UNIT IV

Topic: Inter Process Communication(IPC)

Key Concepts to be covered:
Importance of IPC
IPC Methods
Client-server Applications
 Out-of-Class Activity Design-1
Learning Objectives
At the end of this activity students will be able
to
 Understand the need of IPC
 Able to explain all IPC methods
 Example client-server Applications.
 Out-of-Class Activity Design-2
• Main video source URL
https://www.youtube.com/watch?v=vU2HDf5Zh
O4
Concept mapping to Video source
Concept Video segment Duration(in min)

V1: 00:0-10:27 10:27

Importance of IPC

IPC Methods V2:10:27:-30:21 19:94

Client-server Applications V3:30:21 to 45:13 14.92

Total:45.13
 Out-of-Class Activity Design-3
Aligning Assessment with learning objective
Learning objective Assessment Expecte Additional Instructions (if
Strategy d any)
Duratio
n
Understand the Q1: why we need Watch V1 AND Answer
need of IPC IPC? 5min Q1

Able to explain all Q2: List out all IPC 15 min Watch V2 and Answer Q2
IPC methods methods and
explain their
Corresponding IPC
system calls.
Example client- Q3: Develop simple 10min Watch V3 and Answer Q3
server Applications client-server
application using Total : 30min
message queues
IPC?
 In Class Activity Design-1
Learning Objective(s) of In-Class Activity
At the end of the class students will be able to
understand, and develop client-server
Applications
Key Concepts to be covered
 Use of IPC system calls
 Writing Client server Applications in C
 In Class Activity Design-2
Peer Instruction Strategy – What Teacher Does
Q1. Explain the Prototypes of all IPC system
calls.
Q2. Write a Client-server application using
shared memory IPC.
 Peer Instruction Strategy – What
Student Does
• For each question they will first vote
individually.
• Then they will discuss with peers and come to
consensus.
• Listen to instructors explanation.
 In Class Activity Design-2
TPS Strategy – What Instructor does
Q1: Write a client-server application using FIFOs.
Q2: Implement File locking with semaphores.
TPS Strategy – What Instructor does
• Think (~15 minutes)
• Students Think individually and try to write
program logic.
• Similar method will be applied to remaining
IPC methods for better learning.
TPS Strategy – What Instructor does
• Pair (~10 minutes)
• Instruction: Now pair up and compare your
logic. Agree on one final best logic.
• While students are pairing and discussing,
instructor goes to 2~3 sections to see what
they are doing.
TPS Strategy – What Instructor does
• Share (~10 minutes)
• Instructor asks a group to share their answer
with class and see whether there are different
answers. After sharing is done, instructor gives
feedback on the correct solution and explains
how to build a logic for the program.
Justify why the above is an active learning strategy
• In both the above strategies, students are
required to go beyond mere listening and
execution of prescribed steps. They are required
to think deeply about the content they were
familiarized in out-of-class and do higher order
thinking.
• There is also feedback provided (either through
peer discussion or instructor summary .