
o C Basics, UNIX development tool (gcc, gdb)
o Using system libraries.
o Bits, bytes, and bitwise operators.
o Data structure and object implementation in C and C++.
o C pointers and arrays, C strings, malloc, realloc, and free as raw
memory allocators
o Linked structures in C, C++.
o Data type and polymorphism, the void *, function pointers, and generic
functions.
o Floating point representation.
Assembly code
o Introduction to IA32, ALU operations, addressing, arithmetic,
opcodes.
o Using gcc to generate your compilation product.
o Analysing compiled programs with gdb to understand the layout of
data, functions, function calls, parameters, dynamic memory, etc.
o Control function calls, runtime stack, passing by value and by address.
o C++ methods, the this pointer, references, RTTI, runtime and memory
model for C++ objects and methods.
o Calling service routines
Memory layout, synthesis, and execution of a UNIX process.
o Address spaces, implementations of malloc, realloc, and free.
o The compilation tool chain, linkers, loaders, and address space.
o Memory hierarchies, caches, locality, and pipelining.
o Programming for optimal use of caches and virtual memory.
o Writing simple optimised code, using gdb and profilers to analyse
simple optimised compile programs.
o Heap allocation, implementation, and garbage collectors.
Foreign function calls, e.g., Java Native Interface (JNI)
Methods of Delivery
This course will be delivered using a mix of interactive lectures, guided problemsolving tutorials, and supervised laboratories. The contact and credit hours for this
Contact Hours
Credit Hours
25
Lectures
Labs
Tutorials
28
22
11
28
11
0
Assessment
The coursework will consist of an hour-long in-course exam, ten assessed laboratory
exercises, and five assessed tutorials. The laboratory exercises are designed for
students to practice the programming concepts taught in lecture. In the assessed
laboratory exercises students will have to complete a series of programming exercises
in a two-hour time slot and demonstrate working programs to a marker. The assessed
tutorials are designed to ensure that students develop problem-solving skills. In the
assessed tutorials, students will be given tutorial problems that would be collected and
marked.
Coursework
50%
In-course exam, 1-hour long
10%
Ten (10) assessed laboratory
10%
exercises
5%
Five (5) assessed tutorials
25%
Three (3) programming exercises
50%
pass the course.
References
Prescribed
3. Bryant, R. E. and OHallaron, D. R., 2010. Computer Systems: A
Programmers Perspective, 2/E, Addison Wesley, 1080pp, paper, ISBN-13:
978-0136108047.
Highly Recommended
1. Kernighan, B. W. and Ritchie, D. M., 1988. The C Programming Language,
2/E, Prentice Hall PTR, 272pp, paper, ISBN-13: 978-0131103627.
Course Title
Course Code
Credits
Level
Semester
Pre-requisite
COMP2140
3
2
I
Rationale
Software development, which can involve an individual developer or a team of
developers, requires choosing the tools, methods, and approaches that are most
applicable for a given development environment. Software engineering is the
26
discipline that introduces students to the necessary knowledge, skills and practices for
effectively and efficiently building information systems that satisfy the requirements
of users and customers. Software development is not just the art of writing programs
but an assorted array of concepts, principles, methods, techniques and tools that must
be applied to effectively manage the analysis, design, construction, and deployment of
information systems. This course covers the core body of knowledge in Software
Engineering that the IEEE/ACM Computing Curricula recommends for Computing
graduates.
Course Description
The course will introduce students to the intricacies in planning and developing large
software systems and emphasising the need for different methods. The students will
be introduced to techniques and tools to facilitate large information systems
development. Students will be made aware of the professional and ethical issues that
arise during the development, use and evolution of software artefacts. Throughout the
course emphasis will be placed on the importance of building useful software systems
in a cost-effective manner.
Learning Outcomes
Analyse typical organisational processes and propose software solutions that
will assist these processes.
Describe different process models and recommend a process model for a given
scenario.
Implement techniques to manage the life cycle stages of the development
process.
Apply techniques for systems modelling and analysis to produce a set of
software requirements for a medium-sized software system.
Use and select a range of modelling techniques and tools in designing software
systems.
Distinguish between program validation and verification; describe the role that
tools can play in the validation of software.
Distinguish the various types and levels of testing (unit, integration, systems,
and acceptance) for medium-sized software products.
Identify the principal issues associated with software evolution and explain
their impact on the software life cycle.
Demonstrate awareness of ethical issues in software development.
Develop software effectively by working as part of a team
Demonstrate effective presentation skills.
Course Content
Software Design
o Fundamental design concepts and principles
o The role and the use of contracts
o Structured design
o Design qualities
27
Internal - including low coupling, high cohesion, information

hiding, efficiency
External - including reliability, maintainability, usability,
performance
Using APIs
o Programming using APIs
Tools and Environments
o Programming environments
o Requirements analysis and design modelling tools
o Testing tools including static and dynamic analysis tools
o Tools for source control, and their use in particular in team-work
o Configuration management and version control tools
o Tool integration mechanisms
Software Processes
o Software life-cycle and process models
o Software process capability maturity models
o Approaches to process improvement
o Process assessment models
o Software process measurements
Requirements Specifications
o Systems level considerations
o Software requirements elicitation
o Requirements analysis modelling techniques
o Functional and non-functional requirements
o Acceptability of certainty / uncertainty considerations regarding
software / system behaviour
o Prototyping
Software Verification Validation
o Distinguishing between verification and validation
o Static approaches and dynamic approaches
o Validation planning; documentation for validation
o Different kinds of testing human computer interface, usability,
reliability, security, conformant to specification
o Testing fundamentals, including test plan creation and test case
generation black-box and white-box testing techniques
o Defect seeding
o Unit, integration, validation, and system testing
o Measurements: process, design, program
o Verification and validation of non-code (documentation, help files,
training materials)
o Fault logging, fault tracking and technical support for such activities
o Regression testing
o Inspections, reviews, audits
28
Software Evolution
o Software maintenance
o Characteristics of maintainable software
o Reengineering Legacy systems
o Refactoring
SE/Software Project Management
o Team management
Team processes
Team organization and decision-making
Roles and responsibilities in a software team
Role identification and assignment
Project tracking
Team problem resolution
o Project scheduling
o Software measurement and estimation techniques
o Risk analysis
The issue of security
High integrity systems, safety critical systems
The role of risk in the life cycle
o Software quality assurance
The role of measurements
o Software configuration management and version control; release
management
o Project management tools
o Software process models and process measurements
Professional Ethics
o Community values and the laws by which we live
o The nature of professionalism (including care, attention and discipline,
fiduciary responsibility, and mentoring)
o Keeping up-to-date as a professional (in terms of knowledge, tools,
skills, legal and professional framework as well as the ability to selfassess and computer fluency)
o Various forms of professional credentialing and the advantages and
disadvantages
o The role of the professional in public policy
o Maintaining awareness of consequences
o Ethical dissent and whistle-blowing
o Codes of ethics, conduct, and practice (IEEE, ACM, SE, AITP, and so
forth)
o Dealing with harassment and discrimination
o Acceptable use policies for computing in the workplace
o Healthy computing environment (ergonomics)
Risks
29
o Historical examples of software risks (such as the Therac-25 case)

o Implications of software complexity
o Risk assessment and risk management; risk removal, risk reduction
and risk control
Methods of Delivery
The course is delivered interactively through face to face lectures, and Software
Development (SD) Studios. A SD Studio is a session whereby we focus on practical
software development. Its key elements are practice, public presentation, and review
by peers in a small group. Software is typically developed by teams. Software
development group project grades will be adjusted according to the results of peer
evaluation, as in the COMP3900 Group Project course.
Contact Hours
Credit Hours
Lectures
28
28
Software Development Studios
22
11
Assessment
40%
Coursework
60%
One software development group project
15%
Requirements Documentation
15%
Design model (e.g., UML diagrams)
15%
Presentations (10) using relevant tools,
e.g.PowerPoint
15%
Final presentation of implemented
system
pass the course.
References
Prescribed
4. Sommerville, I., 2010. Software Engineering, 9/E, Addison Wesley, 792pp,
paper, ISBN-13: 978- 0137035151.
Recommended
5. Various Online Resources (the list is not static and is regularly updated on the
course web site)
Course Title
Course Code
Credits
Level
Semester
Pre-requisite
Object Technology
COMP2170
3
2
2
COMP2140
30
Rationale
Software Engineering has evolved to the stage whereby Object-Based techniques and
tools predominate. Whereas COMP2140 - Software Engineering, which is covered in
semester 1 of level 2, focuses on general principles, methods, techniques and tools for
software development, this course focuses on Object-based Software Engineering.
This is part of the core body of knowledge in Software Engineering that the
IEEE/ACM Computing Curricula recommends for Computing graduates.
Course Description
The course focuses on software engineering topics covering reusability, componentbased software development, and object technology. Students will be introduced to
more techniques, tools and methods to facilitate large information systems
development with a strong emphasis on reuse of software artefacts. Throughout the
course emphasis will be placed on the importance of building useful software systems
in a cost-effective manner, especially exploiting savings that come through reuse.
Learning Outcomes
Analyse typical organisational processes and propose software solutions that
incorporate reusability and that will assist these processes.
Describe different process models that are component-based, reuse-friendly
and efficient.
Implement reuse-driven techniques to manage the life cycle stages of the
development process.
Apply techniques for reuse-based systems modelling and analysis to produce a
set of software requirements for a medium-sized software system.
Use and select a range of component-based modelling techniques and tools in
designing software systems.
Describe and use Object-Oriented software verification and validation at the
component and system level
Course Content
Basic concepts of Object Technology
o Encapsulation
o Information hiding
o Inheritance
o Composition
o Polymorphism
Software Design with and for reuse
o Object-oriented analysis and design
o Design patterns (includes architectural patterns)
o Component-level design
o Design for reuse
o Reference software architectures
o Aspect oriented, Service oriented and agile approaches
31
o Use of open-source materials

Component-based software development
o Building components with/for reuse
o Provides/requires interfaces
o Component assembly
Building APIs
o Design of APIs
o Class browsers and related tools
Formal Specifications
o Basic concepts of formal specification techniques
Component-based software testing
o Black-box, grey-box and white-box testing techniques
o Object-Oriented testing
o Component testing
Wrapping as a means of converting systems into components
o Design, build and use wrappers
Methods of Delivery
The course is delivered interactively through face to face lectures, and Software
Development (SD) Studios. A SD Studio is a session whereby we focus on practical
software development. Its key elements are practice, public presentation, and review
by peers in a small group. Software is typically developed by teams. Software
development group project grades will be adjusted according to the results of peer
evaluation, as in the COMP3900 Group Project course.
Contact Hours
Credit Hours
Lectures
28
28
Software Development Studios
22
11
Assessment
40%
Coursework
60%
One software development group project
15%
Requirements Documentation
15%
Design model (e.g., UML diagrams)
15%
Presentations (10) using relevant tools,
e.g.PowerPoint
15%
Final presentation of implemented
system
pass the course.
References
Prescribed
6. Sommerville, I., 2010. Software Engineering, 9/E, Addison Wesley, 792pp,
paper, ISBN-13: 978- 0137035151.
32
Recommended
course web site)
Course Title
Course Code
Credits
Level
Semester
Pre-requisites
Net Centric Computing

COMP2190
3
2
I
COMP1126, COMP1127, COMP1161, and (COMP1210 or
MATH1152) May not be credited with COMP3150(CS32Q)
Rationale
Advances in computer and telecommunications networking, security, and the
pervasiveness of the Internet have increased the importance of the related underlying
technologies in the computing discipline. As a result, the Association for Computing
Machinery (ACM)/IEEE-CS curriculum recommendations for computer science make
Net Centric Computing a core requirement for a computing degree. This Net Centric
Computing course allows students to understand the foundations upon which
computer networks are built and how to secure these networks.
Course Description
Net Centric computing covers a wide range of sub-specialities including: computer
communication network concepts and protocols, mobile and wireless computing, and
distributed systems. The Net-Centric Computing course also exposes students to
important aspects of secure systems development including cryptography, intrusion
detection and malware detection. Finally, this course will also expose students to Web
technologies including: basic server-side and client-side scripts.
Learning Outcomes
Discuss the evolution of early networks and the Internet.
Explain the hierarchical, layered structure of a typical network architecture.
Identify the protocols between a range of common networked applications
including e-mail, telnet, FTP, wikis, and Web browsers, online Web courses
and instant messaging.
Describe the responsibilities of the physical, data link, network, transport, and
application layers.
Explain how a network can detect and correct transmission errors.
Explain how a packet is routed over the Internet.
Create and configure a simple network with two clients and a single server
using standard host configuration software tools such as DHCP and DNS.
Identify protocols used to enhance Internet communication, and choose the
appropriate protocol for a particular case.
33
Discuss intrusions and intrusion detection.

Discuss the fundamental ideas of cryptography, with particular emphasis on
public-key cryptography and its use in contemporary communication.
Generate and distribute a key pair to be used to send an encrypted e-mail
message.
Describe and discuss recent successful security attacks.
Summarize the strengths and weaknesses associated with different approaches
to security.
Explain the different roles and responsibilities of clients and servers for a
range of possible applications.
Design and build a simple interactive Web-based application that incorporates
fundamental security considerations.
Describe emerging technologies in the Net-centric computing area and assess
their current capabilities, limitations and near-term potential.
Course Content
Introduction
Background and history of network and the Internet
Network architectures
Networks and protocols
Client/server and peer-to-peer paradigms
Mobile and wireless computing
Network Communication
Network standards and standardization bodies
The ISO 7-layer reference model in general and its instantiation in TCP/IP.
Overview of physical and data link layer concepts (framing, error control,
flow control, and protocols)
Data link layer access control concepts.
Internetworking and routing (routing algorithms, internetworking, and
congestion control).
Transport layer services (connection establishment, performance issues, flow
and error control).
Web protocols with particular emphasis on HTTP.
Distributed computing
Network Security
Fundamentals of cryptography
Secret-key algorithms
Public-key algorithms
Authentication protocols
Network attack types, e.g., denial of service, flooding, sniffing, and traffic
redirection.
Basic network defence tools and strategies
Intrusion detection
34
Firewalls
Detection of malware
Kerberos
IPSec
Virtual Private Networks
Network Address Translation
Web technologies
Basic server-side programs (php, MySQL)
Basic client-side scripts (XHTML, XML, JavaScript, CSS)
Nature of the client-server relationship
Support tools for Web site creation and Web management
Methods of Delivery
This course will be delivered using a mix of interactive lectures and guided problemsolving tutorials. Students will also be required to engage in supervised weekly
laboratory exercises using various tools and/or development environments. The
contact and credit hours for this course will be broken down as follows:
Contact Hours
Credit Hours
Lectures
26
26
Labs
22
11
Tutorials
11
0
Assessment
The coursework will consist of an in-course examination, quizzes, written
assignments, and individual projects. The in-course examination and quizzes are
designed for students to test themselves on the course content throughout the
semester. The quizzes will be administered through a course management system,
e.g., Moodle, and will come at the end of every unit in the course. The written
assignments are designed for students to develop problem-solving skills by applying
knowledge from the course to a real problem. The projects are designed for students
to demonstrate an understanding of the concepts taught in lectures by building a
simple system that implements a networking principle.
Coursework
50%
In-course examination (1 hour)
10%
Quizzes (7)
5%
Assignments (2)
10%
Projects (2)
25%
50%
pass the course.
References
Prescribed
8. Kurose, J. F. and Ross, K. W., 2012. Computer Networking: A Top-Down
Approach, 6/E, Addison Wesley, 864pp, paper, ISBN-13: 978-0132856201.
35
Useful Websites
1. W3Schools. (2011, May 5) W3Schools Online Web Tutorials. [Online].
Available: http://www.w3schools.com.
2. Internet Society. (2011, May 5), Internet Society Publications. [Online].
Available: http://www.isoc.org/pubs/.
Title:
Course title:
Credits:
Level:
Semester
Prerequisite:

COMP2201
3
2
I
COMP1210 or MATH1152
Rationale
Discrete structures are foundational material for computer science and many areas of
computer science require the ability to work with concepts from discrete structures.
The material in discrete structures is pervasive in the areas of data structures and
algorithms but appears elsewhere in computer science as well. As the field of
computer science matures, more and more sophisticated analysis techniques are being
brought to bear on practical problems. To understand the computational techniques of
the future, todays students will need a strong background in discrete structures.
Course Description
The role of Mathematics in Computer Science has at least two facets:
it provides a basis for the theoretical aspects of computing (especially analysis
of algorithms and the theory of computation), and
it supports the application of computation to problems in science and
engineering.
This course aims to introduce students to a selection of topics that address both facets.
It introduces them to fundamental concepts in theoretical computer science, such as
proof by induction and the use of graphs as a general abstraction mechanism. It also
exposes students to specific topics that are likely to be relevant to many of the areas of
application of computing, particularly in the science and engineering disciplines.
Learning Outcomes
At the end of the course, students should be able to:
Determine generating functions for simple sequences and discuss their
convergence properties, apply generating functions to solving linear
recurrences, and describe ways in which generating functions are used in
computer applications.
Perform arithmetic computations in Zn.
Explain how congruential pseudo-random number generators work, and be
able to discuss from a number-theoretic point of view, what properties are
desirable in them.
Formally distinguish between the meanings of: Big-oh O, Omega and Theta
notations, and prove theorems about their combinations.
36
Solve simple graph problems.

