teaching and acemedic activities report - … · assistant professor – al-imam mohamed bin saud...

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République Tunisienne

Cycle de Formation Doctorale dans la Discipline

Informatique and Réseaux

Habilitation Universitaire

2011

Ministère de l’Enseignement Supérieur et de la Recherche Scientifique

Université de Sfax

École Nationale d’Ingénieurs de Sfax

TEACHING AND ACEMEDIC ACTIVITIES REPORT

Presented in

National School of Engineers of Sfax

For receiving

HABILITATION QUALIFICATION

in Computer Science

By

AANNIISS KKOOUUBBAAAA

PhD. National Polytechnic Institute of Lorraine (IN PL), LORIA/INRIA Assistant Professor – Al-Imam Mohamed bin Saud Univ ersity, Saudi Arabia

Research Associate – CISTER Research Group, Portuga l

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OOUUTTLLIINNEE

Teaching Activities ................................................................................................................ 6

Course Description and Syllabus ........................................................................................... 7

1. Simulation and Modeling Course ............................................................................ 7

2. Seminar Course (CS399) ....................................................................................... 15

3. Database Management Systems (DBMS) Course (CS420) ................................... 19

4. Internet Applications Course (CS432) ................................................................... 23

Graduation Projects Supervisions Activities ........................................................................ 27

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DDRR.. AANNIISS KKOOUUBBAAAA Birthday : 30 July 1977 (Tunis) Nationality : Tunisian Status : Married Professional Address Al-Imam Mohamed bin Saud University College of Computer and Information Sciences Computer Science Department Riyadh (Saudi Arabia) Phone : +966 1 25 81 921 Fax : +966 1 25 91 616 Mobile : +966 5 08 612 974

Email: [email protected] | [email protected] University IMAMU Homepage : http://faculty.imamu.edu.sa/ccs/amkoubaa/ CISTER Research Homepage : http://www.dei.isep.ipp.pt/~akoubaa/ Teaching Homepage : http://coins.csrlab.org/imamu/akoubaa/cs433/

http://coins.csrlab.org/imamu/akoubaa/cs141/ http://coins.csrlab.org/imamu/akoubaa/cs140/

RREECCEENNTT SSII TTUUAATTII OONNSS

Nov 2009 – Current: Leader of COINS Research Group, Al-Imam Mohamed bin Saud University 2006 - Current : Assistant Professor

University : Al-Imam Mohamed bin Saud University College : College of Computer and Information Sciences Department : Computer Science Dept.

2006 - Current : Research Associate Research Institution : CISTER Research Unit (ranked first in Portugal), Portugal University : Polytechnic Institute of Porto (Portugal)

2005-2006: Post-Doc Researcher

University : Polytechnic Institute of Porto (Portugal) Research Affiliation : CISTER Research Unit (ranked first in Portugal), Portugal

GGRRAADDUUAATTII OONNSS

2001-2004 PhD in Computer Science, National Polytechnic Institute of Lorraine (INPL), FRANCE Subject: Management of Real-Time QoS using (m,k)-firm Constraints in Packet Switching Networks Defended : 27 October 2004

Pr. Jean-Pierre THOMESSE (Supervisor), Pr. Ye-Qiong SONG (Co-Supervisor) Research Affiliation : TRIO (LORIA) Electronic Version : http://www.loria.fr/~akoubaa/PhD/ (in French)

2000-2001 Master in Computer Science (Telecommunications, Networks and Services), University of Henri Poincaré Nancy I, FRANCE, Rank 9th/60, July 2001.

Subject : Switched Ethernet and QoS for Real-Time Applications Affiliation : TRIO Research Group, LORIA/INRIA Lorraine

1997-2000 Engineering Diploma in Telecommunications, (Specialty: Computer Science and Networks), Engineering School of Telecommunications of Tunis (Sup’Com), Ranked 3rd/27, July 2000.

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AACCAADDEEMM II CC EEXXPPEERRII EENNCCEE

After PhD.

2006-Current Assistant Professor, Al-Imam Mohamed Ibn Saud University / CS department

2006-Current Research Associate, CISTER Research Unit, Porto, Portugal.

2005-2006 Post-Doc Researcher, CISTER Research Unit, Porto, Portugal.

2004-2005 Assistant Professor, University of Nancy I / IUT Nancy Brabois (GTR)

Before PhD.

2001-2004 Teaching Assistant, National Polytechnic Institute of Lorraine (INPL), ENSEM.

February 2003 Invited Teaching Assistant, Higher Institute of Computer Science and Multimedia, Tunisia (Computer Networks and Communication Systems).

2000-2001 Teaching Assistant, University Nancy I, University Nancy II,

DDII SSTTII NNCCTTII OONNSS AANNDD AAWWAARRDDSS

Feb 2011 Best Master Award, for my Master Student Maissa Ben Jamaa for her Master Thesis An Experimental Study for the Performance Evaluation and Optimization of Link Quality Estimators in Wireless Sensor Networks. Award granted at EWSN 2011 conference and Sponsored by the European Network of Excellence CONET.

Mar 2010 Research Excellence Prize, at Al-Imam Mohamed bin Saud University, Area: Natural and Computer Sciences.

I received this award in the first annual competition organized by Al-Imam Mohamed bin Saud University for his faculty members. I was one of the four award winners at the University level in all disciplines, so I was the only winner of the Research Excellence Prize in the area of Natural and Computer Sciences.

Link: http://www.imamu.edu.sa/news/Pages/news_24_03_1431_1.aspx

Prize Certificate is attached to this activity report.

Dec 2009 Best Demo Award, The First International School on Cyber-Physical and Sensor Networks (SensorNets 2009), Monastir, Tunisia, December 17-22, 2009.


Link: http://www.sensornets-school.org/

Feb 2009 Best Master Award, for my Master Student Ricardo Severino for his Master Thesis On the use of IEEE 802.15.4/ZigBee for Time-Sensitive Wireless Sensor Network Applications. Award granted at EWSN 2009 conference and Sponsored by the European Network of Excellence CONET.