Compute probabilities for simple scenarios that are based on the counting
techniques and discussions of the common probability distributions, and
compute the expected value and variance of a probability distribution
discussed in lecture.
Apply the Master theorem, solve basic recurrence equations, and analyze a
problem to create relevant recurrence equations or to identify important
counting questions.
Design a deterministic finite-state machine and a context-free grammar to
accept a specified language.
Define the relationship between grammar types, automata, and language type
classification, e.g. finite state machines and context-free grammars.
Course Content
1. Basics of Counting
a. Arithmetic and geometric progressions
b. Fibonacci numbers
c. The pigeonhole principle
d. Basic definitions
e. Pascals identity
f. The binomial theorem
g. The Master theorem
2. Asymptotic Analysis
a. Limits
b. Orders of Growth (Big- oh O, Omega and Theta )
3. Graph Theory
a. Trees
b. Planarity
c. Eulerian and Hamiltonian Cycles
d. Matching and Colouring
4. Elementary Probability theory
a. Counting in event space
b. Probability Tree
c. Probability distributions
d. Finite probability space, probability measure, events
e. Conditional probability, independence, Bayes theorem
f. Integer random variables, expectation
g. Law of large numbers
5. Generating Functions
a. Convergence Properties
b. Convolution
c. Applications
6. Recurrence Relations
7. Introduction to Automata, Grammars and Languages
a. Finite-state machines
b. Context-free grammars
c. Language type classification and grammar type
Method of Delivery
37
This course will be delivered using a mix of interactive lectures and guided problemsolving tutorials. The contact and credit hours for this course will be broken down as
follows:
Lectures
Tutorials
Contact Hours
39
12
Credit Hours
39
0
Assessment
Coursework
40%
Four assessed homework assignments
20%
Two quizzes
5%
In-course test (1 hour)
15%
Final Written Examination (2 hours)
60%
pass the course.
References
Prescribed
4. Johnsonbaugh, R., 2009. Discrete Mathematics, 7th edition. Prentice Hall.
Highly Recomended
5. Rosen, K., 2007. Discrete Mathematics and Its Applications, 6th edition.
McGraw-Hill.
6. Biggs, N.. 2003. Discrete Mathematics, 2nd edition. Oxford University Press.
7. Goodaire, E., Parmenter, M., 2006. Discrete Mathematics with Graph Theory,
3rd edition. Prentice Hall.
Course Title:
Course Code:
Credits:
Level:
Semester:
Prerequisites:
COMP2211
3
2
II
COMP1126, COMP1127 and COMP1161 and COMP1210
Rationale
Algorithms are fundamental to computing. In addition, the performance o f any
software system depends
heavily on the algorithms chosen. As a result, itis important for computing studen
ts to understand and apply good algorithmdesign.
Course Description
This course introduces the student to techniques for designing and analysing effi
cient algorithms. The emphasis is on the principles at work in
algorithms that solve some common problems in
a variety of topics, and on techniques for analysing algorithm performance. St
udents who take this course
38
should already be familiar with making mathematically sound arguments, and

with
implementing basic data structures, such as arrays, linked lists and binary trees.
Learning Objectives
At the end of the course, students should be able to:
Determine the time and space complexity of a given algorithm, and useas
ymptotic notation to represent each.
Design and implement any one of several
kinds of algorithms (greedy, divide-and-conquer, backtracking, branch-andbound) which may involvethe manipulation of common data structures (e.g. lists, search trees,binary heaps, graphs) for solving a given app
ropriate problem (e.g. stringmatching, numerical approximation).
Demonstrate the application of typical collisionresolution methods ona given hash table
(with a corresponding hash function) and describethe factors to be conside
red in designing a hash function.
Apply the most common
sorting algorithms (bubble, insertion, merge, quick, heap, radix,
counting) to a given set of numbers to demonstratehow the algorithm is perf
ormed.
Adapt solutions to common graph problems (such as shortest paths,depthand breadth-first
traversals, minimum spanning trees, and network flow) to solve related pro
blems presented in a general context.
Discuss factors other than computational complexity that influence thechoic
e of algorithms, such as:
simplicity (programming time,maintainability), use of applicationspecific patterns in input data, tolerancefor error in output.
Explain the distributed paradigm, identifying the essential differencesbet
ween distributed algorithms and single-processor algorithms.
Explain the differences between tractable, intractable and unsolvable probl
ems, especially in the context of NP-completeness and Turingcomputability.
Course Content
1. Analysing algorithms: solving recurrence equations with the MasterTheore
m
39
2. Algorithm strategies: brute-force, greedy, divide and conquer, branch-andbound, heuristic

3. Iterated approximations: Newton=Raphson method, searching for roots of a p
olynomial
(in one variable).
4. Fast exponentiation, Euclids algorithm, Discrete logarithm, RSAcryptograph
y
5. Heaps as implementations for priority queues
6. Sorting
7. Binary search trees, Red-Black trees
8. Hashing
9. Graphs and graph algorithms
10. Distributed Computing (introduction): consensus vs. election algorithms.
11. NP-completeness (tractable vs intractable problems)
12. Basic computability: uncomputable functions, the halting problem, implicati
ons of
uncomputability.
Method of Delivery
The course will be delivered through a combination of interactive lectures and t
utorials, broken down as follows:
Contact Hours
Credit Hours
Lectures
39
39
Tutorials
12
0
Tutorials and assignments are aimed at teaching students how to apply thecontent c
onveyed in lectures to solving specific problems. Tutorials and assignments will
present situations and problems, usually not previously discussed in lectures, that
can be solved by applying the content delivered in lectures. Tutorials do this in a
supervised environment, where the tutors primary role is to demonstrate the
application of the relevant course content in solving the problems presented, and
clarify any misconceptions students may have picked up from lecture.
Assignments aim to measure how well the student has learnt to independently apply
that content.
Assessment
Coursework:
50%
One (1) in-course examination
10%
Three (3) written homework assignments 40%
40
Final Written Examination (2 hrs):
50%
Students must pass both the coursework and the final examination to passthe course.
Reading List
Prescribed:
Cormen,
T.H., Leiserson, C.E., Rivest, R.L., and Stein, C., 2009.Introduction to Algorithms,
(3rd ed), MIT Press, 1312pp, paper, ISBN-13: 978-0-262-53305-8.
Highly Recommended:
Kleinberg, J. and Tardos, E., 2005. Algorithm Design, AddisonWesley, 864pp, ISBN-13:9780321295354.
Title:
Course Code:
Credits:
Level:
Semester:
Prerequisite:

COMP2340
3
2
II
Rationale
Every computing student should acquire some understanding and appreciation of a
computer systems functional components, their characteristics, their performance,
and their interactions. Students need to understand computer systems organization in
order to make best use of the software tools and computer languages they use to
create programs. Computer systems organization also underpins other areas of the
computing such as operating systems, computer networks, and emerging concepts
such as parallel processing and distributed computing.
Course Description
This course introduces the student to the principles that are involved in organizing
computer hardware and software to build a computer system. It describes the
hardware components that are used to build a computers processor, and how these
components are organized to accomplish the task of interpreting instructions.
Attention is paid to some of the factors (e.g. parallelism and caching) that contribute
to the performance of a processor. In addition to these architectural concerns, the
course also discusses how the processor of a computer system interfaces with some
common peripheral devices, such as video displays, network controller cards,
keyboards and mice and also introduces some of the fundamental concepts of
operating systems.
.
Learning Outcomes
41
On successful completion of this course a student should be able to:

Explain how various types of data such as numbers, characters, arrays (and
other composite data types) are represented in a computer system and discuss
the implications for accuracy and range of values.
Describe the techniques that are used to achieve computation on the circuits of
a processor and be able to deduce a sequence of microinstructions that are
interpreted in order to execute a single machine instruction;
Explain the concept of an instruction set architecture (ISA) and be able to
write a short sequence of machine instructions to perform a simple task;
Explain why memory is usually organized as a hierarchy of different types of
memory components (cache, RAM, disk) and perform simple computations of
latency for a given configuration of memory.
Describe the techniques that are used to transfer data between a processor and
peripheral devices and perform simple computations of performance for
communication with up to two of the devices discussed (e.g. disk read latency,
network latency, graphics data transfer rate).
Describe the techniques that are used to improve the performance of a
computer system including instruction level parallelism and the various ways
in which processors can are combined to create multiprocessor computer
systems.
Course Content
1) Data Representation and Digital Logic
Overview of the history of the digital computer
Introduction to digital logic (logic gates, flip-flops, circuits)
Representation of numeric data (floating point)
Range, precision, and errors in floating-point arithmetic
Characters, pointers, strings, composite data (arrays, lists, objects)
2) The Microarchitecture Level
The functional units of the processor (adders, ALUs, registers, buses)
Data paths, microinstructions, the control unit
Hardwired controllers and micro-coded controllers
3) Instruction Set Architectures
Introduction to instruction set architecture, microarchitecture and system
architecture
Processor architecture instruction types, register sets, addressing modes
Processor structures memory-to-register and load/store architectures
Instruction sequencing, flow-of-control, subroutine call and return
mechanisms
Structure of machine-level programs
Limitations of low-level architectures
Low-level architectural support for high-level languages
Translation (compiling, assembling, linking, loading)
4) Peripherals and Protocols
42
I/O fundamentals: handshaking and buffering; polling

Interrupt mechanisms: vectored and prioritized, interrupt acknowledgment
Buses: protocols, arbitration, direct-memory access (DMA)
Examples of modern buses: e.g., PCIe, USB, Hypertransport
5) Memory
Storage systems and their technology (semiconductor, magnetic, optical)
Memory hierarchy, latency and throughput
Cache memories: operating principles, replacement policies, multilevel cache,
cache coherency
Storage standards (CD-ROM, DVD)
Sound and audio, image and graphics, animation and video
Multimedia standards (audio, music, graphics, image, telephony, video, TV)
The significance of power dissipation and its effects on computing structures
6) Input/Output Devices
Input devices: mice, keyboards (text and musical), scanners, touch-screen,
voice
Video displays and printers
Input transducers (temperature, pressure, position, movement)
7) Parallelism
Processor and system performance measures and their limitations
Instruction pipelining and instruction-level parallelism (ILP)
Superscalar architectures; vector processors; array processors; VLIW
Multicore and multithreaded processors
GPUs and special-purpose graphics processors
Flynns taxonomy: Multiprocessor structures and architectures
Amdahls law
Method of Delivery
The course is delivered interactively through face to face lectures, tutorials, and
laboratory classes.
Contact Hours
Credit Hours
Lectures
33
33
Tutorials
12
0
Laboratories
12
6
Assessment
Coursework
Assignments (2)
20%
In-Course Test (1)
10%
Labs (6)
15%
Quizzes (5)
5%
50%
50%
43
pass the course.
References
Prescribed
1.
Null, L., Lobur, J., 2012. The Essentials of Computer Organization and
Architecture, 3rd. Edition, Jones and Bartlett Publishers.
Highly Recommended
2.
Tanenbaum, A.S., Austin, T., 2012. Structure Computer Organization, 6th

Edition, Prentice Hall
3.
Stallings, W., 2009. Computer Organization and Architecture: Designing for

Performance, 8th. Edition, Prentice Hall.
Title:
Course Code:
Credits:
Level:
Pre-requisite:
Semester:
Mathematics and Statistics for IT

INFO2100
3
2
COMP1210
2
Rationale
Information Technology relies heavily on concepts from mathematics and statistics.
While IT professionals are unlikely to work directly on mathematical or statistical
concepts, they will need the ability to manipulate mathematical concepts and to
generate and interpret statistical data in order to be successful in their careers.
Course Description
This course introduces probability and statistics to students of Information
Technology as well as the application of these concepts to the computing discipline. It
examines the basic concepts of probability theory including counting and measuring
and conditional probability and independence of events. It studies discrete,
continuous, and joint random variables and functions of random variables. The course
shows how to sum independent random variables, generate random numbers, and
random event generation. It also discusses the Law of large numbers and the Central
Limit Theory. The course also introduces linear and nonlinear regression, sampling
distributions, confidence intervals, and hypothesis testing. The applications of these
concepts to computing will be stressed throughout the course.
Learning Outcomes
Calculate probabilities of events and expectations for random variables.
Differentiate between dependent and independent events.
44
Apply the binomial theorem to independent events and Bayes theorem to

dependent events.
Apply the tools of probability to create simple discrete event simulations.
Given a sample situation, formulate an appropriate null hypothesis for a
simple question and perform an appropriate test to determine its acceptability.
Given a scenario, determine whether a parametric or non-parametric test is
appropriate.
Discuss the limitations of correlations.
Given a sample of two random variables, calculate the t-test, z-test, and Chisquare test statistics and determine if statistical significance exists.
Given a set of data, determine the best regression model.
Describe the difference between stochastic and deterministic analysis.
Explain the purpose and nature of statistical sampling.
Distinguish between the concepts of mean, median and mode, and discuss the
drawbacks of each as a descriptive statistic.
Calculate the mean, median and mode of a given sample of data.
Calculate the standard deviation of a given sample of data.
Explain, with examples, the role of probability and statistics in IT.
Perform a statistical analysis of a systems performance.
Analyze a statistical analysis of a systems performance and recommend ways
to improve performance.
Content
Randomness, finite probability space, probability measure, events
Conditional probability, independence, Bayes theorem
Integer random variables, expectation
Formulation of hypotheses: null and alternate hypothesis
Parametric and non-parametric tests and their applicability
Criteria for acceptance of hypotheses, significance levels
t-test, z-test, Chi-square test, and their applicability
Correlation coefficients
Linear and nonlinear regression models
Stochastic versus deterministic analysis
Purpose and nature of sampling, its uses and applications
Mean, median, mode, variance, standard deviation
Method of Delivery
Contact Hours
Hours
Lectures
Tutorials
26
13
Assessment
Coursework
3 assignments/quizzes
60%
40%
30% (10% each)
10%
45
Credit
26
13
pass the course.
Reading List
1. Charles M. Grinstead and J. Laurie Snell's (1997), Introduction to Probability,
published by the American Mathematical Society, 1997.
http://www.dartmouth.edu/~chance/teaching_aids/books_articles/probability_
book/book.html
2. Mario F. Triola (2010), Essentials of Statistics, Addison Wesley; 4 edition
(January 13, 2010).
3. Charles Marchant Reeder (2001), Computer Math problem solving for IT, Prentice
Hall.
Title:
Course Code:
Credits:
Level:
Pre-requisite:
Semester:
Data Structures for IT

INFO2110
3
2
COMP1126, COMP1127 AND COMP1161
1
Rationale
Data structures are extensively used in writing programs or software system. They
provide a means to manage huge or small amounts of data efficiently. Usually, the
organization and management of ones data is key to designing efficient software
systems and modern programming languages put much emphasis on data structures as
basic units of programming systems. Any serious study of programming has to be
accompanied by a useful foundation in data structures.
Course Description
In computing, a data structure is a particular way of storing and organizing data in
a computer so that it can be used efficiently Different kinds of data structures are
suited to different kinds of applications, and some are highly specialized to specific
tasks. This course covers several data structures and seeks to equip the student with
these as tools for managing data in their programs. From simple and structured data
types the course progresses through some commonly used built-in data structures to
special-purpose user-defined structures.
Learning Outcomes
describe the representation of numeric and character data.
understand how precision and round-off can affect numeric calculations.
utilise primitive data types and built-in data structures.
describe common applications for each data structure in the topic list.
write programs that use each of the following data structures: arrays, records,
strings, linked lists, stacks, and queues, trees.
46
write programs that use each of the following data structures: arrays, records,
strings, linked lists, stacks, queues, and hash tables.
implement the user-defined data structures in a high-level language.
choose the appropriate data structure for modeling a given problem.
describe a simple hash function
Content
Primitive types
Arrays
Records
Strings and string processing
Data representation in memory
Pointers and references
Linked structures
Knowledge of hashing function
Use of stacks, queues
Use of graphs and trees
Strategies for choosing the right data structure
Method of Delivery
Contact Hours
Hours
Lectures
Tutorials
Credit
26
13
Assessment
Coursework
3 written assignments
2 programming projects
26
13
60%
40%
15% (5% each)
20% (10 each)
5%
pass the course.
Reading List
1. Rance D. Necaise, Data Structures and Algorithms Using Python, Wiley
2010, ISBN 978-0-470-61829-5
2. Bruno R. Preiss, Data Structures and Algorithms with Object-Oriented
Design Patterns in Java, http://www.brpreiss.com/books/opus5/body.html
(Online resource)
Title:
Course Code:
Dynamic Web Development 1

INFO2180
47
Credits:
Level:
Semester:
Pre-requisite:
3
2
2
Rationale
The internet and world-wide web has become essential to business, communication,
and to modern life in general. This area has thus assumed a central role in
contemporary computing. This course provides a foundation for understanding
various aspects of internet and world-wide web technologies, and introduces students
to the design and implementation of web software. This course satisfies the national
and regional need for graduates with fundamental knowledge in web design,
programming and administration. This course covers also a number of the core
objectives established by international standards organisations such as the ACM in
networking, HCI/UI design, software design, web client-server computing, databases,
software engineering, and security.
Course Description
This course covers the foundations of the technologies that enable the creation of
interactive websites that process and modify server-based data. This includes
fundamental networking technologies, data representation for the web, web UI design
and site design, client-server architecture and client-side and server-side
programming. It covers the fundamentals of ecommerce, web security, ethical and
social issues, and relevant software engineering concepts such as the three-tier
architecture and frameworks for the web. It also provides an introduction to mobile
web issues and web multimedia.
Learning Outcomes
At the end of the course the students should be able to:
explain how network standards and internet protocols such as TCP/IP and
DNS work.
use web page description languages such as XHTML and CSS in web design.
use XML in web data representation.
use modern software engineering principles for the web to conceptualise,
design, implement and test websites.
apply established UI design principles and guidelines in website design.
use server-side and client-side languages in website design.
use web frameworks in website design.
design websites that connect to databases.
apply fundamental principles, design and frameworks for e-commerce in
website design.
apply fundamental network security principles in website design.
explain network security risks, ethical and social issues in website
development.
explain considerations for mobile web development.
use basic multimedia in web design.
48
Content
Networking concepts, Internet protocols - TCP/IP. DNS, MIME types.
XHTML, dynamic XHTML, CSS, DOM. XML, XSLT.
Overview of website design principles: requirements, concept design,
implementation, testing.
Overview of website UI design: low-fidelity prototyping, layout, use of
colour, fonts, controls.
Server-side frameworks and languages, client-side languages. Basic session
tracking.
Introduction to three-tier architecture.
Fundamental web frameworks and design patterns for the web.
Overview of web server architecture and web services standards.
Web database connectivity.
Overview of principles, design and frameworks for e-commerce.
Overview of network security issues, ethical and social issues.
Introduction to multimedia for the web.
Introduction to mobile and wireless web platforms.
Method of Delivery
Contact Hours
Hours
Lectures
Tutorials
Credit
22
6
22
Assessment
Coursework
10 labs
50%
50%
10% (1% each)
35% (7% each)
5%
pass the course.
Reading List
1. Robert W. Sebesta, Programming the World Wide Web, 4/E, AddisonWesley, 2008. ISBN-10: 0321489691
2. Harvey M. Deitel and Paul J. Deitel, Internet & World Wide Web How to
Program, 4/e, Prentice-Hall, 2008, 1400pp, paper, ISBN 0-13-175242-1
3. Terry Felke-Morris, Harper College, Web Development and Design
Foundations with XHTML, 4/E, Addison-Wesley, 2008. ISBN-10:
0321530195
49
22
6
11
Course Title:
Course Code:
Credits:
Level:
Semester:
Prerequisite(s):
Operating Systems
COMP3101
3
3
I
COMP2340 - Computer Systems Organization
Rationale
An operating system defines an abstraction of hardware and manages resource sharing
in a computer system and among its users. Many of the ideas involved in operating
system design have wider applicability across the field of computer science. This
includes topics essential for contemporary computer scientists such as concurrent
programming, resource scheduling, and system performance concerns.
Course Description
This course introduces the fundamentals of operating system design and
implementation. The major components of an operating system - process management
and resource scheduling, concurrency control, memory management, device
management, file management, security, and the interrelations between these
components are presented. Consideration is given to how design decisions can affect
system performance. This course covers the core body of knowledge in operating
systems and other key aspects that the IEEE/ACM Computing Curricula recommends
for computing graduates, and the content and learning outcomes are informed by
these guidelines. Italso includes practical experience with an operating system at the
system administration and system programming levels.
Learning Outcomes
On successful completion of this course, students should be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Describe the functions of a contemporary operating system with respect to

the goals of convenience, efficiency, and the ability to evolve, and explain
how design decisions can impact the achievement of these goals.
Explain the concept and the benefits of building hierarchical abstract
layers.
Describe how computing resources are used by application software and
managed by system software.
Explain the different states that a task may pass through and the data
structures needed to support the management of many tasks.
Demonstrate the potential run-time problems arising from the concurrent
operation of many separate operating system tasks.
Apply techniques for achieving correct and efficient synchronization.
Explain the features and limitations of an operating system used to provide
protection and security.
Identify potential threats to operating systems and the security features
designed to guard against them.
Carry out simple system administration tasks according to a security
policy, for example creating accounts, setting access permission for files
and directories.
50
10.
Compare different approaches to file systems and file organization,

recognizing the strengths and weaknesses of each.
Course Content
Overview of Operating Systems
Role and purpose of the operating system
History of operating system development
Functionality of a typical operating system
Mechanisms to support client-server models, hand-held devices
Design issues (efficiency, robustness, flexibility, portability, security, compatibility)
Influences of security, networking, multimedia, windows
Operating System Principles
Structuring methods (monolithic, layered, modular, micro-kernel models)
Abstractions, processes, and resources
Concepts of application program interfaces (APIs)
Application needs and the evolution of hardware/software techniques
Device organization
Interrupts: methods and implementations
Concept of user/system state and protection, transition to kernel mode
OS/Concurrency
States and state diagrams
Structures (ready list, process control blocks, and so forth)
Dispatching and context switching
The role of interrupts
Concurrent execution: advantages and disadvantages
The mutual exclusion problem and some solutions
Deadlock: causes, conditions, prevention
Models and mechanisms (semaphores, monitors, condition variables, rendezvous)
Producer-consumer problems and synchronization
Multiprocessor issues (spin-locks, reentrancy)
Scheduling and Dispatch
Preemptive and non-preemptive scheduling
Schedulers and policies
Processes and threads
Deadlines and real-time issues
Memory Management
Review of physical memory and memory management hardware
Paging and virtual memory
Multilevel paging
Working sets and thrashing
Caching
Security and Protection

Overview of system security
51
Policy/mechanism separation
Security methods and devices
Protection, access control, and authentication
File Systems
Files: data, metadata, operations, organization, buffering, sequential, non-sequential
Directories: contents and structure
File systems: partitioning, mount/unmount, virtual file systems
Standard implementation techniques
Memory-mapped files
Special-purpose file systems
Naming, searching, access, backups
Device Management
Characteristics of serial and parallel devices
Abstracting device differences
Buffering strategies
Direct memory access
Recovery from failures
System Performance Evaluation
Policies for caching, paging, scheduling, memory management, security, and so
forth
Evaluation models: deterministic, analytic, simulation, or implementation-specific
How to collect evaluation data (profiling and tracing mechanisms)
Scripting
Scripting and the role of scripting languages
Basic system commands
Creating and executing scripts, parameter passing
Trends in Operating Systems
Overview of contemporary operating systems, mobile operating systems
Future trends in operating systems
Methods of Delivery
This course is delivered interactively through face to face lectures, tutorials and
laboratories. The coursework will consist of tests, individual assignments and
individual projects. The assignments are designed for students to develop problemsolving skills, while the projects are designed for students to engage with and
demonstrate an understanding of the concepts and constructs taught in lectures. All
relevant course material will be posted on the course website currently OurVLE at
http://ourvle.mona.uwi.edu/.
Contact and credits hours are as follows:
Contact Hours
Credit Hours
52
Lectures
Tutorials
Labs
Total
36
12
6
54
36
0
3
39
Assessment
The course will be assessed as follows:
Coursework:
Two in-course tests (10% each)
Two assignments (5% each)
Two projects (variable weighting)
50%
One 2 hour final written examination
50%
20%
10%
20%
Students are required to pass both the coursework and the final examination.
Reference Materials
Prescribed
Stallings, W (2011). Operating Systems: Internals and Design Principles, 7th Edition.
Pearson, ISBN-13: 978-0132309981
Highly Recommended
Tanenbaum, A. (2008) Modern Operating Systems, 3/E. Prentice Hall.
ISBN-13: 9780136006633
Internet Resources
http://williamstallings.com/OperatingSystems/
Various Online Resources (the list is not static and is regularly updated on the course
web site- currently OurVLE at http://ourvle.mona.uwi.edu/)
53
Title
Course Code
Credits
Level
Semester
Pre-requisite

COMP3161
3
3
2
COMP1210
Rationale
The Association for Computing Machinery curriculum recommendations state that
information management plays a critical role in almost all areas where computers are
used. Database Management Systems are an instantiation of an information
management tool. Databases are pervasive in modern life. Furthermore, computer
programmers frequently write programs that interface with databases. As a result, it is
critical for computing graduates to know how to design and use database management
systems.
Course Description
This course covers database design and using database management systems in
applications. Classical topics in databases, including the relational model, relational
algebra, and SQL, which is used for creating, querying, and modifying relational
databases, are covered. This course also covers current topics such as XML data,
including DTDs and XML schema for validation, as well as the query and
transformation languagesXPATH, XQuery, and XSLT. The course will also cover
additional important database topics, such as indexes, views, transactions,
authorization, integrity constraints, triggers, and on-line analytical processing
(OLAP). Finally, emerging topics such as NoSQL systems will be covered.
Learning Outcomes
Identify issues of data persistence for an organization
Describe several technical solutions to problems related to information
privacy, integrity, security, and preservation
Describe the basic principles of the relational data model
Describe the difference between relational and semi-structured data models
Apply the modelling concepts and notation of the relational data model
Demonstrate queries in the relational algebra
Use a declarative query language to extract information from a database
Identify appropriate indices for a given relational schema and query set
Course Content
Information management concepts.
o Basic information storage and retrieval concepts.
o Information capture and representation.
Database systems
o Components of database systems
o Database architecture and data independence
54
o Use of a declarative query language (SQL)

Data modelling
o Relational data models
o Object-oriented models
o Semi-structured data models
Relational databases
o Relational algebra
o Relational database design
o Functional dependency
o Decomposition of a schema
o Normal forms
o Multi-valued dependency
Query languages
o Overview of database languages
o SQL (data definition, query formulation, update, constraints, and
integrity)
o Select-project-join
o Subqueries
o Querying XML
o Stored procedures
Views and Indexes
o Basic structure of an index
o Creating indexes with SQL
o Materialized Views
Transaction processing
o Transactions
o Failure and recovery
o Concurrency control
Distributed databases
o MapReduce processing model
o NoSQL systems
Advanced topics
o Security and user authorization
o Recursion
o On-line analytical processing (OLAP)
o Query optimisation
Methods of Delivery
This course will be delivered using a mix of interactive lectures and guided problemsolving tutorials. Students will also be required to engage in supervised weekly
laboratory exercises using various tools and/or development environments. The
coursework will consist of an in-course examination, quizzes, written assignments,
and individual projects. The in-course examination and quizzes are designed for
students to test themselves on the course content throughout the semester. The quizzes
55
will be administered through a course management system, e.g., Moodle, and will
come at the end of every unit in the course. The assessed laboratory exercises will be
given approximately every four weeks and students will be tested on the tools and
concepts that were presented in the previous three weeks. The written assignments are
designed for students to develop problem-solving skills by applying knowledge from
the course to a real problem. The programming project is designed for students to
demonstrate an understanding of the concepts taught in lecture by building an
application that includes a properly designed database. All relevant course material
will be posted on the course website currently OurVLE at
Contact Hours
Credit Hours
Lectures
26
26
Labs
26
13
Tutorials
13
0
Total
65
39
Assessment
This course will be assessed as follows:
Coursework
One 1-hour in-course examination
Four assessed labs (equally
weighted)
Eight Quizzes (equally weighted)
Four assignments (equally weighted)
One programming project
One 2-hour final written examination
50%
10%
15%
5%
10%
10%
50%
Students will be required to pass both the coursework and the final examination.
Reference Materials
Prescribed
9. Garcia-Molina, H., Ullman, J. D., and Widom, J., ( 2009) Database Systems:
The Complete Book,2/E, Prentice Hall, 1248pp, paper, ISBN-13: 9780131873254.
Highly recommended
1. Silberschatz, A., Korth, H. F., Sudarshan, S., (2010), Database System
Concepts, 6/E, McGraw-Hill, 1376pp, paper, ISBN-13: 978-0073523323.
Internet Resource
1. Hwaci, SQL as understood by SQLite, Mar. 2013, [Online]. Available:
http://www.sqlite.org/lang.html
Course Title
Course Code
Principles of Computer Networking