Link: http://www.cooperating-objects.eu/events/ewsn-2009-awards/

July 2007 Best Paper Award in ECRTS 2007 conference. The most reputed conference in real-time systems in Europe.


AADDMM II NNII SSTTRRAATTII VVEE AANNDD AACCAADDEEMM II CC RREESSPPOONNSSII BBII LL II TTII EESS

• Selected to participate in the discussions of Strategic Plan of Al-Imam University prepared in collaboration with Stanford Research Institute (SRI), 2010.

• Selected to participate in preparing the Center of Sciences and Technology at Al-Imam University, 2007.

• Representative of CS department in Quality Unit, since 2007. • Chair of Graduation Project Committee, since 2007. • Chair of Course Coordination Committee, since 2006.

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Teaching Activities

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I have been teaching several courses during the last six years. I was an assistant professor at IUT Brabois (Nancy, France) in 2004-2005, then I an assistant professor at Al-Imam Mohamed bin Saud University since 2006. Table 1 presents a summary of my teaching activities after 2004 (PhD), and Table 2 presents my previous teaching activities before getting the PhD. In this report, I will provide focus only for teaching activities after PhD. Table 1. Teaching activities after PhD. Course Title/Content Periods Students Hours

Al-Imam Mohamed bin Saud University,

College of Computer and Information Sciences

C++ Programming 1 Spring 2011 Level 1 4 Credit Hours

C++ Programming 2 (Object Oriented Programming)

Spring 2011 Level 2 4 Credit Hours

Seminars Spring 2010, Fall 2009

Spring 2009

Undergraduate Level 7

1 Credit Hour

Simulation and Modeling Spring 2010, Fall 2009

Spring 2009, Fall 2008



4 Credit Hours

Internet Applications Fall 2007



4 Credit Hours

Database Management Systems (DBMS)

Fall 2007



4 Credit Hours

IUT Nancy Brabois University Nancy I (FRANCE)

Java Programming Sept 2004 → Feb 2005 Undergraduate (Bac+1)

Lectures: 40 H Labs : 48H

Databases Nov 2004 → Feb 2005 Undergraduate (Bac+2)

Lectures: 46 H

Computer Networks Feb 2005 → May 2005 Undergraduate (Bac+1)

Lectures + Labs: 44 H

JDBC and Servelet Programming

Feb 2005 → May 2005 Undergraduate (Bac+2)

Labs : 16H

Table 2. Teaching activities before PhD. ENSEM-INPL (FRANCE)

Design and Analysis of Computer Systems

2001-2004 Graduate (Bac+5)

Lectures: 6H

Labs: 48 H

Embedded Systems (CAN) 2001-2004 Graduate (Bac+5)

Labs: 24 H

Performance Evaluation of Discrete Event Systems


Labs: 16H

Others: Network Programming, Unix, C& JAVA and


Labs and Lectures: 50 H

Basic Programming 2001-2004 Undergraduate Labs: 90H

ISIMS (TUNISIA) Computer Networks and Communication Systems

2003 Undergraduate (Bac+2)

Lecture: 20H

Course Development For all my courses, I have developed all the course materials including PowerPoint Slides, homeworks, projects, exercises, exams, etc. My course materials have been put online on website to make the interaction easier with the students. Refer to course website in the first page of my CV.

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CCOOUURRSSEE DDEESSCCRRII PPTTII OONN AANNDD SSYYLL LL AABBUUSS

In what follows, I will present a comprehensive description of the courses I taught. Video courses are available online on these pages http://coins.csrlab.org/imamu/akoubaa/cs141/webcast.php (Object Oriented Programming Course) http://coins.csrlab.org/imamu/akoubaa/cs433/webcast.php (Simulation and Modeling Course) 11.. SSIIMMUULLAATTIIOONN AANNDD MMOODDEELLIINNGG CCOOUURRSSEE I am the main coordinator of the course Simulation and Modeling (CS 433), which I have taught for 6 terms (i.e. 3 years). I handle the coordination among the other instructors of this course to ensure having the same progress, content, and exams in different sections. I first, present the course specification I have developed for this course according to the standard of National Council of Academic Assessment and Accreditation (NCAAA) in Saudi Arabia, and that was approved by the department and college council. Then, I present a sample of course Syllabus used in Spring 2010. The Term Course Report is also attached.

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Course Specification

CS 433: Simulation and Modeling

Institution Al-Imam Mohammad Bin Saud Islamic University

College/Department College of Computer and Information Sciences / Computer Science Department

1. Course Identification and General Information

1. Course title and code: Simulation and Modeling / CS433

2. Credit hours: 3 hours

3. Program(s) in which the course is offered: Computer Science Elective Course

4. Name of faculty member responsible for the course: Dr. Anis Koubâa

5. Level/year at which this course is offered: level 7/8

6. Pre-requisites for this course (if any) STA201, CS330

7. Co-requisites for this course (if any) No Co-requisites

Teaching Strategies Highlights: • Video lectures: lectures are recorded and put online for the students

http://www.aniskoubaa.net/ccis/cs433/webcast.html • Use of Moodle Lecture Management system to interact with students and make online quizzes. • Two Projects: Analytical-oriented project and Simulation-oriented project. • Examinations: Mid-Term and Final Exam. • Non-graded assignment and quizzes for self-evaluation. • Mailing list for interaction and communication with students

[email protected]

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2. Objectives

Development of Learning Outcomes in Domains of Learning

a. Knowledge.

(i) Description of the knowledge to be acquired The purpose of this course is to introduce the fundamental concepts of system modeling and simulation. Topics we will cover include concepts of simulation and modeling; Discrete and Continuous Markov Chains, Queuing Theory, Discrete Event Simulation, Large Sample Estimation, Output Statistics, Test of Randomness, Monté Carlo Simulation. Major topics include:

• Concepts of modeling and simulation. • Modeling methodologies and tools. • Probability and statistical models review. • Discrete-time Markov chains (DTMC). • Continuous-time Markov chains (CTMC). • Queuing Theory. • Introduction to discrete-event simulation. • Random Number Generators. • Monté Carlo Simulation. • Output Analysis.