COMP3191
56
Credits
Level
Semester
Pre-requisites
3
3
1
COMP2190 Net Centric Computing
Rationale
Computer networks are pervasive and very important to modern life. Furthermore, the
Association for Computing Machinery observes that many computing activities
depend on the correct operation of the underlying network and that this dependency
on networks is likely to increase in the future. Thus, it is important to understand the
principles underlying computer networks and equip students for more advanced
courses on networking.
Course Description
This course builds upon the introductory content that was presented in COMP2190
with an emphasis on computer networking, and covers the fundamental concepts
underlying computer networks and the Internet. These concepts are examined from
the viewpoints of the application, transport, network, and link and physical layers.
This course also surveys the design trade-offs inherent in various communications
protocols implemented at different networking layers.
Learning Outcomes
Identify the different levels of complexity in a network
Define the principles behind naming schemes and resource location
Design and implement a simple reliable protocol
Discuss the scalability benefits of hierarchical addressing
Implement a simple network routing algorithm
Implement a simple resource allocation algorithm, e.g., binary exponential
backoff
Course Content
Architectural principles
o Layering
o Encapsulation
o Packet switching
o Naming
o End-to-end principle
o Finite state machines
Application layer
o HTTP (caching and HTTP future)
o FTP
o SMTP and electronic mail
o DNS (recursion)
o Peer to peer applications
o Socket programming in TCP and UDP
57
Transport layer
o Connectionless transport: UDP
o Principles of reliable data transfer
o Connection-oriented transport: TCP
TCP Tahoe, TCP Reno, and TCP New Reno.
Congestion Control: RTT estimation and Self-clocking
Rationale for AIMD
o Networks and protocols
o Client/server and peer-to-peer paradigms
o Mobile and wireless computing
Network Layer
o Names and addresses: ARP, IPv4, IPv6, and NAT
o Routing and flooding, source routing, and spanning trees
o Routingalgorithms: Bellman-Ford, Dijkstra
o Routing: Intra-AS routing (RIP and OSPF), Inter-AS routing (BGP),
and multicast
Physical and link layers
o Shannon capacity and modulation
o Bit errors
o FEC and Reed-Solomon
o MAC:
ALOHA and Slotted ALOHA
CSMA/CD
o Ethernet and Virtual LANs
o Wireless: How it is different from wireline communication.
o Wireless principles: CSMA/CA and RTS/CTS
o IEEE 802.11
Multimedia networking
o Content-delivery networks
o Queuing disciplines
o Quality of service in computer networks.
Methods of Delivery
This course will be delivered using a mix of interactive lectures and guided problemsolving tutorials. The coursework will consist of an in-course examination, quizzes,
written assignments, and individual projects. The in-course examination and quizzes
are designed for students to test themselves on the course content throughout the
semester. The quizzes will be administered through a course management system,
e.g., Moodle, and will come at the end of every unit in the course. The written
assignments are designed for students to develop problem-solving skills by applying
knowledge from the course to a real problem. The projects are designed for students
to demonstrate an understanding of the concepts taught in lecture by building simple
systems that implement various networking principles. A course management system,
e.g., Moodle, will be used for posting relevant course material. Materials will also be
posted
on
the
UWI
course
website
currently
OurVLE
at
58
Contact Hours
Lectures
39
Tutorials
13
Total
52
Credit Hours
39
0
39
Assessment
Coursework
7 Quizzes (equally weighted)
2 individual written assignments (5%
each)
2 individual projects (10% +15%)
50%
10%
5%
10%
25%
50%
Reference Materials
Prescribed
10. Kurose, J. F. and Ross, K. W., (2012), Computer Networking: A Top-Down
Approach, 6 Edition, Addison Wesley, 864pp. ISBN-13: 978-0132856201.
11. Tanenbaum, A. S. and Wetherall, D. J., ( 2011), Computer Networks, 5/E,
Prentice Hall, 2010, 960pp. ISBN-13: 978-0132126953.
Internet Resource
1. IETF, Official Internet Protocol Standards, Mar. 2013, [Online]. Available:
http://www.rfc-editor.org/rfcxx00.html
59
Course Title
Course Code
Credits
Level
Semester
Pre-requisites
Implementation of Computer Networks

COMP3192
3
3
2
COMP3191 Principles of Computer Networking
Rationale
The Internet and computer networks are now ubiquitous and a growing number of
computing activities strongly depend on the correct operation of the underlying
network. Networks, both fixed and mobile are key parts of modern computing
environment. Many computing applications that are used today would not be possible
without networks. This dependency on the underlying network is likely to increase in
the future. These networks may be wired or wireless and require strict adherence to
various connectivity and operational protocols. Todays computer job market
demands increasing abilities in the implementation and configuration of different
types of computer networks.
Course Description
This course builds upon previous concepts in computer networks with emphasis on
resource configuration. It introduces students to techniques in configuring various
networking protocols, e.g., DHCP, DNS, RIP, and OSPF, in a laboratory
environment. The course will make use of open-source and proprietary network
protocol implementations to give students a good notion of what they might encounter
in a working network.
Learning Outcomes
Describe the responsibilities of the physical, data link, network, transport, and
application layers
Explain how a packet is routed over the Internet
Assign IP addresses to various interfaces
Create and configure a simple network with two clients and a single server
using standard host configuration software tools such as DHCP and DNS
Implement and tune an intra-AS routing algorithm such as OSPF
Course Content
Direct Link Networks
o Encoding
o Framing
o Error Detection
o Reliable Transmission
o SONET
o FDDI
o Network Adapters
o Ethernet
o 802.11 Wireless Networks
60
Packet and Cell Switching

o Concepts
o ATM
o Switching Hardware
o Bridges & Extended LANs
Internetworking
o Internetworking Concepts
o Global Internet
o IPv6
o Internet Multicast
o Domain Name Services
End-to-End Protocols
o Concepts
o UDP
o TCP
o APIs and Sockets
o RPCs
o Performance
End-to-End Data
o Presentation Formatting
o Data Compression
o Security
Congestion Control
o Issues
o Queuing Disciplines
o TCP Congestion Control
o Congestion Avoidance
High Speed Networking
o Performance Issues
o Advanced Services
o Experiences
Voice Over IP
o Overview
o Peer to Peer calling
o Call Managers, Call Signalling
o PBX and Call Attendant Functionality
Routing protocols
o IGPs and EGPs
o Overview of RIP and OSPF
o Introduction to BGP
61
Methods of Delivery
This course will be delivered using a mix of lectures and guided laboratory sessions.
Each lecture would give students an overview of the concepts which would be
demonstrated in the lab. The coursework will consist of an in-course examination,
quizzes, and written lab reports. The participation points will serve as an in-course
reward for attendance and completion of exercises. All relevant course material will
be posted on the course website currently OurVLE at http://ourvle.mona.uwi.edu/.
Contact Hours
Credit Hours
Labs
52
26
Lectures
13
13
Total
65
39
Assessment
Coursework
13 quizzes (equal weighting)
13 lab reports (equal weighting)
Weekly participation
60%
40%
10%
15%
20%
15%
Reference Materials
Prescribed
12. Kurose, J. F. and Ross, K. W., (2012). Computer Networking: A Top-Down
Approach,6/E, Addison Wesley, 864pp, paper, ISBN-13: 978-0132856201.
13. Peterson, L. and Davie, B., (2011). Computer Networks: A Systems
Approach, 5/E, Morgan Kaufmann Publishers, paper, ISBN-13: 9780123850591.
Highly Recommended
1. Tanenbaum, A. S. and Wetherall, D. J., (2011). Computer Networks, 5/E,
Prentice Hall, 2010, 960pp, paper, ISBN-13: 978-0132126953.
Internet Resource
1. IETF, Official Internet Protocol Standards, Mar. 2013, [Online]. Available:
http://www.rfc-editor.org/rfcxx00.html.
course web site)
62
Course Title:
Course Code:
Credits:
Level:
Semester:
Prerequisite:
Principles of Artificial Intelligence

COMP3220
3
3
1
COMP2201 Discrete Mathematics,
COMP2211 Analysis of Algorithms
Rationale
Artificial Intelligence (AI) systematizes and automates intellectual tasks and is
therefore potentially relevant to any sphere of human intellectual activity. AI is one of
the oldest domains in computing yet the field remains a research area as humans
attempt to understand and learn the mechanisms underlying intelligent behaviour. AI
problem solving techniques have theoretical and practical applicability in building
intelligent systems to solve a diversity of complex and real world problems.
Course Description
This course will introduce the basic principles in artificial intelligence. It covers a
brief history of AI, simple representation schemes, problem solving paradigms, search
strategies, and research and philosophical questions. Areas of application to be
covered include state space formulation, knowledge representation and inference,
heuristics and specific AI problems such as computer vision, natural language and
robotics.
Learning Outcomes
On successful completion of the course, students should be able to:
1. Differentiate the concepts of optimal reasoning and human-like reasoning and
the concepts of optimal behaviour and human-like behaviour.
2. Implement state space search algorithms and recommend a search technique
for a given problem.
3. Evaluate the role of heuristics and discuss the need for tradeoffs between
optimality and efficiency.
4. Justify a suitable knowledge representation method and a reasoning
mechanism for a given problem definition.
5. Describe two sub-fields of Artificial Intelligence, e.g. neural networks,
machine learning, recommender systems, robotics, natural language
processing, reasoning under uncertainty.
6. Propose and justify an AI technique appropriate to a real world problem in
Jamaica or the Caribbean.
7. Identify the ethical issues in designing and building intelligent systems that are
to be integrated into human societies.
Course Content
1. Introduction to AI
a. Overview and History of AI
b. Philosophical Issues in AI
2. Intelligent Agents
a. Performance measures, Environment, Actuators and Sensors (PEAS)
b. Environment types
c. Agent types
63
3. Search
a. Uninformed search algorithms
b. Heuristic search algorithms
c. Iterative improvement algorithms
d. Game playing
4. Knowledge Representation and reasoning
a. Logic
b. Production rules
c. Inferencing mechanisms
d. Expert systems
5. Current topics in AI
a. Machine learning
b. Neural networks
c. Reasoning under uncertainty
d. Natural Language processing
e. Speech recognition
f. Robotics
g. Fuzzy logic
h. Virtual Reality
Method of Delivery
This course will be delivered using a mix of interactive lectures and guided problemsolving tutorials. The coursework will consist of one in-course test and three (3)
assignments. The assignments expose students to different types of problems and
presentation skills. The first assignment is designed for students to gain an
appreciation of philosophical issues in AI. The second assignment is a programming
assignment which augments students programming skills in representing and
reasoning with knowledge. The third assignment is a research paper to expose
students to new applications in AI and the research potential in this field. All relevant
course material will be posted on the course website currently OurVLE at
Contact Hours
Lectures
39
Tutorials
13
Total
52
Assessment:
60%
Coursework
40%
One in-Course Test
(10%)
One written assignment
(10%)
One programming assignment
(10%)
One research paper
(10%)
Credit Hours
39
0
39
64
Reference Materials
Prescribed
Russell, S. and Norvig, P.,(2010), Artificial Intelligence: A Modern Approach,
3rd Edition, Prentice Hall.
Highly Recommended
Bratko, I. (2011), Prolog Programming for Artificial Intelligence, 4th Edition,
International Computer Science Series.
Rich, E. and Knight, K. (1991), Artificial Intelligence, McGraw Hill.
Online Resources
1. http://aima.cs.berkeley.edu/
2. http://www.swi-prolog.org/Links.html
Course Title:
Course Code:
Credits:
Level:
Semester:
Pre-requisite:
User Interface Design

COMP3270
3
3
1 or 2
INFO2180: Dynamic Web Development I, or
COMP2140: Software Engineering
Course Rationale
User interface (UI) design has become a fundamental aspect of software design and
the design of interactive devices. A well-designed user interface facilitates effective,
efficient and enjoyable completion of user tasks. User-centred design methods can be
used to identify individual task requirements as well as tasks across an organization,
and to design and evaluate appropriate user interfaces. Knowledge of humancomputer interaction (HCI) models and user interface development methods is
essential for computer scientists intending to do user-centred software design.
Course Description
This course will introduce students to issues in the design, development, and
evaluation of user interfaces for computer systems. Concepts in human factors,
usability, and interface design will be covered, and the relationship of human
capabilities and limitations with interactive system design. The course will introduce
the future user interface designer to tools, techniques, and ideas for interface design,
to concepts and strategies for making design decisions. Students will apply the
concepts and principles to the design and implementation of interactive user interfaces
in team projects.
65
Learning Outcomes
On successful completion of this course, a student should be able to:
Analyze user interfaces (UI) in terms of human factors and human-computer
interaction (HCI) models
Discuss the importance of human-centred software development
Summarize the basic precepts of psychological and social interaction
Develop and use a conceptual vocabulary for analysing human interaction with
software, such as affordance, conceptual model, and feedback
Distinguish between good and bad interface design
Design, prototype, and evaluate a UI illustrating familiarity with HCI concepts,
human factors, UI guidelines, and UI development methods
Use low fidelity prototyping techniques to explore and evaluate design
alternatives
Discuss the interaction possibilities beyond mouse-and-pointer interfaces and
when they are appropriate
Describe the UI potential and HCI issues of viewer tracking, virtual reality,
augmented reality, and tangible interface technologies
Compare the HCI issues in individual interaction with group interaction
Discuss issues of social concern involved in collaborative software and social
networking, and the potential of their use in social activism
Explain why psychological models and culture are important to consider in UI
design
Use a variety of techniques to evaluate a given UI
Describe the constraints and benefits of different evaluative methods
Course Content
HCI Overview
The role of user interfaces in computer applications.
History of human-computer interaction (HCI) and user interface (UI) systems.
Contexts for HCI (anything with a user interface: webpage, business applications,
mobile applications, games, etc.)
Physical and Cognitive models that inform interaction design: attention, vision,
perception and recognition, movement, and memory. Ergonomics.
HCI models such as Normans Gulfs of execution and evaluation.
Accessibility: interfaces for differently-abled populations (e.g. blind, motionimpaired)
Interfaces for differently-aged population groups (e.g. children, 80+)
Social models that inform interaction design: culture, communication, networks
and organizations.
UI Design Methods
Processes for user-centred development: early focus on users, evaluation, iterative
design.
Different measures for evaluation: utility, efficiency, learnability, user
satisfaction.
Usability goals and User experience goals in design and evaluation
66
Principles of good design and good designers; engineering tradeoffs

Techniques for gathering requirements: interviews, surveys, ethnographic &
contextual enquiry, participatory design
Techniques and tools for analysis & presentation of requirements: reports,
personas
Choosing interaction styles and interaction techniques
Representing information to users: navigation, representation, manipulation ,
visualisation
Approaches to design, implementation and evaluation of non-mouse interaction
Prototyping techniques and tools: sketching, storyboards, low-fidelity prototyping,
wireframes
User-centred error and exception handling, contextual help.
Evaluation without users, using both qualitative and quantitative techniques:
walkthroughs, expert-based analysis, heuristics, guidelines and standards,
keystroke-level models.
Evaluation with users: observation, think-aloud, interview, survey, experiment.
Challenges to effective evaluation: sampling, generalization.
Analysing and reporting the results of evaluations
Internationalisation, designing for users from other cultures, cross-cultural
evaluation
Interaction Paradigms
Asynchronous group communication: e-mail, forums
Synchronous group communication: chat rooms, conferencing, online games
Online communities and social networking: positive and negative uses
Introduction to touch and multi-touch interfaces, mobile platforms (iPhone,
Android, Windows, etc), viewer and object tracking, pose and gesture recognition,
accelerometers
HCI issues in Speech recognition and natural language processing
Software characters and intelligent agents, virtual worlds and avatars
Future UI trends, e.g. 3D Stereoscopic displays, force feedback simulation, haptic
devices, wearable and tangible interfaces, persuasive interaction and emotion,
ubiquitous and context-aware UI, ambient/peripheral display and interaction
Methods of Delivery
Lectures will be interactive with discussions and use of multimedia and
demonstrations. Tutorials will provide the opportunity to discuss concepts, principles,
UI case studies, to examine HCI devices, and for group brainstorming and critique of
the project designs as they are developed. The group projects will facilitate practical
engagement with the concepts and design practices covered in the course. All relevant
course material will be posted on the course website currently OurVLE at
Contact Hours
Credit Hours
Lectures
39
39
Tutorials
13
0
Total
52
39
Assessment
67

50%
Two group projects (variable weighting)
45%
One In-course test
5%
Student contribution to group projects will be individually assessed.
Students will be required to pass both the coursework and the final
examination to pass the course.
Reference Materials
Prescribed
Preece,J., Rogers, Y., and Sharp, H., 2011. Interaction Design: Beyond HumanComputer Interaction, 3rd ed. Wiley, ISBN 978-0-470-66576-3.
Highly Recommended
Benyon, D., Turner, P., and Turner. S., 2005. Designing Interactive Systems: People,
Activities, Contexts, Technologies. Addison-Wesley. ISBN-13: 9780321116291
Norman, D., 2002. The Design of Everyday Things. Basic Books.
Internet Resources
www.id-book.com
Various Online Resources (the list is not static and is regularly updated on the course
web site)
Course Title:
Course Code:
Credits:
Level:
Semester:
Prerequisites:
Language Processors
COMP3652
3
3
1 or 2
COMP2211: Analysis of Algorithms
Rationale
Language processors are programs that operate on files whose formats are governed
by precise grammatical rules. Interpreters and compilers are examples; they parse a
computer program, written in a human-readable high level language and either
execute it directly, or convert it into machine executable instructions. Knowledge of
how such language processors work is useful to any student interested in the design of
programming languages, or who is preparing to do research in an area that might call
for the design of new programming languages. Beyond these direct areas of
application, students who expect to work with several data formats, especially to
convert between them, will find the techniques used by language processors very
useful for both designing new data formats, as well as eectively building conversion
tools for them.
Course Description
This course seeks to illuminate how interpreters and similar language processors
work. It provides an overview of the variety of properties that a programming
68
language may have, and how those properties impact on the implementation of an
interpreter (or a compiler) for that language. The course has a heavy programming
component, which guides students in the implementation of an interpreter for a small,
but powerful programming language.
Learning Outcomes
Distinguish between the syntax and semantics of a programming language.
Describe the phases of syntactic processing (lexing and parsing).
Describe the dierences between top-down and bottom-up parsing.
Apply various parsing techniques to the problem of recognising valid sentences
in a programming language.
Assess the impact that programming language features have on the design of
interpreters, particularly in terms of the requirements for the intermediate
representation that is used as the basis for interpretation.
Evaluate code fragments from languages that have specified properties (e.g.
static vs dynamic scoping, lazy evaluation, and call by value vs. call by
reference parameters).
Implement an interpreter for a simple toy language.
Course Content
1. Syntactic Processing
Context Free Grammars: Definition, BNF notation, ambiguity, parse trees
and deriva-tions
Regular Expressions: Definition, JLex or JFlex (a lexing tool)
Parsing: top down (recursive descent and LL(K))
Parsing: bottom up (LR(0), SLR, LALR(1) and LR(1) parsers)
2. Semantic Representation and Processing
Operational vs. Denotational semantics
POSTFIX: an example of a stack-based programming language
Syntax-directed interpretation (and translation)
Abstract Syntax Trees as Intermediate Representations
Interpretation and translation by AST traversal
3. Features of Programming Languages
Typing: static vs. dynamic
Scoping: static vs. dynamic
Evaluation: lazy vs. eager
Parameter passing conventions
Data allocation strategies
First class citizens (objects)
Tail recursion
Garbage collection
Method of Delivery
The course will be delivered through a combination of interactive lectures and
tutorials. The course is assessed by a combination of written and programming tasks,
69
organised into assignments and a project. The written elements of the assignments
focus on the principles behind the programming activities, typically on the theory of
lexing and parsing (e.g. constructing regular expressions and context-free grammars).
The programming exercises focus on the use of tools that leverage the theory behind
lexing and parsing (e.g. a lexer generator and a parser generator) and on the use of
appropriate design patterns to develop a functional interpreter and translator for a
simple language. The project is given towards the end of the course, and entails
students working in groups to develop a fully functional interpreter for a small, but
Turing-complete language, which has many features that are common to popular
programming languages. All relevant course material will be posted on the course
website currently OurVLE at http://ourvle.mona.uwi.edu/.
Contact Hours
Credit Hours
Lectures
39
39
Tutorials
12
0
Total
51
39
Assessment
Coursework:
60%
One (1) written homework assignments
10%
Two (2) programming homework assignments
20%
One (1) project
30%
40%
Students must pass both the coursework and the final examination to pass the
course.
Reference Materials
Prescribed
Mak, R. (2009) Writing Compilers and Interpreters: A Software
Engineering Ap-proach (3rd ed). Wiley. 864 pp. ISBN-13: 9780470177075
Highly Recommended
Parr, T. (2010) Language Implementation Patterns: Create Your Own
Domain Specific Language and General Programming Languages.
Pragmatic Bookshelf. 374 pp. ISBN-13: 978-1934356456
Appel, A. (2002) Modern Compiler Implementation in Java, (2nd ed).
Cambridge University Press. 501 pp. ISBN-13: 978-0521820608
Internet Resources
JLex: A lexical analyzer generator for Java(TM).
http://www.cs.princeton.edu/
appel/modern/java/JLex/
CUP: LALR parser generator in
Java.
http://www2.cs.tum.edu/projects/
cup/
The ANTLR 3 wiki home.
http://www.antlr.org/wiki/display/
70
ANTLR3/ANTLR+3+Wiki+Hom
e
The dierence between compilers
and interpreters.
http://www.antlr.org/wiki/display/
ANTLR3/The+difference+betwee
n+compilers+and+interpreters
Course Title:
Course Code:
Credits:
Level:
Semester:
Prerequisites:
Theory of Computation
COMP3702
3
3
II
COMP2201: Discrete Mathematics for Computer Science
Rationale
The theory of computation is a formal treatment of the limits of computation. At its
inception in the late 1930s the theory established a framework for reasoning about
whether a given problem can be solved by a computer, and for classifying those that
could into categories of resource (i.e. time and space) usage. Today, the theory guides
computer scientists in determining how to approach novel problems, and impacts a
range of sub-disciplines of computer science, including, but not limited to: the design
of programming languages, tradeos in hardware design, cryptography, and modeling
of physical systems.
Course Description
This course presents the formal tools for describing the theoretical limits of
computing machines. It presents proof techniques for classifying the computability of
a given problem, and it presents several example problems and their classifications of
computability (e.g. regular, context free, or Turing-recognisable). The course also
presents problems that are known to be uncomputable, and proof techniques for
establishing that status formally. Finally, the course briefly covers the main
complexity classes (e.g. P , NP , PSPACE) and the methods for proving that a given
problem falls within one of them.
Learning Outcomes
1. Construct Finite State Automata, Push-Down Automata, or Turing Machines to
recognise a given language.
2. Determine the language recognised by a given automaton or Turing machine.
3. Prove rigorously whether a language is regular, context-free, decidable, Turingrecognisable, or outside of any of those categories.
4. Prove the undecidability of a language via Turing and/or mapping reductions.
5. Define the complexity classes P, NP, L, NL, PSPACE and NPSPACE.
71
6. Show algorithms to be NP-hard by polynomial time reductions.

7. Prove the relationships between space and time complexity classes.
Course Content
Computability
Regular languages (DFA, NFA, Regular Expressions)

Context Free languages (CFGs, PDAs)
Turing-recognisable languages (Turing Machines)
Church-Turing thesis (Lambda Calculus)
Turing reducibility and Mapping reducibility
Undecidability
Complexity Theory
Distinction between time and space complexity

Definitions of complexity classes: L, P, NP, PSPACE, EXPTIME
Eect of Nondeterminism on Space and Time complexity
Polynomial time mapping reducibility
Hardness and completeness relative to various complexity classes (e.g. NPhardness, NP-completeness)
Example NP-complete problems
Methods of Delivery
The course will be delivered through a combination of interactive lectures and
tutorials. Written homework assignments will be given at regular intervals. These
assignments will require students to apply the concepts that have been covered in
lecture to problems in ways that might not have been demonstrated in lectures or
tutorials. All relevant course material will be posted on the course website currently
OurVLE at http://ourvle.mona.uwi.edu/.
Contact Hours
Credit Hours
Lectures
39
39
Tutorials
12
0
Total
51
39
Assessment
Coursework:
One (1) in-course examination
Five (5) written homework assignments
50%
10%
40%
50%
Students must pass both the coursework and the final examination to pass the
course.
Reference Materials
Prescribed
72
Sipser, M. (2012) Introduction to the Theory of Computation, (3rd ed).

Course Technology. 480 pp. ISBN-13:978-1133187790
Highly Recommended
Goddard, W. (2008) Introducing the Theory of Computation. 228 pp. Jones
and Bartlett. ISBN-13:
Internet Resources
E-learning courses from the IITS and IISC.
http://www.nptel.iitm.ac.in/courses/106104028/
Course Title
Course Code
Credits
Level
Semester
Pre-requisites
Real Time Embedded Systems

COMP3801
3
3
I
COMP2340 Computer Systems Organisation, and
COMP2140 Software Engineering
Rationale
Embedded systems are often implemented as special purpose computers that are able
to interface with the physical environment. They accept environmental data and
subsequently output a response based on analysis of the data. Examples include
vehicular control systems, factory automation and environmental monitoring systems.
The competence to efficiently design and implement such systems is increasingly
sought after.
Course Description
This course aims to introduce students to the principles of design and implementation
of embedded systems. It also covers issues that arise when working with systems that
need to operate in real time, and are often embedded in other applications.
Learning Outcomes
1. Describe the types of sensor and actuator modules that an embedded system
might use.
2. Perform simple calculations to determine specifications of electrical
components. required to format input and output signals of sensors and
actuators, respectively.
3. Describe and interpret the state of systems using state diagrams and Petri nets.
4. Describe control and feedback processes using automated controllers.
5. Apply a hardware/software co-design process.
6. Explain fault tolerance principles for critical embedded systems.
7. Describe the design principles behind of Real Time Operating Systems
(RTOS).
8. Implement simple robotics based programs.
9. Evaluate multi-platform load balancing strategies in embedded systems
Course Content
1. Sensors, Actuators and Electrical components
73
2.
3.
4.
5.
Analogue to Digital conversion, Sensor Modules

Formatting Sensor Input
Actuator Selection, Embedded hardware components
Hardware components for signal processing
State, Control and feedback
State diagrams and Petri Nets
Control and Feedback
Controllers
Embedded Design
Hardware/Software Co-design
Fault Tolerance
Real Time Operating Systems
Real Time Operating Systems
RTOS Example, e.g.,VxWorks
Robotics and multi-platform programming
Introduction to Robotics
Introduction to Mobile Programming with J2ME
Developing and deploying mobile applications
Load Balancing in Embedded Systems
Method of Delivery
This course will be delivered through a combination of interactive lectures, guided
problem-solving tutorials and laboratories. The coursework will consist of a midsemester exam, individual assignments, and group projects. The individual
assignments are designed to validate students grasp of theoretical concepts. The
projects are designed for students to gain a practical understanding of the concerns
involved in implementing automated control, feedback and fault tolerance as well as
mobile application development and deployment. All relevant course material will be
posted on the course website currently OurVLE at http://ourvle.mona.uwi.edu/.
Contact Hours
Credit Hours
Lectures
27
27
Laboratories
24
12
Tutorials
12
0
Total
63
39
Assessment
Coursework
Mid-semester exam
Two individual assignments (5% each) Four group projects (10% each)
-
60%
10%
10%
40%

40%
Each student in a group project will be individually assessed.
pass the course.
74
Reference Materials
Prescribed
Berger, A. S. , (2011). Embedded Systems Design: An Introduction to
Processes, Tools and Techniques by CMP Books
Highly Recommended
Medneiks, Z. et al., (2012), Programming Android: Java Programming for the
New Generation of Mobile Devices, OReilly.
DeSilva, C. W, (2007), Sensors and Actuators: Control System
Instrumentation, CRC Press.
Internet Resources
Barry, R., Real Time Application Design Tutorial: Using FreeRTOS in small
embedded systems, Mar. 2013, [Online]. Available:
http://www.freertos.org/tutorial/index.html
Various Online Resources (the list is not static and is regularly updated on the
course web site - currently OurVLE at http://ourvle.mona.uwi.edu/)
Course title:
Course Code:
Credits:
Level:
Semester:
Prerequisites:
Capstone Project
COMP3901
3
3
2, and Summer
COMP2140: Software Engineering COMP2211: Analysis of
Algorithms, and Any 6 credits of Level 2 or 3 Computing
code courses
Rationale
The discipline of computing is about the design and implementation of computational
systems (software or hardware). A capstone project course is a useful mechanism to
permit students to exercise their creativity, and yet remain within the confines of the
discipline.
Course Description
In this course students will develop a significant software or hardware project in
groups of 2 to 4 students. Students may define a project in any area related to
Computing, and may choose any development platform, provided that the scope of the
project to be undertaken is approved by the supervisor. Each group will be assigned a
supervisor from among the current members of sta.
Learning Outcomes
1. Identify, develop, and present project proposals, with a clearly defined problem
statement.
2. Design and implement a software and/or hardware solution to a well-defined
problem.
3. Effectively present the design and implementation of the solution, and evaluate
the solution, both orally and in a written format.
75
Course Content
The specific technical topics covered by each group will depend on the type of
project. Common examples of such topics include (but are not limited to):
database design
web programming,
user-interface design
mobile application development
algorithm design.
Methods of Delivery
The course will be delivered through a combination of class meetings and group
meetings. Each group is expected to meet with their assigned supervisor for an
average of 1 hour per week over the course of the semester. All students will meet
with the evaluation committee on 4 occasions as follows:
Occasion
Comment
Orientation
Supervisor
Assignment
Midterm Assessment
Coordinator explains how the course is delivered

Groups are formed, project ideas discussed, and supervisors assigned to groups.
Each group presents their project objectives, their
strategy for achieving it, and their progress to date.
Each group presents the outcomes of its project, and
demonstrates its operation to peers and supervisors.
Final Presentation and

Demonstration
Assessment
This course is assessed via a series of presentations and a demonstration, a written
report and a Web page. The specific contribution of each component towards the
overall grade for a group is as follows:
Coursework:
100%
Midterm presentation
10%
Final presentation
15%
Final demonstration
15%
Final Report
50%
Web Page
10%
The presentations, demonstrations and Web pages are assessed by the evaluation
committee. Each group final report is assessed by its supervisor, and group members
peer-assess each other. This combined level of assessment allows for individual
grading.
Reference Materials
Prescribed:
Project Manual (in-house)
76
Highly Recommended
Rubin, K. (2012). Essential Scrum: A Practical Guide to the Most Pop-ular
Agile Process. Addison Wesley. 504 pp. ISBN-13: 978-0137043293
Levi, D.J. (2013). Group Dynamics for Teams (4th ed). SAGE Publications. 424 pp. ISBN-13: 978-1412999533
Schwaber, K. and Beedle, M. (2001). Agile Software Development with
Scrum. Prentice Hall. 158 pp. ISBN-13: 978-0130676344.
Internet Resources
Agile Methodoolgy. (http://agilemethodology.org/).
Scrum Methodology. (http://scrummethodology.com/).
What is the Scrum Methodology?
(http://www.mountaingoatsoftware.com/topics/scrum)
Title and
Course Code:
Credits:
Level:
Pre-requisite:
Semester:
Internship in Computing 1
COMP3911
3 credits
3
All
Rationale
Feedback from employers suggests that students graduating with a major in Computer
Science could be better prepared for the work environment on graduation if they were
afforded industry experience and exposed to an actual work environment during their
education/training while at UWI.
Internships are a key component in providing opportunities to acquire the necessary
applied knowledge which permits students to function effectively in the field on
graduation. The resulting encounters with practicing professionals provide
opportunities to integrate theory with practical learning. The internship is a bridge
between the students formal undergraduate education and preparation for future
employment or post-graduate studies.
We view the internship as a supervised and supported learning experience where
students have the opportunity to integrate theory, newly developed analytic skills, and
practice. It is a time where students will collaborate with some talented and
experienced professionals working within their respective fields.
Course Description
This internship course will provide students an opportunity to develop a professional
understanding of computing so that they are prepared for employment. During this
course students will develop the ability to apply the concepts learned in the classroom
in an actual working situation and discover the value of work and the rewards of
accomplishment. The course also provides an opportunity for students to develop
positive work habits, to test aptitude for or interest in a selected field and ensures a
77
natural transition to the highest level of professional preparation as a complement to