Other advanced topics may also be considered depending on time and interest:

• Design and programming of discrete event simulation. • Agent-based simulation. • Parallel simulations.

(ii) Teaching strategies to be used to develop that knowledge

1. Conventional lectures: The instructor introduces the important concepts of each topic via PowerPoint presentations. The lecture must also contain in-class interaction between the instructor and students and illustrative examples and realistic problems. Lectures can be recorded and put available for students to help them going back to lecture points at home and during revision.

2. Hand-on Labs: The instructor ensures some labs to students to help them understanding the practical issues of simulation and statistical analysis.

3. Textbook reading assignment: this helps the students to get more advanced knowledge on the topics under study.

4. Research paper reading: this helps the students to get advanced knowledge on the use of simulation and modeling in real research problems.

5. Class session exercises: Exercises for each topic will help students to learn how to resolve real problems and understand the main concepts.

6. Practical projects on simulation: practical projects on simulation will improve the knowledge of the student with respect to the use and exploitation of simulation software and output results analysis.

(iii) Methods of assessment of knowledge acquired There are several way to assess students in Simulation and Modelling course, which include:

1. Quizzes (e.g. online quizzes with Moodle): this helps the students to make a quick revision of the fundamental concepts studied during formal lectures. They may be graded or not.

2. Written exams (midterm and final exams): Exams are the main assessment method to evaluate the understanding of students.

3. Research (and reading) project: students are asked to read a specific research paper related to simulation and modelling and analyse it. They must identify the different phases and elements of

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the modelling process and write a small report summarizing their analysis. 4. Practical project: This is a project based on simulation and result analysis of a system under study.

The student must build a theoretical and simulation model of the studies system and compare simulation results against theoretical results to understand the difference between these two modelling techniques.

5. Assignments and homework: the instructor should make assignments and homework to students for each lecture before going for a subsequent lecture.

6. Lab exam: the objective of the lab exam is to assess the ability of the student to build simulation models and analyse the results correctly.

According to the general grading policy at the University: • The final exam counts on 40%. • The mid-term exam counts at most 20%. • Other evaluations count at most 20%.

b. Cognitive Skills

(i) Cognitive skills to be developed: Upon successful completion of the course, the student should be able to:

1. Understand the difference between an analytical model and a simulation model. 2. Understand the problems with the non-accuracy of the simulation results and their factors. 3. Compare between various modelling methodologies. 4. Develop an understanding of basic concepts of discrete-event simulation 5. Validate and verify a given simulation model. 6. Analyse and interpret simulation output. 7. Develop a hands-on experience in some of the simulation software. 8. Discuss methodologies for modelling and simulation of complex systems. 9. Understand how random number generators work.

(ii) Teaching strategies to be used to develop these cognitive skills 1. Conventional lectures to introduce important concepts through in-class discussions. 2. In-class tutorials which review the content of each lecture and elaborate on any matters not

understood. 3. Practice Simulation. The course will also utilize one of the available network simulators software to

further enhance the students understanding of the presented concepts. 4. Hands-on labs where the students will gain hands-on experience in essential simulation concepts

thorough learning how to setup simulation experiments, analysis and interpret simulation output. The student will also have the opportunity to design and implement simple simulation software from scratch which will further deepen their understanding of the presented materials.

5. Reading papers on simulation and modelling.

(iii) Methods of assessment of students cognitive skills 1. Written exams (mid-term and final). 2. Lab exams. 3. Practical and Research Projects. 4. Quizzes. 5. Reading assignments from the textbook

Written exams/projects/ experiments all require application of the techniques and concepts presented throughout the course.

c. Interpersonal Skills and Responsibility

(i) Description of the interpersonal skills and capacity to carry responsibility to be developed

The students must learn how to communicate with each other and how to collaborate to achieve a common task. This will prepare them for working as a group, which is important in any professional environment. They must also show ability to write useful documentation/reports of softwares projects.

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(ii) Teaching strategies to be used to develop these skills and abilities

• Group work of course projects: The students will be asked to work as a group and this enables them to be responsible over the tasks they get assigned. In addition, they will learn how to collaborate together to achieve a common task.

(iii) Methods of assessment of students interpersonal skills and capacity to carry responsibility

The assessment of interpersonal skills can be assessed during oral presentations of the students in front of the instructor, when they shall explain how to group work has been carried out.

d. Communication, Information Technology and Numerical Skills

(i) Description of the skills to be developed in this domain. 1. Use some of the available simulation software such as NS-2, Opnet and Omnet++. 2. The students should have a solid background on probability theory and statistics. 3. The students should have some knowledge in computer networks. 4. The student should have good programming skills.

(ii) Teaching strategies to be used to develop these skills. 1. Lab tutorials and hands-on exercises to develop the skills needed for using the simulation software

tools. 2. Hands-on lab on probabilities and statistical model to develop their skills in using statistical

analysis tools.

(iii) Methods of assessment of students numerical and communication skills 1. Homeworks and assignments involving the use of the simulation software. 2. Part of the written exam will assess the students understanding of some of the probabilities and

statistics basics reviewed in lectures. 3. Term project presentations. 4. The students should provide a final report that describes all the details of their simulation work and

results interpretations

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3. Course Description 1 Topics to be Covered

Topic No of Weeks

Contacthours

Introduction to Simulation and Modelling 0.5 2

The Modelling Process 0.5 2

Probability Theory Review 1 2

Statistical Models 2 8

Statistical Analysis and Tools 0.5 2

Lab on Simulation 0.5 2

Discrete-Time Markov Chains 2 8

Continuous-Time Markov Chains 1 4

Queuing Theory 1.5 6

Lab on Simulation 1 4

Discrete Event Simulation 1 4

Random Number Generator 1 4

Output Analysis: Large Sample Estimation Theory 1 4

Monté Carlo Simulation 0.5 2

2 Course components (total contact hours per semester):

Lecture: 49 Tutorial: Practical: 6 (Lab) Other:

3. Additional private study/learning hours expected for students per week. (This should be an average: for the semester not a specific requirement in each week) 8 hours/week.