the education/training goals of the department.
Learning Outcomes
Upon completion of this course, the student should be able to:
1. apply the fundamentals of computing to practical problems
2. apply knowledge and skills learnt from computing courses to actual computing
problems and situations
3. write and present his/her ideas in a persuasive and a professionally acceptable
form
4. work with others in professional and social settings.
5. recognise the importance of and apply ethical standards in professional work.
Course Content
The exact nature of the internship depends upon the interests of the student and the
specific needs of the cooperating organisation. It is assumed and expected that the
intern will be involved in some area of computing and thereby gain valuable
experience in his/her selected field of study.
Internships contribute to the education of the whole person by emphasizing the
importance of work and by providing opportunities for self-reflection. The internship
should be chosen to build on the student's own interests and to relate what he/she has
learned in school to its application in the workplace. In addition, the internship should
help the student evaluate him/herself as a worker and as a potential employee in a
particular professional field. Through the internship, the student will enhance his/her
feelings of self-worth and confidence in performing in the workplace.
While on the job, the student should not only apply lessons learned in school to
his/her particular job tasks, but he/she should also explore vocational possibilities and
seek to discover what kinds of work he/she enjoys. In addition, the student will be
able to build on his/her rsum and professional portfolio. Internship experiences
should also offer the student access to potential mentors in his/her professional field.
Mode of Delivery
Student selection process:
Students will indicate their specific areas of interest on the internship
application form
Applications will be reviewed by staff at a selection meeting.
Shortlisted candidates will be called to an interview with the participating
organisations delegate(s) and the internship coordinator.
Students should be matched to organisations based on the organisations stated
needs
Responsibility of the Student:
The student is required to spend about l50 working hours (e.g. 12 hours per week for
approximately 13 weeks during semester 1 or 2, or 40 hours per week for
78
approximately 4 weeks) working on a project or projects of the participating

organisations choice. Where the students are registered for the course in semester 1
or 2, the hours allotted for the internship exercise should be selected by the student, at
times when no classes are scheduled.
The student must
meet regularly with the Departmental Internship Coordinator (IC) and
periodically with fellow interns to discuss his/her internship experiences
maintain a journal indicating dates and hours worked, and a brief description
of the work performed
submit a final report summarising and evaluating the internship experience;
and
complete a rsum and interview at the Office of Placement and Career
Services, UWI (Mona)
Any problems encountered during the internship should be discussed immediately
with the IC so that appropriate action can be taken.
Responsibility of the participating Organisation:
Participating organisations will be vetted by the Internship Coordinator to
ensure that they are suitable.
.
The organisation will
provide a mentor and appropriate work environment
expose the student to the type of work which he/she would encounter in an
entry level professional position
provide appropriate personnel to oversee the project(s) assigned to the student,
and the resources needed to accomplish the work
treat the student as it would any employee, and
expect the same degree of responsibility from the student, even as the student
is not an employee of the firm
The mentor will be asked to
1. provide a written evaluation of the students performance to the IC at the end
of the internship
2. provide the student with a periodic evaluation of his/her performance; and
3. consult with the IC when and if necessary.
Although an internship is a learning experience, it is expected that the student will
normally earn some compensation for work performed that may contribute to income
generating activities, either in the form of a wage, stipend, or reimbursement of
expenses.
Responsibility of the Internship Coordinator (IC):
The IC will
organise preparation seminars for students at the start of each semester.,
featuring presentations from the Office of Placement and Career Services,
industry personnel and alumni
79
arrange preliminary meetings with mentors where students are briefed on

expectations and responsibilities specific to the organisation
meet/correspond with students
o student group meetings (weekly) via online journal, videoconference,
etc. for students to share experiences
review reports from the organisation
review reports from the student
serve as a liaison between the Department of Computing (DoC) and the
participating organisation
oversee the progress of the intern
make suggestions to both the student and the organisation on ways to enhance
the benefits of the internship
meet regularly with the intern to discuss his/her experiences
help resolve any problems the organisation and the student might have
review all the reports submitted by the participating organisation and the
student
Assessment
There will be two components of the courses assessment: the internship mentors
evaluation and the students work during the internship and his/her final submission at
the conclusion of the internship. Students must pass both aspects of the course.
The internship mentor will provide a written evaluation of the student's performance.
This assessment will be done using a 5 point Likert scale. An assessment/evaluation
form will be provided for this purpose, and the form will be returned to the DoC
in a sealed envelope. The internship coordinator will assign a grade not
exceeding 25% of the possible marks based on this assessment, and on the
students journal which would detail the tasks assigned to the student and their
level of completion.
The student will be evaluated on:
Quality of work
Use of time (efficient/effective use of time to complete tasks)
Ability to take initiative (ability to work independently)
Grasp of subject (understanding of applicable standards and procedures)
Judgement skills (ability to make appropriate work-related decisions)
Interpersonal relations/teamwork (effectiveness in working with peers and
supervisors)
Adaptability (ability to alter activities to accommodate change)
Problem solving/critical thinking skills
Punctuality, attendance
Verbal and written communication skills
Whether the goals of the internship were met (qualitative response)
What skills the student developed (qualitative response)
The observed primary strengths of the intern (qualitative response)
Recommendations for improvement (qualitative response)
What is your overall assessment of the students performance? (qualitative
80
response)
Other relevant observations.
75% will be based on the following:
(a) regular communication with the DIC (weekly reports) 15%
(b) attendance at and participation in required internship meetings (weekly) - 10%;
(c) oral presentation summarizing the activities completed during the internship - 20%
(d) documentation of the internship experience in an Internship Portfolio (30%) which
includes:
a final report summarizing the internship, relating it to courses done, and
reflecting on the experience. The final report will have an appendix containing
the students journal entries from the internship (guidelines will be provided).
an updated rsum that incorporates the internship experience.
a "Company Evaluation Form rating the participating organisation.
proof of consultation/debriefing with the Office of Placement and Career
Reading List
1. Stephen B. Morris, Moving Your Career Up the Value Chain: Building
Specialized Development Skills in a Global Economy,
InformIT, 2007, 126pp, paper, ISBN-10: 0-7686-7931-1
2. Richard W. Paul and Linda Elder, Critical Thinking: Tools for Taking
Charge of Your Professional and Personal Life,
FT Press, 2002, 384pp, paper, ISBN-10: 0-13-064760-8
Title:
Course Code:
Credits:
Level:
Pre-requisite:
Semester:
Internship in Computing II
COMP3912
6 credits
3
All
Rationale
Feedback from employers suggests that students graduating with a major in Computer
Science could be better prepared for the work environment on graduation if they were
afforded industry experience and exposed to an actual work environment during their
education/training while at UWI.
Internships are a key component in providing opportunities to acquire the necessary
applied knowledge which permits students to function effectively in the field on
graduation. The resulting encounters with practicing professionals provide
opportunities to integrate theory with practical learning. The internship is a bridge
between the students formal undergraduate education and preparation for future
employment or post-graduate studies.
We view the internship as a supervised and supported learning experience where
students have the opportunity to integrate theory, newly developed analytic skills, and
81
practice. It is a time where students will collaborate with some talented and
experienced professionals working within their respective fields.
Course Description
This internship course will provide students an opportunity to develop a professional
understanding of computing so that they are prepared for employment. During this
course students will develop the ability to apply the concepts learned in the classroom
in an actual working situation and discover the value of work and the rewards of
accomplishment. The course also provides an opportunity for students to develop
positive work habits, to test aptitude for or interest in a selected field and ensures a
natural transition to the highest level of professional preparation as a complement to
the education/training goals of the department.
Learning Outcomes
Upon completion of this course, the student should be able to:
6. apply the fundamentals of computing to practical problems
7. apply knowledge and skills learnt from computing courses to actual computing
problems and situations
8. write and present his/her ideas in a persuasive and a professionally acceptable
form
9. work with others in professional and social settings.
10. recognise the importance of and apply ethical standards in professional work.
Course Content
The exact nature of the internship depends upon the interests of the student and the
specific needs of the cooperating organisation. It is assumed and expected that the
intern will be involved in some area of computing and thereby gain valuable
experience in his/her selected field of study.
Internships contribute to the education of the whole person by emphasizing the
importance of work and by providing opportunities for self-reflection. The internship
should be chosen to build on the student's own interests and to relate what he/she has
learned in school to its application in the workplace. In addition, the internship should
help the student evaluate him/herself as a worker and as a potential employee in a
particular professional field. Through the internship, the student will enhance his/her
feelings of self-worth and confidence in performing in the workplace.
While on the job, the student should not only apply lessons learned in school to
his/her particular job tasks, but he/she should also explore vocational possibilities and
seek to discover what kinds of work he/she enjoys. In addition, the student will be
able to build on his/her rsum and professional portfolio. Internship experiences
should also offer the student access to potential mentors in his/her professional field.
Mode of Delivery
Student selection process:
Students will indicate their specific areas of interest on the internship
application form
Applications will be reviewed by staff at a selection meeting.
82
Shortlisted candidates will be called to an interview with the participating

organisations delegate(s) and the internship coordinator.
Students should be matched to organisations based on the organisations stated
needs
Responsibility of the Student:
The student is required to spend about l50 working hours (e.g. 12 hours per week for
approximately 13 weeks during semester 1 or 2, or 40 hours per week for
approximately 4 weeks) working on a project or projects of the participating
organisations choice. Where the students are registered for the course in semester 1
or 2, the hours allotted for the internship exercise should be selected by the student, at
times when no classes are scheduled.
The student must
meet regularly with the Departmental Internship Coordinator (IC) and
periodically with fellow interns to discuss his/her internship experiences
maintain a journal indicating dates and hours worked, and a brief description
of the work performed
submit a final report summarising and evaluating the internship experience;
and
complete a rsum and interview at the Office of Placement and Career
Any problems encountered during the internship should be discussed immediately
with the IC so that appropriate action can be taken.
Responsibility of the participating Organisation:
Participating organisations will be vetted by the Internship Coordinator to
ensure that they are suitable.
.
The organisation will
provide a mentor and appropriate work environment
expose the student to the type of work which he/she would encounter in an
entry level professional position
provide appropriate personnel to oversee the project(s) assigned to the student,
and the resources needed to accomplish the work
treat the student as it would any employee, and
expect the same degree of responsibility from the student, even as the student
is not an employee of the firm
The mentor will be asked to
4. provide a written evaluation of the students performance to the IC at the end
of the internship
5. provide the student with a periodic evaluation of his/her performance; and
6. consult with the IC when and if necessary.
Although an internship is a learning experience, it is expected that the student will
normally earn some compensation for work performed that may contribute to income
83
generating activities, either in the form of a wage, stipend, or reimbursement of

expenses.
Responsibility of the Internship Coordinator (IC):
The IC will
organise preparation seminars for students at the start of each semester.,
featuring presentations from the Office of Placement and Career Services,
industry personnel and alumni
arrange preliminary meetings with mentors where students are briefed on
expectations and responsibilities specific to the organisation
meet/correspond with students
o student group meetings (weekly) via online journal, videoconference,
etc. for students to share experiences
review reports from the organisation
review reports from the student
serve as a liaison between the Department of Computing (DoC) and the
participating organisation
oversee the progress of the intern
make suggestions to both the student and the organisation on ways to enhance
the benefits of the internship
meet regularly with the intern to discuss his/her experiences
help resolve any problems the organisation and the student might have
review all the reports submitted by the participating organisation and the
student
Assessment
There will be two components of the courses assessment: the internship mentors
evaluation and the students work during the internship and his/her final submission at
the conclusion of the internship. Students must pass both aspects of the course.
The internship mentor will provide a written evaluation of the student's performance.
This assessment will be done using a 5 point Likert scale. An assessment/evaluation
form will be provided for this purpose, and the form will be returned to the DoC
in a sealed envelope. The internship coordinator will assign a grade not
exceeding 25% of the possible marks based on this assessment, and on the
students journal which would detail the tasks assigned to the student and their
level of completion.
The student will be evaluated on:
Quality of work
Use of time (efficient/effective use of time to complete tasks)
Ability to take initiative (ability to work independently)
Grasp of subject (understanding of applicable standards and procedures)
Judgement skills (ability to make appropriate work-related decisions)
Interpersonal relations/teamwork (effectiveness in working with peers and
84
supervisors)
Adaptability (ability to alter activities to accommodate change)
Problem solving/critical thinking skills
Punctuality, attendance
Verbal and written communication skills
Whether the goals of the internship were met (qualitative response)
What skills the student developed (qualitative response)
The observed primary strengths of the intern (qualitative response)
Recommendations for improvement (qualitative response)
What is your overall assessment of the students performance? (qualitative
response)
Other relevant observations.
75% will be based on the following:
(a) regular communication with the DIC (weekly reports) 15%
(b) attendance at and participation in required internship meetings (weekly) - 10%;
(c) oral presentation summarizing the activities completed during the internship - 20%
(d) documentation of the internship experience in an Internship Portfolio (30%) which
includes:
a final report summarizing the internship, relating it to courses done, and
reflecting on the experience. The final report will have an appendix containing
the students journal entries from the internship (guidelines will be provided).
an updated rsum that incorporates the internship experience.
a "Company Evaluation Form rating the participating organisation.
proof of consultation/debriefing with the Office of Placement and Career
Reading List
1. Stephen B. Morris, Moving Your Career Up the Value Chain: Building
Specialized Development Skills in a Global Economy,
InformIT, 2007, 126pp, paper, ISBN-10: 0-7686-7931-1
2. Richard W. Paul and Linda Elder, Critical Thinking: Tools for Taking
Charge of Your Professional and Personal Life,
FT Press, 2002, 384pp, paper, ISBN-10: 0-13-064760-8
Title:
Course Code:
Credits:
Level:
Pre-requisite:
Semester:
Computer System Administration

INFO3105
3
3
COMP2340, COMP2190
1
Rationale
Virtually all organizations have IT needs. It is the role of the IT professional to
design, select, apply, deploy and manage computing systems to support the
organization. This knowledge area consists of those skills and concepts that are
essential to the administration of operating systems, networks, software, file systems,
85
file servers, web systems, database systems, and system documentation, policies, and
procedures. This also includes education and support of the users of these systems.
Course Description
IT professionals will encounter a variety of platforms in their careers. The role of the
IT professional is to select, deploy, integrate and administer platforms or components
to support the organizations IT infrastructure. This knowledge area includes the
fundamentals of hardware and software and how they integrate to form essential
components of IT systems. This course covers the techniques that are used for the
installation, configuration, and maintenance of computer hardware, software, and
network infrastructure. The course presents the basic theoretical concepts of computer
networks and operating systems in a little less detail than would be the case for
specialist courses on these subjects. These basic concepts are complemented by
practical demonstrations and hands on exercises of tasks that are carried out by a
system administrator.
Learning Outcomes
At the end of the course the student should be able to:
Describe the necessary components and functions of an operating system and
explain how the organization of these components can impact on design goals.
Perform the installation and configuration at least two current operating
systems and validate that the installations were successful.
Perform the installation and configuration of a system with at least two virtual
machines.
Discuss virtualisation, and explain the associated advantages and issues.
Explain the value of fault tolerance and virtualisation for disaster recovery.
Estimate the power requirements for a computer system and explain the need
for power and heat budgets within an IT environment.
Evaluate the operating system and application configurations of an
organization and identify whether there is a need for reconfiguration.
Describe the importance of operating system and application maintenance in
an organization.
Describe the five administrative domains (Web, Network, OS, Support, and
Database) and identify the responsibilities in each domain.
Identify situations in which system administrative activities are required as
well as situations which can interfere with system administrative activities.
Implement policies and procedures governing IT systems.
Explain the benefits of managing users and groups.
Discuss the efficiencies that are gained via the use of content management
systems within an organization and the benefits of centralized content
deployment.
Describe the responsibilities associated with server administration and
management.
Compare and contrast proactive administrative activities and reactive
administrative activities.
Write simple scripts to automate common operating system tasks and discuss
the benefits of automation management.
Content
86
Operating systems
o Overview
o Operating system principles
o Concurrency, Scheduling and dispatch
o Memory management
o Device management
o Security and protection
o File systems
o Real-time and embedded systems
o Fault tolerance
o Scripting
o Virtualisation
Installation, configuration and maintenance of OS and Applications
o Installation and Configuration
o Maintenance (upgrades, patches, etc.)
o Server services (print, file, DHCP, DNS, FTP, HTTP, mail, SNMP,
telnet)
o Application Management (database, web, network services, etc.)
o Deployment of a system image using imaging software.
o Support and Licensing issues
Administration Activities
o Content management
o Content deployment (file system planning and structure)
o Server administration and management
o User and group management
o Backup management
o Security management
o Disaster recovery
o Resource management
o Automation management (automatic job scheduling)
o Use of site management logs
o System support
Administrative domains
o Web, Network, OS, Support, Database
Power management
o Power requirements for individual systems
o Heat and power budgets
o Power load monitoring and management
Method of Delivery
Contact Hours
Hours
Lectures
Tutorials
22
6
22
Assessment
2-hour written final:
50%
Coursework
50%
2 written assignments:
20% (10% each)
87
Credit
22
6
11
5 labs:
1 programming project:
20% (4% each)