5. Schedule of Assessment Tasks for Students During the Semester Assessment

Assessment task (eg. essay, test, group project, examination etc.)

Week due Proportion of Final Assessment

2

Final 14 40%

3

Mid-Term exam 7 20%

4

Lab exam 12 10%

5 Project 1 10 15% 6

Project 2 13 15%

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4. Student Support

1. Arrangements for availability of faculty for indivi dual student consultations and academic advice.

1. Each instructor is required to allocate at least four office hours per week for consultations and academic advice.

2. TA is available for this programming course. 3. Each student is assigned an academic advisor to provide general consultation. 4. A mailing list for the course can help the instructors to interact with the students. 5. The emails of instructors must be available for students for possible contact in case of non

availability during office hours.

E. Learning Resources

1. Required Textbooks • Tayfur Altiok, Benjamin Melamed, SIMULATION MODELING AND ANALYSIS WITH

ARENA, Hardbound, 456 pages, publication date: JUN-2007, ISBN-13: 978-0-12-370523-5, ISBN-10: 0-12-370523-1, Imprint: ACADEMIC PRESS.

2. Essential References • Discrete-Event Simulation: A First Course, Leemis and Park, Prentice Hall, 2006. • Probability and Statistics with Reliability, Queueing, and Computer Science Applications,

Trivedi, 2nd edition, Wiley-Interscience, 2001.

3- Recommended Books and Reference Material (Journals, Reports, etc) (Attach List) • System Modeling and Simulation: An Introduction, Severance, Wiley, 2001. • Discrete-Event System Simulation, Banks, China Machine Press, 2005. • Principles of Discrete Event Simulation, Fishman, John Wiley & Sons, 2000. • Fundamentals of Queueing Theory, Gross and Harris, Wiley, 1998.

4-.Electronic Materials, Web Sites etc

6. Course website: http://www.aniskoubaa.net/ccis/cs433/

7. Video lectures (webcast): http://www.aniskoubaa.net/ccis/cs433/webcast.html

5- Other learning material such as computer-based programs/CD, professional standards/regulations

• NS-2 Simulator Tutorial: http://www.isi.edu/nsnam/ns/

5. Facilities Required

Indicate requirements for the course including size of classrooms and laboratories (ie number of seats in classrooms and laboratories, extent of computer access etc.)

1. Accommodation (Lecture rooms, laboratories, etc.) Lecture room with at least 35 seats. Optional but useful facilities include:

• A data show projector connected to a PC preferably with Internet connection • sliding board

2. Computing resources Linux/Windows lab with the necessary simulator software, preferably Arena, Simulink or Matlab.

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3. Other resources (specify --eg. If specific laboratory equipment is required, list requirements or attach list)

6. Course Evaluation and Improvement Processes 1. Strategies for Obtaining Student Feedback on Effectiveness of Teaching End-of-term course/teacher evaluation for is to be completed by students at the end of the semester, evaluating the content of the course, its teaching, the learning, assessment methods.. The monitoring of these students feedback will allows the course quality improvement. In addition, the instructor should make a self-evaluation by proposing an evaluation form to the students that should filled and returned anonymously to provide a feedback to the positive and negatives points observed during the term. Example of self-evaluation form:

http://www.surveygizmo.com/s/229773/evaluation-of-the-simulation-and-modeling-course-fall-2009 2. Other Strategies for Evaluation of Teaching by the Instructor or by the Department

• Peer Evaluation Procedure • Instructor self evaluation

3. Processes for Verifying Standards of Student Achievement (eg. check marking by an independent faculty member of a sample of student work, periodic exchange and remarking of a sample of assignments with a faculty member in another institution)

• Upon student request, his/her work might be remarked by another faculty member within the department. No regular procedure for verifying standards of student achievement is implemented yet.

4 Processes for Improvement of Teaching The instructor must analyse the feedback from the student he receive from the self-evaluation form and try to adapt the structure/content/organization of the course for better efficiency. 5 Describe the planning arrangements for periodically reviewing course effectiveness and planning for improvement.

• Analysis of student’s feedback and identification of weaknesses in the course and in the program to improve them.

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In what follows, I present the course syllabus used in Spring 2010. I have developed a dedicated website for the course to make easier the interaction with the students and to provide them with online support. The course material is available at http://www.aniskoubaa.net/ccis/cs433/.

Course Description: The purpose of this course is to introduce the fundamental concepts of system modeling and simulation. Topics we will cover include concepts of simulation and modeling; Discrete and Continuous Markov Chains, Queuing Theory, Discrete Event Simulation, Large Sample Estimation, Output Statistics, Test of Randomness, Monté Carlo Simulation.

Course Prerequisites:

• Probability Theory • Statistics • Data Structures • Computer Networks

This course requires a strong background in Probability and Theory and Statistics. All the course material is mainly based on those two prerequisites. The knowledge of data structures is also essential since the projects

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might include some programming tasks using C++ or Java. Student should also have basics of computer networks because most of the example of the course will be related to that area.

Textbooks: some resources are available online.

Official Textbook

Tayfur Altiok , Benjamin Melamed, SIMULATION MODELING AND ANALYSIS WITH ARENA Hardbound, 456 pages, publication date: JUN-2007 ISBN-13: 978-0-12-370523-5 ISBN-10: 0-12-370523-1 Imprint: ACADEMIC PRESS

Online resources

Probability and Statistics

- Charles M. Grinstead, J. Laurie Snell, Introduction to Probability , pdf

Simulation

- Harry Perros, Computer Simulation Technique - The Definitive Introduction, 2007 pdf - Lemmis Park Discrete Event Simulation - A First Course pdf

Queueing Theory and Markov Chains

- Chapter on Discrete-Time Markov Chains, pdf (source) - Chapter on Continuous-Time Markov Chains, pdf (source) - Philippe NAIN, BASIC ELEMENTS OF QUEUEING THEORY, Application to th e

Modelling of Computer Systems, 2004 pdf

Grading: Grades will be determined roughly as follows: (Grading may be slightly changed)

• One Mid-term, 20% total • One Final Exam, 40% total • Project, 15% total • Lab Exams, 15% total • Project 2, 10% total

There will not be any curves on the grades.

Exams: There will be one midterm exam and one comprehensive final exam. Exam dates will be fixed in advance in coordination with the CS department. Exams will be closed book, and will cover material from

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lectures, the readings, and the project. In particular, you are likely to do poorly on the exams and in the course if you do not do your share of the work on the project.

Project: The project is the core of this course, and most of what you learn will be from doing the project.

Late policy: A student that will miss more than 9 hours during the semester will be automatically prevented from entering the final exam. If you have a justification for being late or absent you must send this justification to the department head and to the instructor. The justification may be rejected for some reasons.

Cheating: It is permissible to cooperate with your colleagues and to discuss general issues about concepts, algorithms and project steps. However, it is strictly prohibited that you copy other people’s code, solutions and project deliverables, assignments, etc. It is the duty of each student to prove that his work is original and has not been done by others. Every detected cheating action will be severely punished.

Course Staff

Instructors Dr. Anis Koubâa, Assistant Professor (Course Coordinator). Email: [email protected] Office Phone: 25 81 921 University Webpage: http://amkoubaa.faculty.imamu.edu.sa (Arabic) Research Webpage: http://www.dei.isep.ipp.pt/~akoubaa/ Dr. Shafique Chaudry, Assistant Professor Email: [email protected] Office Phone: 25 81 328 Teaching Assistants Basmah Al-Soli Office no. 4034/8 Office phone: 2589128 E-mail: [email protected] Amjad Mohammed Al-Ofaidli Office no. : 4034/5 phone no. : 2589122 Email: [email protected]

22.. SSEEMMIINNAARR CCOOUURRSSEE ((CCSS339999))

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CS 399: Seminars

Institution Al-Imam Mohammad Bin Saud Islamic University

College/Department College of Computer and Information Sciences / Computer Science Department

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1. Course title and code: Seminars / CS399


3. Program(s) in which the course is offered: Computer Science


5. Level/year at which this course is offered: level 7

6. Pre-requisites for this course (if any)

7. Co-requisites for this course (if any) No Co-requisites

Teaching Strategies Highlights:

• Regular lectures • In-Class presentations • Mailing list for interaction and communication with students

[email protected] • This course is described in the Graduation Project Policies Guide of the Computer and Information

Sciences. It is available for download at http://www.aniskoubaa.net/ccis/cs399/GraduationProjectPolicies.pdf

2. Objectives To provide a broad overview of and experience with the research process, presentation skills, writing skills, and ethics. Students will be exposed to current research issues in specific topical areas of Computer Science and Information Technology. They will learn, enhance, and demonstrate their skills in research, writing, presentation, and ethical analysis. Students will

• Make final preparations for a career in Computer Science • Develop and apply skills in oral and written communication • Gain experience in reading and understanding technical articles • Develop an appreciation for the ethical and social issues associated with computing • Exchange ideas with other seminar participants, applying critical thinking skills

3. Course Description

Topic No of Weeks

Contacthours

• Student presentations will be scheduled during weeks 3-10 and final exam week.

• Each student will be responsible for planning one 25-to-30-minute segment during the course of the quarter.

• Class meetings will generally consist of two presentations followed by a discussion session.

• Each student will be expected to participate actively in class discussions.

• Each student will evaluate the presentations of the other seminar students.

• There will be a number of Writing Assignments.

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4. Development of Learning Outcomes in Domains of Learning

a. Knowledge

(i) Description of the knowledge to be acquired

• To make students aware of the need for good communications skills. • To make students aware of the history and opportunities in the computer science field. • The student presentation topics provide a basis for a very broad introduction to the industry and

its applications.


• Conventional lectures.

(iii) Methods of assessment of knowledge acquired

• Each student researches, creates, and delivers a stand-up presentation about a subject in computer science research field.

b. Cognitive Skills

(i) Cognitive skills to be developed

• Student should know how to write a report in a professional way using LaTex. • Students will develop and demonstrate skill at analysis of the quality and value of research in

terms of both presentations and publications. • Explore a computer science topic in depth. • Write a term paper that covers the material discussed. • Prepare a formal oral presentation about the topic.

(ii) Teaching strategies to be used to develop these cognitive skills

• In-Class presentations • In-class discussion between students • Peer-to-peer evaluation and critics during in-class presentations.

(iii) Methods of assessment of students cognitive skills

• Instructor personal observations. • Student peer-to-peer assessments.



• Present the topic using various audio/visual/technological tools. • Discuss and question each other's presentations to clarify, learn more, and share knowledge


• In-Class presentations


• Written assignment evaluation

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• Instructor personal observations.

d. Communication, Information Technology and Numerical Skills

(i) Description of the skills to be developed in this domain.

• Course is designed to enhance the communication skills of the students and to help them see the importance to pay attention to and to continue to work on these skills even after the course is completed.

(ii) Teaching strategies to be used to develop these skills

• Each student must ask a minimum of five questions about other people's presentations.

(iii) Methods of assessment of students numerical and communication skills

• Each student presentation is critiqued by his peers orally, and in written form. Each student listener is graded on the submitted critiques, their names are removed, and the presenter receives the written, anonymous critiques




1

Presentation (design and skills) 40%

2

Participation 20%

3

Evaluation

20%

4

Writing Assignments 20%

5. Learning Resources 1. Required Text(s) This course does not have an official textbook. It will be centred on papers from the research literature

2. Essential References

• How to Write and Publish a Scientific Paper. Robert A. Day and Barbara Gastel, 6th edition, Greenwood Publishing Group. 2006.

6. Course Evaluation and Improvement Processes 1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching

• At the end of the course, the students will fill a course evaluation sheet, evaluating the content of the course, its teaching, the learning, and assessment methods, and lecturer. The monitoring of these students feedback will allow the course quality improvement

2 Other Strategies for Evaluation of Teaching by the Instructor or by the Department

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• Peer Teaching Evaluation Procedure • Instructor self evaluation • Final grade statistics • Updating department course file

3 Processes for Improvement of Teaching

• Fast feedback is intended to provide some objective information about the class and to identify areas for improvement in a quick and efficient manner.