10%
pass the course.
Required Reading
IT Systems Management (2nd Edition), Rich Schiesser, Prentice Hall, 2010; ISBN
0137025068
Title:
Course Code:
Credits:
Level:
Pre-requisites:
Semester:
Information Systems
INFO3110
3
3
2
Rationale
A Computing graduate will be employed in the capacity of an Information Systems
Manager, or other role that is responsible for the management of information
technology in support of the business of an organization. In order to be successful the
graduate must not only have a good grasp of the technical aspects of information
technology but must also be aware of the organizational issues that if not properly
managed can lead to failure of information systems efforts. This course brings
together the technical and social aspects of the use of information systems in the
organization so that the Computing graduate will be well prepared to take on the
challenges of managing information technology in a business.
Course Description
This course introduces students to the challenges that are faced by organizations as
they attempt to use information technology to create competitive businesses that
provide useful goods and services to their customers. It presents an overview of an
organization, organizational characteristics, and basic theories of organizational
behavior. It introduces the issues surrounding the management of information systems
in organizations. This course presents a review of current information technology and
the application of these technologies in organizations. It presents the interactions and
relationship between information systems and other organizational systems.
Learning Outcomes
At the end of the course the student should be able to:
Explain how business processes give rise to information flows within an
organization.
Explain the challenges that cross-functional business processes present to the
effective management of information in traditional function oriented
information systems environment.
Recognize the different types of information systems in use in an organization.
88
Recognize key components of Information Technology Infrastructure.

Discuss the advantages and disadvantages of enterprise systems.
Discuss the use of the Internet and Internet technologies as part of the
Information Technology infrastructure of an organization.
Identify some general approaches used by senior management for planning
corporate strategy.
Discuss the role of Information Systems strategy in supporting the corporate
strategy of an organization.
Evaluate the effectiveness of Information Systems strategy in an organization.
Identify the types of information technology that may be applied to add value
to a business.
Describe the activities that are involved in preparing of a Strategic Information
Systems Plan (SISP).
Prepare technical specifications of computer hardware, software, database, and
telecommunication equipment for inclusion in an Information Systems
Request for Proposal.
Prepare evaluation and selection criteria for information systems proposals.
Evaluate the effectiveness of a disaster recovery plan for information systems
in an organization.
Content
7. Characteristics of an Organization
Business Functions
1. Management Hierarchy
Business Processes
8. Information systems.
Types of Applications
Enterprise Systems
Supply Chain Management Systems
1. Customer Relationship Management Systems
Knowledge Management Systems
9. Information Systems and Business Strategy
Corporate Strategy
Information Systems Strategy
Strategic Information Systems
10. Information Technology Infrastructure
Computer Hardware
System Software
Data Management
Telecommunication Networks
11. IT for business intelligence gathering
Data mining
Artificial Intelligence
Environment Scanning
12. Internet and Other IT Innovations
1. E-Commerce
E-Business
Collaborative Commerce
13. Managing Information Systems
89
Information Systems Security and Control

Disaster Planning and Recovery
Method of Delivery
Contact Hours
Hours
Lectures
Tutorials
Credit
26
13
Assessment:
Final Exam (2-hour long)
60%
Coursework
40%
3 assignments
In-Course Test (1 hr)
26
13
30% (10% each)

10%
pass the course.
Reading List
1. Kenneth C. Laudon and Jane P. Laudon, Management Information Systems Managing the Digital Firm, (9th. Edition), Prentice Hall, 2005. ISBN: 0-13153841-1
2. E. Wainright Martin, Carol V. Brown, Daniel W. DeHayes, Jeffrey A. Hoffer,
William C. Perkins, Managing Information Technology (5th Edition),
Prentice Hall 2004. ISBN: 0131454439
3. David L. Anderson, Managing Information Systems: Using Cases within an
Industry Context to Solve Business Problems with Information Technology,
Prentice Hall, 2004. ISBN: 0201611767
Title:
Course Code:
Credits:
Level:
Pre-requisite:
Semester:

INFO3155
3
3
COMP2190 and (COMP2201 or INFO2100)
2
Rationale:
The knowledge and ability to securely administer computer systems is a skill that has
become a necessity for contemporary computer science practitioners. An introductory
course in computer and network security that considers the ways computer systems
can be compromised and how to compensate for the exposure to these threats will
provide the requisite background in proper security practices and skills. The course
will provide the student with a general understanding of computer and network
security issues. It will cover the physical, software and social aspects of securing
computer systems.
Course Description
90
Building upon the concepts introduced in Net-Centric Computing, this course

explores the security issues that every IT professional must be aware of. The course
will inform the student on the various attack surfaces and defensive approaches that
must be considered during all phases of life of an organisation's information
technology assets. The course will also provide an opportunity for students to gain
hands-on experience with the tools needed to protect an organisation from the various
forms of attack it can be subjected to.
Learning Outcomes:
At the end of the course the student should be able to
Discuss the importance and dimensions of security.
Discuss the issues involved in the storage and retrieval of information on
computer based systems.
Discuss the ethical issues involved in computer and network security.
Examine the legal issues associated with computer and network security.
Explain the importance of the physical aspects and methods of securing
computer and network systems..
Describe the techniques involved in social engineering and the importance of
their use in compromising computer systems.
Examine the various methods of subversion of computer systems and
networks including the Internet.
Discuss the various forms of malware, how they achieve their desired goals,
how they are created and detected.
Demonstrate the use of cryptography in securing computer and network
systems.
Develop an ability to analyze the vulnerabilities and countermeasures of
computer and network systems.
Course Content:
The reality for the growing need of security in our day to day tasks.
Confidentiality, integrity and availability: the pillars of security.
The ethical issues facing the security professional.
Physical access to information resources: secure sites, security policies,
backups, disaster recovery
The human factor: social engineering
Malware: viruses, worms, Trojan horses, mailers etc
Penetration testing: threat discovery, assessment and system hardening.
Confidentiality, integrity and non-repudiation: the use of cryptography in
security (hash functions, message digests, public/private key cryptography)
Method of Delivery
Contact Hours
Hours
Lectures
Tutorials
Assessment:
26
13
60%
91
Credit
26
13
Coursework
40%
2 assignments
Programming project
25% (13%, 12%)

15%
pass the course.
Reading List
William Stallings and Lawrie Brown, Computer Security: Principles and Practice,
Prentice Hall, ISBN-13: 978-0136004240
The MITRE Corporation, Common Weakness Enumeration,
http://cwe.mitre.org/index.html (Online resource)
Title:
Course Code:
Credits:
Level:
Pre-requisites:
Semester:
User Interface Design for IT

INFO3170
3
3
COMP2160 or COMP2140 or INFO2180
1
Rationale
User Interface Design has become a fundamental component of software design and
the design of interactive devices in general. A well-designed user interface facilitates
efficient completion of user tasks. User-centered design methods can be used to
identify individual task requirements as well as tasks across an organization, and to
design and evaluate appropriate user interfaces. Knowledge of human-computer
interaction models and user interface development methods is essential for computer
scientists intending to do software design.
Course Description
This course introduces students to issues in the design, development, and evaluation
of user interfaces for computer systems. Concepts in human factors, usability, and
interface design will be covered, and the effects of human capabilities and limitations
on interaction with computer systems will be studied. Students will apply the concepts
to the design and implementation of graphical user interfaces.
Learning Outcomes
To provide the future user interface designer with concepts and strategies for
making design decisions.
To expose the future user interface designer to tools, techniques, and ideas for
interface design.
On completion of this course, students will be able to:
o Analyze user interfaces (UI) in terms of human factors and humancomputer interaction (HCI) models.
92
o Conduct and design inquiry and a usability test.

o Design, prototype, and evaluate a UI illustrating knowledge of HCI
concepts, human factors, UI guidelines, and UI development methods.
Content
1. Overview of HCI
The role of user interfaces in computer applications.
History of human-computer interaction (HCI) and user interface (UI)
systems.
Human Factors: perception, movement, and cognition. Ergonomics.
Contextual issues in HCI: culture, communication, and organizations.
HCI models. UI paradigms: command, graphical user interface (GUI),
etc. UI Guidelines.
2. UI Environments
Overview of graphics systems, display devices, input devices.
GUI system architecture, event-driven interaction model. UI toolkits.
Collaborative Systems. Embedded Systems.
3. UI Development Methods
UI development cycle: investigation, design, prototyping, evaluation,
implementation.
Developing UI requirements: inquiry methods, developing task and
workflow models.
Information collection and analysis methods.
Prototyping: storyboarding, implementation.
Evaluation methods: heuristic, observational, empirical.
Method of Delivery
Contact Hours
Hours
Lectures
Tutorials
Credit
26
13
Assessment
Coursework
In-Course test (1 hr)
Programming projects (6) with reports and presentations
26
13
50%
50%
5%
45%
pass the course.
Reading List
1. Benyon David, Turner Phil, Turner Susan, Designing Interactive Systems:
People, Activities, Contexts, Technologies, Addison-Wesley, 2005.
ISBN=10: 0321116291; ISBN-13: 9780321116291
2. Preece Jennifer, Rogers Yvonne, Sharp Helen, Interaction Design: Beyond
Human-Computer Interaction, Wiley, 2008.
3. Norman Don, The Design of Everyday Things, Basic Books, 2002.
93
Title:
Course Code:
Credits:
Level:
Semester:
Pre-requisite:
Dynamic Web Development II

INFO3180
3
3
1
INFO2180
Rationale
The internet and world-wide web has become essential to business, communication,
and to modern life in general. This area has thus assumed a central role in
contemporary computing. This course provides solid coverage of various aspects of
internet and world-wide web technologies, and the design and implementation of web
software. This course satisfies the national and regional need for graduates with solid
knowledge in web design, programming and administration. This course covers also a
number of the intermediate and advanced objectives established by international
standards organisations such as the ACM in networking, HCI/UI design, software
design, web client-server computing, databases, software engineering, and security.
Course Description
This course covers the technologies that enable the creation of interactive web
applications that process and modify server-based data, at an intermediate level. It
continues from Web Design and Programming I, covering many of the same topics in
more depth. This includes further coverage of topics in networking technologies, data
representation for the web, web UI design and site design, client-server architecture
and client-side and server-side programming. It covers relevant topics in e-commerce,
web security, ethical and social issues, and engineering concepts such as the three-tier
architecture and frameworks for the web. It also covers further topics in mobile web
issues and web multimedia.
Learning Outcomes
At the end of the course the students should be able to:
Use XML in web data representation.
Use modern software engineering principles for the web to conceptualise,
design, implement and test web applications.
Apply established UI design principles and guidelines in web application
design.
Use server-side and client-side languages to develop an extensive web
application.
Use web frameworks in web application design, such as service-oriented and
multi-tiered architectures.
Implement a secure e-commerce web application.
Explain network security risks, ethical and social issues in web application
development.
Implement web applications that are capable of running on both desktops and
mobile devices.
Use extensive multimedia in a web application.
94
Content
DOM. XML, XSLT, AJAX.
Web application design principles: requirements, concept design,
implementation, testing.
Web application UI design: low-fidelity prototyping, layout, use of colour,
fonts, controls.
Further server-side frameworks and languages, client-side languages. Session
tracking.
n-tier architecture for the web.
Service-oriented architectures.
Web frameworks and design patterns for the web.
Web server architecture and web services standards.
Principles, design and frameworks for e-commerce.
Web security issues: cross-site scripting, SQL injection, phishing
Web network security issues, ethical and social issues.
Multimedia for the web.
Mobile and wireless web platforms.
Method of Delivery
Contact Hours
Hours
Lectures
Tutorials
Credit
22
6
22
Assessment
Coursework
10 labs
50%
50%
10% (1% each)
35% (7% each)
5%
pass the course.
Reading List
1. Robert W. Sebesta, Programming the World Wide Web, 4/E, AddisonWesley, 2008. ISBN-10: 0321489691
2. Harvey M. Deitel and Paul J. Deitel, Internet & World Wide Web How to
Program, 4/e, Prentice-Hall, 2008, 1400pp, paper, ISBN 0-13-175242-1
3. Terry Felke-Morris, Harper College, Web Development and Design
Foundations with XHTML, 4/E, Addison-Wesley, 2008. ISBN-10:
0321530195
95
22
6
11
Title:
Course Code:
Credits:
Level:
Pre-requisites:
Semester:
eCommerce
INFO3435
3
3
COMP2140, INFO2180
2
Rationale
The tremendous growth of the Internet and World Wide Web is having great impact
on businesses, governments and individuals throughout the world. The Net and Web
allow business to be conducted in ways heretofore not possible. Organizations of all
kinds are being affected in radical ways. New business models are being invented.
Vast wealth is (well, it was before the stock market headed south!) being accumulated
by Internet companies and shareholders. Internet companies are using their capital
value to buy or merge with other companies. Consumers have rapid access to better
information, increasing pricing pressure on competing firms. Workers are more
productive, further helping to keep prices low and inflation at bay.
Course Description
In this course, we will attempt to understand the phenomena, both technological,
economic and social, behind these rapid changes, and how organizations successfully
conduct Internet-based activities. We will also study some of the technology of the
Internet, as described below. This course provides an overview of e-commerce from
both technological and managerial perspectives. It introduces e-commerce
frameworks, and technological foundations; and examines basic concepts such as
strategic formulation for e-commerce enterprises, management of their capital
structures and public policy. This course is designed to familiarize students with
current and emerging electronic commerce technologies using the Internet. Topics
include Internet technology for business advantage, managing electronic commerce
funds transfer, reinventing the future of business through electronic commerce,
Learning Outcomes
At the end of the course, the students is expected to realise the problems involved in
designing and building e-commerce systems; understand the need to design EC
systems that fully meet the requirements of the intended users; appreciate the need to
ensure that the implementation of a design is adequately tested to ensure that the
completed EC system meets the specifications; be fully aware of the principles and
practice of an O-O approach to the design and development of EC systems; be able to
apply these principles in practice.
1. Explain the components and roles of the Electronic Commerce environment.
2. Explain how businesses sell products and services on the Web.
3. Describe the qualities of an effective Web business presence.
4. Describe E-Commerce payment systems.
5. Explain how to meet the needs of Web site visitors.
6. Identify and reach customers on the Web.
7. Understand Web marketing approaches and elements of branding.
8. Explain the client/server infrastructure that supports electronic commerce.
9. Explain basic electronic commerce functions.
10. Understand legal and ethical issues related to eCommerce.
96
Course Content:
eCommerce business models and concepts
The Internet and World Wide Web: e-Commerce Infrastructure
Building eCommerce web site
eCommerce website evaluation and usability testing. Personalization & customization
Online security and payment systems
eCommerce marketing concepts
eCommerce marketing communications
Ethical, social, and political issues in eCommerce
Online retailing and services
Online content and media
Social networks, auctions, and portals
B2B eCommerce: supply chain management and collaborative commerce
Method of Delivery
Contact Hours
Hours
Lectures
Tutorials
Assessment:
60%
Coursework
40%
3 assignments
In-Course Test (1 hr)
Credit
26
13
26
13
30% (10% each)