4. Processes for Verifying Standards of Student Achievement (eg. check marking by an independent faculty member of a sample of student work, periodic exchange and remarking of a sample of assignments with a faculty member in another institution)

• Peer Teaching Evaluation Procedure

5 Describe the planning arrangements for periodically reviewing course effectiveness and planning for improvement.

• Updating the course contents • Effective use of evaluations

33.. DDAATTAABBAASSEE MMAANNAAGGEEMMEENNTT SSYYSSTTEEMMSS ((DDBBMMSS)) CCOOUURRSSEE ((CCSS442200))


CS 420: Database Management Systems


1. Course title and code: DBMS / CS420





2. Objectives

Development of Learning Outcomes in Domains of Learning

a. Knowledge

(iv) Description of the knowledge to be acquired:

This course introduces the concepts and principles of database management systems (DBMS). It focuses on terminology and fundamental concepts of relational databases and database management systems. Students will learn SQL and PL/SQL including, triggers and transaction processing. They will understand

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performance issues and optimization strategies through query rewriting, secondary storage characteristics, and access strategies. This course also exposes student to some of the current challenges facing database professionals (e.g. semi-structured data management, XML databases, information extraction, data integration) as well as some DBMS design and management issues. Major topics include:

• Transaction management, • Recovery, concurrency control. • PL/SQL Programming, • Indexing and Hashing • Parallel Databases, Distributed Databases • File organization and access, • Buffer management, • Performance analysis and storage management. • Database system architecture, • Query processing and optimization, • Reliability, protection, and integrity.


1. Lectures to introduce the main concepts of the course, 2. Reading Information: material is assigned from the textbook or other supplemental materials in

addition to the textbook for students to read independently. 3. Buzz Sessions: Temporary groups are formed for the purpose of discussing a specific topic. The

emphasis is on a summary discussion of important points for the discussed topic. 4. Debriefing: Usually conducted at the conclusion of a lesson, debriefing allows students to

condense their knowledge and information as a group or whole class.

(iii) Methods of assessment of knowledge acquired.

1. Short quizzes. 2. Written exams (midterm and final)

In one or more of the methods of assessment, questions about the presented knowledge carry at lease 5% of the total grade.

b. Cognitive Skills

(i) Cognitive skills to be developed: Upon successful completion of the course, the student should be able to : 1. Describe advanced database concepts 2. Apply conceptual modelling concepts to the design of database applications. 3. Define the concept of transactions and describe fundamental transaction processing, concurrency

and recovery control issues associated with database management systems. 4. Design and implement complex databases schemas using ER diagrams, normalization, integrity

constraints, and advanced database system features such as stored procedures and triggers. 5. Use PL/SQL programming with DBMS

6. Develop database applications using database client APIs such as embedded SQL, ODBC, and JDBC.

7. Improve database performance using hardware, software, query turning techniques and apply the basic concepts of query optimization.

8. Describe basic concepts regarding database security and authorization. 9. Gain experience with the use of a commercial relational database product.

(ii) Teaching strategies to be used to develop these cognitive skills

1. In class discussions and exercises 2. In-class tutorials which review the content of each lecture and elaborate on any matters not

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understood. 3. Hands-on labs where the students gain hands-on experience and have the opportunity to

design and implement certain aspects of DBMS. 4. Team projects: involves the development of a database application using a commercial

relational database management system. The project uses cooperative learning concepts and provides hands-on database experience. Students must also analyze implementation alternatives, make decisions about the division of work between team members, and integrate/test all parts of the final implementation solution.

(iii) Methods of assessment of students cognitive skills

6. Written exams (midterm and final). 7. Reports. 8. Projects 9. Labs 10. Assignments

Written exams/projects/ reports all require the application of the techniques and concepts presented throughout the course.



1. Work harmoniously with others 2. Evaluate and accept responsibilities 3. Identify methods to use to respond to conflict 4. Work in teams more efficiently 5. Ability to actively collaborate within teams 6. Clearly communicate ideas and solutions of problems to others. 7. Ability to write useful documentation/reports of softwares projects


• Small Group Discussions: Divide class into small groups and assign to each one a specific task to accomplish. Discussions stimulate thought as well as provide students with opportunities to defend their position(s). Teacher should not take an active role in the discussions, but rather serve as a facilitator.

• Assign a Group work for specific topic in this course by defining an activity which has been specifically designed so that students work in pairs or groups, and may be assessed as a group (referred to as formal group work); or

• Peer group activity in lab classes, tutorials etc.

• Round Robin: each student has an opportunity to share some information or ideas in a small group format. Everyone participates equally and taps into the collective wisdom of the group.

• Group projects where the students are divided into small group and are assigned small to medium

sized programming projects.

• In-class oral presentation of each projects by its team.


• Project reports and/or documentation files are required in submitting any software. • Instructor personal observations. • Student peer-to-peer assessments • Team oral presentation

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3. Description

Topic No of Weeks

Contacthours

Introduction to DBMS 1 5

Database System Architectures 1 5

PL/SQL Programming 2 10

Oracle DBMS 1 5

Transactions 2 10

Concurrency Control 2 10

Recovery Management 1 5

XML Databases 1 5

Storage Management 1 5

Query Processing and Optimization 1 5

Indexing and Hashing 1 5


Lecture: 45 Tutorial: Practical: 30 Other:


Assessment task (e.g. essay, test, group project, examination etc.)


1

Final

16 40%

2

Mid-term exams 8,12 40%

3

Projects & presentations 15 20%

4. Learning Resources

1. Required Text(s) Database System Concepts, Silberschatz, Korth, and Sudarshan, 5th edition, McGraw-Hill, 2005. 2. Essential References

• Fundamentals of Database Management Systems, Gillenson, 1st edition, Wiley, 2004. • Database Management Systems, Ramakrishnan and Gehrke, 3rd edition, McGraw Hill, 2003. • Concurrency Control and Recovery in Database Systems, P.A. Bernstein, V. Hadzilacos, and N.

Goodman, Addison Wesley, 1987. • Fundamentals of Database System Concepts,5th edition, Elmasri and Navathe, Addison

Wesley, 2006. • Database Systems: A practical Approach to Design, Implementation, and Management,

Connolly and Begg, 4th edition, Addison Wesley, 2004. • 7. Database Management Systems: Designing and Building Business Applications, Post,

McGraw-Hill/Irwin, 2005.

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44.. IINNTTEERRNNEETT AAPPPPLLIICCAATTIIOONNSS CCOOUURRSSEE ((CCSS443322))


CS 432: Internet Applications


1. Course title and code: Internet Applications / CS432





2 Objectives

a. Knowledge

(v) Description of the knowledge to be acquired:

This course covers Internet applications in depth. It helps students understand the principles of how web applications are built, while also giving them practical experience in creating common Internet applications. Students will acquire skills for developing Internet applications using various tools and techniques including database connectivity, security, identity, structuring data and making queries. It help students prepare for future programming careers by exposing them to a variety of languages used for Internet programming, including JavaScript, SQL, JSP, HTML, AJAX. The Major topics include:

• Programmer-oriented survey of internet technologies, • namespace, connections, and protocols. • Client/server structures, • Web/HTTP/HTML techniques for text, images, links, and forms. • Server side programming, CGI scripts, other techniques. • Multi-tier architectures, scalability, load balancing, • Clustering. Security and privacy issues.


• Lectures using slide presentations and supported by handouts for a majority of the theoretical / knowledge-driven components of the course. Some quick and short practical demonstration and programming examples will be included in the lecture time

• Regular supervised laboratory sessions will focus on related web practicals and will provide opportunities to explore issues relating to web design. It is recommended that lectures and practicals are delivered in a contiguous block of contact time.

• During the lectures and presentations there will be discussions with plenary feedback. Participation in discussion, while not compulsory, is encouraged.

• In class tutorials addressing individual question/answer needs will be planned

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(iv) Methods of assessment of knowledge acquired.

1. Short quizzes. 2. Written exams (midterm and final)

In one or more of the methods of assessment, questions about the presented knowledge carry at least 5% of the total grade.

b. Cognitive Skills

(i) Cognitive skills to be developed: Upon successful completion of the course, the student should be able to :

1. Describe how the principles underpinning the World Wide Web; 2. Identify the typical components of the client server application paradigm 3. Identify the paradigm shift from client-side programming to server-side programming. 4. Create web sites with static HTML content. 5. Use Cascading Style Sheets (CSS) to control the look and feel of a web site. 6. Use tools and languages such as JavaScript for client side scripting 7. Use JavaScript to add interactivity to web pages. 8. Understand the syntax of XML and XHTML. 9. Grasp the basic elements of web programming such as HTTP request/response, common HTML

tags, cookies and session tracking. 10. Work with one mainstream web server side development technology such as JSP, PHP, or ASP. 11. Design and develop a complete database-driven, multi-tiered, interactive web application, and

deploy and test such an application with an application server. 12. Implement the security measures for an Internet Application 13. Using emerging Web 2 technologies such as AJAX (ii) Teaching strategies to be used to develop these cognitive skills

5. In-class tutorials which review the content of each lecture and elaborate on any matters not understood.

6. Hands-on Lab assignments will be designed to provide practical experience in creating a variety of Internet applications. The purpose of the laboratories is to master the skills and provide feedback on your understanding of topics not covered by lectures.

7. Programming Project will include: a. A client side programming using HTML and JavaScript for a shopping cart for

example. b. A server side programming part using JSP and JDBC using cookies and sessions c. A fun AJAX application that will be specified and designed around the interests of

the students.

(iii) Methods of assessment of students cognitive skills 11. Written exams (midterm and final). The exams will consist primarily of written questions that

ask the students to apply the principles of Internet programming to a given problem. 12. Programming projects and Lab assignments 13. Instructor observations during Lab periods

Written exams/projects/assignments all require application of the techniques and concepts presented throughout the course. c. Interpersonal Skills and Responsibility

(i) Description of the interpersonal skills and capacity to carry responsibility to be developed • Work effectively in teams to develop Web based solutions • Clearly communicate ideas and solutions of problems to others. • Ability to write useful documentation/reports of softwares projects

(ii) Teaching strategies to be used to develop these skills and abilities • In-class discussions with the students.

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• Group projects where the students are divided into small group and are assigned small to medium sized programming projects.

• In-class oral presentation of each projects by its team (iii) Methods of assessment of students interpersonal skills and capacity to carry responsibility

• Project reports and/or documentation files are required in submitting any software. • Instructor personal observations. • Student peer-to-peer assessments

3. Course Description

Topic No of Weeks

Contacthours

Introduction to Internet Applications 1 5

Basics of HTML 1 5

HTML Cascading Style Sheets 1 5

HTML Frame and Forms 1 5

Client-Side Scripting: JavaScript 2 10

Revision & Major # 1 1 5

Introduction to Java 0.5 3

Server-Side Scripting: Java Servlet 1.5 7

Java Server Pages (JSP) 2 10

JDBC 1 5

Revision & Major # 1 1 5

XML 1 5

AJAX 1 5


Lecture:35 Tutorial: Practical: 40 Other:




1

Final

16 40%

2

Mid term exams 8,13 40%

3

Projects & presentations 15 20%

4. Learning Resources

1. Required Text(s) The core web programming, by Marty Hall and Larry Brown, A Sun Microsystems Press/Prentice Hall PTR Book, ISBN 0-13-089793-0 2. Essential References

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• Core Servlets and Javaserver Pages: Core Technologies (Vol.1), Hall and Brown, 2nd edition, Prentice Hall PTR, 2003.

• Core Servlets and Javaserver Pages: Advanced Technologies (Vol.2), Hall, Brown, and Chaikin, 2nd edition, Prentice Hall Professional, 2008.

• Professional Web 2.0 Programming, Van der Vlist, Ayers, Bruchez, and Vernet, John Wiley & Sons, 2007.