10%
pass the course.
Reading List
Laudon K., C. G. Traver, E-Commerce 2012, ISBN-10:0136100570, ISBN13:978-0136100577, Prentice Hall, 2010
Other resources
William S. Davis, John Benamati, E-Commerce Basics: Technology
Foundations and E-Business Applications, Prentice Hall, 2003, ISBN10:0201748401, ISBN-13:9780201748406
97
Title
Course Code
Credits
Level
Prerequisite
Semester
Software Project Management

SWEN3130
3
3
COMP2140 Software Engineering
1
Rationale
Many of the processes involved in software engineering require effective
communication among team members and stakeholders. Effectively utilising team
resources can be challenging and requires the effective use of software engineering
techniques that students acquire during their level two programme. Students must
therefore be equipped with an understanding of professional practice. Professional
practice is concerned with the knowledge, skills, and attitudes that software engineers
must possess to practice software engineering in a professional, responsible, and
ethical manner, while still ensuring product delivery within time and budget.
Course Description:
This course will introduce students to the knowledge, skills and attitudes needed for
software engineers that operate in a professional environment. Students will be
exposed to the study of professional practice including the areas of technical
communication, group dynamics and psychology, and social and professional
responsibilities. They will also be introduced to the skills needed to successfully
manage software development projects, and meaningfully participate and contribute
to a development team.
Learning Outcomes:
Identify risks and describe approaches to managing risk (avoidance,
acceptance, transference, mitigation), and characterize the strengths and
shortcomings of each
Describe the impact of risk in a software development life cycle and the
challenges of evolving systems in a changing environment
Distinguish the behaviours that have positive and negative impacts on the
effective functioning of a team and justify necessary roles in a software
development team
Explain the sources, hazards, and potential benefits of team conflict and apply
appropriate resolution strategies when required
Use an ad hoc method to estimate software development effort (e.g., time) and
compare to actual effort
Assess and provide feedback to teams and individuals on their performance in
a team setting
Prepare and track (using appropriate metrics) a project plan for a software
project that includes estimates of size and effort, a schedule, resource
allocation, configuration control, change management, and project risk
identification and management
Course Content:
98
The role of risk in the software life cycle:

o Risk categories including security, safety, market, financial,
technology, people, quality, structure and process
o Risk identification
o Risk tolerance e.g., risk-adverse, risk-neutral, risk-seeking)
o Risk planning
o Risk removal, reduction and control
11. Working in teams:
o Professional ethics
o Participation
o Processes including responsibilities for tasks, meeting structure, and
work schedule in a software team
o Team conflict resolution
o Virtual teams (communication, perception, structure)
o Effort Estimation (at the personal level)
o Team management including organisation, decision-making, role
identification and assignment, individual and team performance
assessment
12. Project management:
o Scheduling and tracking
o Project management tools
o Cost/benefit analysis
o Software measurement and estimation techniques
o Configuration management and version control
o Principles of risk management
Method of Delivery:
This course will be delivered using a mix of interactive lectures, guided problemsolving tutorials and group assignments. The contact and credit hours for this course
will be broken down as follows:
Contact Hours
Credit Hours
Lectures
36
36
Tutorials
6
0
Group Assignments
6
3
Assessment:
The coursework will consist of at least two group assignments. The projects are
designed for students to gain a better understanding of being effective team members
and producing deliverables within time and other project related constraints. The
projects will also afford students the opportunity to use and familiarise themselves
with project management software tools.
60%
Coursework: group assignments (20% each)
40%
Students will be required to pass both the coursework and the final examination
components to pass the course.
99
References
Prescribed
Chemuturi, Murali K. and Cagley Jr., Thomas M. (2010), Mastering Software
Project Management: Best Practices, Tools and Techniques, J. Ross
Publishing
Highly Recommended
Wysocki , Robert K. (2011), Effective Project Management: Traditional,
Agile, Extreme, 6th edition, Wiley
Recommended
Schwalbe, Kathy (2010), Information Technology Project Management,
6th edition, Course Technology
Title
Course Code
Credits
Level
Prerequisites
Semester
Software Modeling
SWEN3145
3
3
COMP2140 - Software Engineering AND
COMP2170 Object Technology
1
Rationale
Modeling and analysis can be considered core concepts in any engineering discipline.
Modeling
and analysis are first applied to the specification, analysis and validation of
requirements. Rigorous software modeling is concerned with imposing structure on
problems and solutions to facilitate rigorous analysis and synthesis. A problemimplementation gap exists when the abstractions used to understand a problem are
different from the abstractions used to implement a solution. When the problemimplementation gap is wide, significant effort is required to transform problem level
abstractions to programs. Manually bridging the gap introduces significant accidental
complexities.
Course Description
Modeling is concerned with the reduction of accidental complexities associated with
bridging wide abstraction gaps through the use of technologies that support rigorous
transformation of abstractions to software implementations. This course aims to
introduce students to various tools and methods of software modeling. Areas to be
covered include the use of modeling to explore primarily problem and solution
spaces. Such uses include:
informal sketches
formally analyzable artifacts
tools to communicate aspects of problems or solutions
100
documentation artifacts
tools to generate code
abstract programs
Learning Outcomes
13. Use common methods and tools to model the requirements of a software
system
14. Specify (in the form of specification documents) the requirements, architecture
and design of a software system.
15. Interpret and analyse requirements and models for:
o well-formedness e.g. completeness, consistency, robustness
o correctness e.g. static analysis, simulation, model checking
o quality e.g. security
16. Create a precise description of what a system should and should not do along
with any constraints on its operation and implementation
Course Content
Requirements specification document development
o Precisely expressing requirements
Information modeling
o entity-relationship modeling
o class diagrams
Behavioral modeling
o structured analysis
o state diagrams
o use case analysis
o interaction diagrams
o failure modes and effects analysis
Structure modeling
o architectural
Domain modeling
o domain engineering approaches
Functional modeling
o component diagrams
Method of Delivery
This course will be delivered using a mix of interactive lectures/workshops, guided
problem-solving tutorials and supervised laboratory exercises using a specific
modeling tool. The contact and credit hours for this course will be broken down as
follows:
Lectures/Workshops
Tutorials
Laboratory exercises
Contact Hours
36
6
6
Assessment
101
Credit Hours
36
0
3
At the end of the course students must be able to demonstrate their understanding of,
and ability to produce, models of software systems. The course therefore, has a
greater weight attributed to the coursework component. The assignments are focused
on developing the students' basic software modeling skills while the project will
require the application of these acquired skills to a simple, yet comprehensive
problem.
Coursework:
Project (1) 40%
Assignments (2) 10% each
40%
60%
References
Prescribed
Gomaa, Hassan (2011), Software Modeling and Design: UML, Use Cases,
Patterns, and Software Architectures, 1st edition, Cambridge University Press
Title
Course Code
Credits
Level
Prerequisites
Semester
Software Testing
SWEN3165
3
3
COMP2140 Software Engineering AND
COMP2170 Object Technology
2
Rationale
Rigorous testing is essential in the development of all well engineered products.
Software testing is a pervasive process that uses both static and dynamic techniques of
system checking. Using these various techniques, software engineering professionals
are tasked with ensuring that software achieves quality standards, satisfies its
specification and when implemented, meets the expectations of the stakeholders.
Course Description
This course aims to expose students to various techniques involved in the verification
and validation of software, and ensuring its quality throughout the development
process. It will focus on test-driven devlopment processes.
Learning Outcomes
Distinguish between program validation and verification
Distinguish between a software defects and a software failure
Analyse requirements to determine appropriate testing strategies
102
Apply a wide variety of testing techniques during various phases of software

development
Assess a software process to determine its effectiveness at promoting quality
Create, evaluate, and implement a test plan, using various techniques, for the
development of high quality software
Course Content
Managing the testing process
Testing principles and techniques:
o unit
o integration
o systems
o acceptance
Testing types:
o state based
o regression
o configuration
o compatibility
o alpha, beta, and acceptance
Test driven development
Test plan development
Reporting, tracking, and analysis
development
of
problems
encountered
during
Method of Delivery
problem-solving tutorials and group assignments. The contact and credit hours for this
Lectures/Workshops
Tutorials
Group assignments
Contact Hours
36
6
6
Credit Hours
36
0
3
Assessment
Students must demonstrate an ability to engage in the development of a small
software system using test-driven development. The project, the main component of
the coursework, is a multi-stage approach to solving a comprehensive problem that
includes the development of unit requirements, creation of appropriate unit tests from
the requirements, unit coding, testing, and unit integration/revision/omission. The
assignments will test their knowledge and understanding of the various aspects of testdriven development.
Coursework:
Project report (1) 40%
40%
60%
103
References
Prescribed
Mathur, Aditya P. (2008), Foundations of Software Testing, 1st edition,
Addison-Wesley Professional
Recommended Online Resource
http://www.associationforsoftwaretesting.org/
Title
Course Code
Credits
Level
Prerequisite
Semester
Formal Methods and Software Reliability

SWEN3185
3
3
COMP2201 Discrete Mathematics for Computer Science
2
Rationale
Formal methods are a particular kind of mathematically based technique for the
specification, development and verification of software and hardware systems. The
use of formal methods for software and hardware design is motivated by the
expectation that, as in other engineering disciplines, performing appropriate
mathematical analysis can contribute to the reliability and robustness of a design.
Software engineering professionals must therefore be able to apply formal methods to
the development of software that requires low to zero tolerance for failure.
Course Description
This course aims to provide students with an ability to apply formal methods of
software engineering to the development of robust and reliable software systems.
Learning Outcomes
Describe the role formal specification and analysis techniques can play in the
development of complex software and compare their use as validation and
verification techniques with testing.
Translate into natural language a software requirements specification written
in a formal specification language.
Explain the potential benefits and drawbacks of using formal specification
languages.
Explain the problems that exist in achieving very high levels of reliability.
Describe how software reliability contributes to system reliability.
Demonstrate the ability to apply multiple methods to develop reliability
estimates for a software system.
Apply formal specification and analysis techniques, using an appropriate tool,
to software designs and programs with low complexity.
Course Content
104
Role of formal specification and analysis techniques in the software

development cycle
Software reliability engineering concepts and practices
Software reliability models
Introduction to mathematical models and specification languages (Alloy, Z,
VDM)
Pre and post conditions, invariants
Formal approaches to software modeling and analysis
a. Model checkers
b. Model finders
Tools in support of formal methods
Method of Delivery
problem-solving tutorials and supervised laboratory exercises using a specific formal
specification language tool. The contact and credit hours for this course will be
broken down as follows:
Lectures/Workshops
Tutorials
Laboratory exercises
Contact Hours
36
6
6
Credit Hours
36
0
3
Assessment
At the end of the course students must be able to demonstrate their understanding of,
and ability to produce, formal specifications of software systems. The course
therefore, has a greater weight attributed to the coursework component. The
assignments are focused on developing the students' knowledge and understanding of
the mathematical specification and analysis of software system's designs, while the
project is a simplified, yet comprehensive problem that requires the application of
their knowledge of the mathematical description of software, and the use of a formal
specification tool to support the development of such specifications.
Coursework:
Project (1) 40%
40%
60%
References
Prescribed
Jackson, Daniel (2012), Software Abstractions: logic, language and analysis,
revised edition, MIT Press
Recommended online resource
http://formalmethods.wikia.com/wiki/Formal_methods
105
Title:
Course Code:
Credits:
Level :
Prerequisites:
Semesters:
Capstone Project (Software Engineering)

SWEN3920
6
3
COMP2201 Discrete Mathematics for Computer Science
AND SWEN3130 Software Project Management AND
SWEN3145 Software Modeling
2 and 3
Rationale
A capstone project course is essential in a software engineering degree programme as
it provides students with the opportunity to undertake a significant problem that will
deepen their understanding of many software engineering education knowledge areas.
Course Description:
This course is the required group project course for all students majoring in software
engineering. It is intended to be a capstone course that will bring together many of
the topics that were covered in the rest of the curriculum. For this reason, students
will be expected to take this course in their final year, for a period of six months
beginning in semester two and ending in semester three. The project must encompass
all matters relating to the software engineering process: requirements, design, coding,
working in teams and project management.
Learning Outcomes:
1. Develop and maintain a project plan
2. Develop a complete software requirements document using combinations of
languages
(natural, structured and/or formal) and models
3. Select an architecture and design appropriate for a system being developed
4. Produce a set of software artifacts based on a design document
5. Demonstrate a finished product to a set of stakeholders and users
Assessment:
The final mark for each project will be based on documents, artifacts, presentations
and demonstrations (where appropriate) of the following:
Project management charter and plan
Software requirements specification
Architecture and design
Software artifacts
Presentation and demonstration of final product
15%
30%
15%
30%
10%
References:
Highly Recommended
1. IEEE Computer Society (sponsor), 2011: 29148-2011 - IEEE Systems and
software engineering -- Life cycle processes -- Requirements engineering. 1st Ed.
106

Uwi Computing Program

Uploaded by

Copyright:

Available Formats

Uwi Computing Program

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Uwi Computing Program

Uploaded by

Copyright:

Available Formats

DEPARTMENT OF COMPUTING

LIST OF UNDERGRADUATE COURSES

Any one of the following:

CAPE (or A-level) Science subject

Teachers College Diploma or Assoc. Degree in

CAPE (or A-level) Science subject

Teachers College Diploma or Assoc. Degree in

PROBABILITY AND STATISTICS

COMP1210 and either (MATH0110 and MATH0100) or CAPE

COMP1126, COMP1127 and COMP1161

COMP1126, COMP1127 and COMP1161

COMP1126, COMP1127, COMP1161, and

DISCRETE MATHEMATICS FOR

COMP1126, COMP1127, COMP1161 and COMP1210

COMP1126, COMP1127, COMP1161 and COMP1210

DATA STRUCTURES FOR IT

COMP1126, COMP1127 and COMP1161

DYNAMIC WEB DEVELOPMENT 1

COMP1126, COMP1127 and COMP1161

COMP2211 and COMP2201

USER INTERFACE DESIGN

COMP2340 and COMP2140

COMP2140, COMP2211, and Any 6 credits of Level 2 or 3

Permission of the Head of Department

Permission of the Head of Department

COMP2340 and COMP2190

COMP2140 and COMP2190

COMP2190 and (COMP2201 or INFO2100)

USER INTERFACE DESIGN FOR

COMP2160 or COMP2140 or INFO2180

DYNAMIC WEB DEVELOPMENT

COMP2140 and INFO2180

COMP2140 and COMP2170

FORMAL METHODS AND

COMP2140, SWEN3130, SWEN3145, SWEN3165 AND

Computer Science Major

Mathematics for Computing

Software Engineering Major

Mathematics for Computing

Software Project Management

B.Sc. Information Technology

Level I: (24 credits = 12 credit from Computing + 12 credits from anywhere)

Computing and Society

Level II: (15 credits)

Level III: (21 credits)

Computer Systems Administration

BSc. Computer Systems Engineering

Semester 2 (16 Credits)

LEVEL 2 (33 Credits)

Digital Circuits and Microprocessors

Semester 2 (12 Credits)

Semester 3 (summer) (3 Credits)

LEVEL 3 (28 credits)

COMPUTER STUDIES OPTION

The Computer Studies Option is defined as indicated below.

Database Management Systems

Justify the philosophy of object-oriented design and the concepts of

Mathematics for Computing

Computing and Society