• Programming the World Wide Web, Sebesta, Addison-Wesley, 2007. • Learning Web Design: A Beginner’s Guide to XHTML, Style Sheets, and Web Graphics,

Niederst, O’Reilly, 2007. • 7. Ajax on Java, Olson, O’Reilly, 2007.

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GGRRAADDUUAATTII OONN PPRROOJJEECCTTSS SSUUPPEERRVVII SSII OONNSS AACCTTII VVII TTII EESS ((AA SSAAMM PPLL EE))

Graduation Project: Z-Monitor: A Monitoring and Troubleshooting Tool for ZigBee-based Wireless Sensor Networks (Contributed to Z-Monitor Free Tool available at http://www.z-monitor.org/). Role: Supervisor.

Student: Ahmed Al-Dakhil (Fall 2009), Mosab Alsania (Spring 2010).

University: Al-Imam Mohamed bin Saud University (IMAMU, Saudi Arabia).

In this project, we have designed and implemented Z-Monitor (ZM), which is a free tool for monitoring and controlling IEEE 802.15.4 Low Power Wireless Personal Area Networks (LOWPANs). It provides a convenient solution for researchers and students for developing, debugging and deploying wireless sensor network applications based on LOWPANs. The tool is compatible with the open-source official TinyOS implementation of the IEEE 802.15.4 recently released by the TinyOS 15.4 WG. Z-Monitor has also been tested and validated with the open-ZB implementation. Currently, Z-Monitor is available only for TelosB motes and will soon be extended to a wider range of COTS platforms. The motivation behind Z-Monitor is the fact that commercial products for monitoring and testing IEEE 802.15.4-compliant LOWPANs are too expensive and typically require special sniffing hardware. In addition, other generic-purpose sniffers such as WireShark and Ethereal are not specifically designed for IEEE 802.15.4-compliant networks. Z-Monitor provides a free solution that relies on the use of simple commercially available motes for sniffing traffic and monitoring IEEE 802.15.4-based LOWPANs. The current version Z-Monitor 1.0 supports TelosB mote as the underlying sniffing hardware. Below, two snapshots of Z-Monitor applications. More details are found at http://www.z-monitor.org/

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Graduation Project: Performance Evaluation and Simulation of Localization and Tracking Algorithm in Wireless Sensor Networks Role: Supervisor. University: Al-Imam Mohamed bin Saud University (IMAMU, Saudi Arabia).

Student: Moaad Al-Salman.

In order to understand the behavior of localization and tracking algorithm, we have developed a Java simulation model for localization and tracking. The simulation model implemented different techniques of localization and provide their performance metrics in terms of accuracy and computation cost. A screenshot of the Java simulation program is presented in Figure 2. The simulation tool shows a mobile object, which can represent a robot, in a sensor network filed where the real position and the position estimated according to certain localization mechanism is shown. Another interface also shows the measured error between estimated and real positions, which calculated as the distance between both positions.

Graduation Project: Group of Pilgrims Monitoring by using Wireless Sensor Networks Role: Supervisor.

Student: Moaad Al-Salman.


In this project, we have designed and implemented Group of pilgrims monitoring (GPM), which is a system to manage group of pilgrims, and navigates the pilgrim to arrive to his leader or their camp, depending on wireless sensor networks, in an interactive way. The main objective is to help a group of Pilgrim following and retrieving each other in a crowded area. The figure in the left shows the GUI of the group leader which locates pilgrim in his group. The figure in the right shows the GUI of a group member which shows the direction towards the group leader and the distance to it.

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Graduation Project: Tracking Application For Pilgrims Monitoring System Role: Supervisor.

Student: Maha Ben Khanien / Fatma Al-Amri.


News: http://www.alriyadh.com/2009/05/19/article430732.html

Al-Hajj is one of the five pillars of Islam. Muslims meet other Muslims from all over the world. One of the main bad consequences resulting from the high density of people is being lost, which may lead to disastrous situations for poor pilgrims, women and children. In fact, it is very common that some pilgrims lose contact with their groups or friends during the rituals and this situation may be critical for certain pilgrims (weak, elderly, sick, etc). The retrieval of missing pilgrims by Civil Defense agents or local rescuer is a hard and sometimes impossible mission due the huge number and high density of pilgrims. However, the use of a wireless sensor network to support local rescuers in the localization and thus the retrieval of missing pilgrims will be extremely helpful in turning the mission much easier. In our expected system, we assume that each pilgrim has a sensor node in his hand and that sends periodically his contact information to the sensor network which enable to locate him whenever he moves. The TAPM developed (1) localization mechanisms to locate the position of Pilgrim and (2) a database system that enables the storage, the update and retrieval of pilgrim locations during his movement.

Related Publication

تعقب الحجاج واكتشاف الحرائق خ�ل الحج والعمرة باستخدام ، مھا بن خنين، فاطمة العمري، مريم الدجين، نورة العنقري، أنيس قوبعة. د1930محرم , الملتقى العلمي التاسع !بحاث الحج والعمرةشبكات الحّساسات ال�سلكية،

Graduation Project: A Monitoring Application For Fire Detection using a Wireless Sensor Network Role: Supervisor.

Student: Maryam AL-AL-Dejain / Nourah AL-Angar.


In this project, the students have designed and implemented a monitoring system for fire detection using Wireless Sensor Networks. The result of this work has been published as a poster paper in SensorNets 2009 International School.

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Graduation Project: Design of a Tracking Mobile Target Application using a Wireless Sensor Network Role: Supervisor.

Student: Maha Ben Khanien / Fatma Al-Amri.


Tracking mobile target in wireless sensors network targets involves finding out the location of mobile targets based on wireless sensor nodes with known positions. Target tracking deals with finding spatial coordinates of a moving object and being able to track its movements. One example is the application for positioning a mobile target based on received signal strength (RSSI) from a set of radio nodes placed at known locations. In this report, we have focused on tracking mobile target application using fixed known sensors position. The main problem is to estimate the distances of the mobile target from the sensor nodes based on received signal strength (RSSI) and according to that the location will be estimated using the bounding box algorithm (Min-Max).

teaching and acemedic activities report - … · assistant professor – al-imam mohamed bin saud...

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