COURSEPACK (FALL 2024-2025)

1.THE SCHEME
The scheme is an overview of work-integrated learning opportunities and gets students out into the real
world. This will give what a course entails.

Course Title System Design Course Type Theory

RIUC515T B.Tech CSE & Specializations
Course Code Class
V SEM (Elective)
Activity Credits Credit Hours Total Number of Classes per
Assessment in Weightage
Lecture 3 3 Semester

Tutorial 0 0

Self-Study
Practical
0 0

Tutorial
Theory
Practical
Instruction CIE SEE
delivery Self-study 0 4
Total 3 3 45 0 0 60 50% 50%
Course
Course Lead Mr. Mahesh Kumar Chouhan Coordinat Ms. Anjali Patel
or
Theory Practical
Names Course Mr. Mahesh Kumar Chouhan
Instructors Dr. Kuldeep Singh Kaswan
NA
Ms. Anjali Patel
Mr. Harshvardhan Choudhary

2. COURSE OVERVIEW
The System Design course equips students with the skills to create scalable, efficient, and secure software
systems, addressing both functional and non-functional requirements. With high industry demand,
especially from tech giants and IT service companies in India and abroad, the knowledge gained is crucial
for roles in software architecture, scalability, performance optimization, and security. Major players like
Google, Amazon, TCS, and Infosys heavily invest in system design expertise, making this course
essential for aspiring software professionals.

3. COURSE OBJECTIVE
The course on System Design aims to equip students with a comprehensive understanding of designing
scalable, reliable, and efficient systems. Objectives include distinguishing between functional and non-
functional requirements, understanding the components and life cycle of system design, and mastering
both structured and object-oriented analysis and design. Students will learn about database choices,
sharding, replication, normalization, and denormalization. The course covers high-level design (HLD) and
low-level design (LLD) principles, including scalability, load balancing, caching, content delivery
networks, and message queues. Emphasis is also placed on testing, quality assurance, security measures,
and modern practices like CI/CD, API gateways, and data partitioning techniques.

4. PREREQUISITE COURSE
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PREREQUISITE COURSE REQUIRED No

Course code Course Title

If, yes please fill in the Details
NA NA

5. PROGRAM OUTCOMES (POs):

In general, the Program Outcomes are defined by the respective apex body or council. In the event the POs are not prescribed
by a Council, then the concerned school offering the program to design and develop the POs based on the PEOs. This has to be
approved by the concerned BOS and submitted to the Academic Council for approval.
After the completion of the course, the student will be able to:

PO No. Description of the Program Outcome

PO1 Computing Science knowledge: Apply the knowledge of mathematics, statistics, computing science, and
information science fundamentals to the solution of computer application problems.
PO2 Problem analysis: Identify, formulate, review research literature, and analyze computing science problems
reaching substantiated conclusions using the first principles of mathematics, natural sciences, and computer
sciences
PO3 Design/development of solutions: Design solutions for complex computing problems and design system
components or processes that meet the specified needs with appropriate consideration for public health and
safety, and the cultural, societal, and environmental considerations.
PO4 Conduct investigations of complex problems: Use research-based knowledge and research methods
including design of experiments, analysis and interpretation of data, and synthesis of the information to
provide valid conclusions.
PO5 Modern tool usage: Create, select, and apply appropriate techniques, resources, and modern computing
science and IT tools including prediction and modeling to complex computing activities with an
understanding of the limitations
PO6 IT specialist and society: Apply reason informed by the contextual knowledge to assess societal, health,
safety, legal and cultural issues and the consequent responsibilities relevant to the professional computing
science and information science practice.
PO7 Environment and sustainability: Understand the impact of professional computing science solutions in
societal and environmental contexts, and demonstrate the knowledge of, and need for sustainable
development.
PO8 Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms of
computing science practice
PO9 Individual and teamwork: Function effectively as an individual, as a member or leader in diverse teams
and multidisciplinary settings.
PO10 Communication: Communicate effectively on complex engineering activities with the IT analyst
community and with society at large, such as being able to comprehend and write effective reports and
design documentation, make effective presentations, and give and receive clear instructions.
PO11 Project management and finance: Demonstrate knowledge and understanding of computing science
and management principles and apply these to one’s work, as a member and leader in a team, to manage
projects and in multidisciplinary environments.

PO12 Life-long learning: Recognize the need for and have the preparation and ability to engage in independent
and life-long learning in the broadest context of technological change

6. PROGRAM SPECIFIC OUTCOMES (PSOs):

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Program Specific Outcomes (PSO) are statements that describe what the graduates of a discipline-specific program should be
able to do. Two to Three PSOs per program should be designed.

PO No. Description of the Program-Specific Outcome

PSO1 Have the ability to work with emerging technologies in computing requisite to Industry 4.0.

PSO2 Demonstrate Engineering Practice learned through industry internship and research project to solve live
problems in various domains.

7. COURSE CONTENT (THEORY)

CONTENT
System Design
Basics of System Design: Functional vs Non Functional Requirements, Components of System Design, System
Design Life Cycle (SDLC), Structured Analysis and Structured Design (SA/SD), System Design Strategy,
Database Sharding – System Design Interview Concept, System Design – Horizontal and Vertical Scaling, Load
Balancer in System Design, Routing requests through Load Balancer, Latency and Throughput in System
Design, Object-Oriented Analysis and Design, Difference between Structured and Object-Oriented Analysis.
Scalability in System Design: Achieving scalability, Scalability approaches for an Application, Primary
Bottlenecks that Hurt the Scalability of an Application.
Databases in Designing Systems: Choosing Database while designing a system – SQL or NoSQL, File and
Database Storage Systems in System Design, Database Replication in System Design, Block, Object, and File
Storage,
High Level Design (HLD): HLD Introduction, Availability in System Design, Consistency in System Design,
Reliability in System Design, CAP Theorem, Difference between Process and Thread, Difference between
Concurrency and Parallelism, Load Balancer, Consistent Hashing, Content Delivery Network(CDN) in System
Design, Caching in System Design
Low Level Design (LLD): LLD Introduction, Data Structures and Algorithms for System Design, Event-
Driven Architecture, Difference between Authentication and Authorization, API Gateway, Data Encryption,
Design Patterns, Code Optimization Techniques, Unit Testing, Integration Testing, CI/CD: Contin uous
Integration and Continuous Delivery, Introduction to Modularity and Interfaces In System Design, Data
Partitioning Techniques in System Design, Class Diagrams | UML.
Testing and Quality Assurance in System Design: Types of Software Testing, Software Quality
Assurance, Security Testing, Essential Security Measures in System Design.

8. COURSE OUTCOMES (COs)

After the completion of the course, the student will be able to:

CO No. Description of the Course

Outcome
RIUC515T.1 Gain foundational knowledge of system design, including functional and non-
functional requirements, SDLC, and design strategies
RIUC515T.2 Learn to select and manage appropriate database systems (SQL/NoSQL), implement
sharding, replication, and understand storage solutions and data normalization.
Develop skills to design scalable systems using techniques like load balancing, caching, and
RIUC515T.3
understanding scalability challenges and solutions
RIUC515T.4 Acquire proficiency in testing, quality assurance, security measures, and modern
development practices like CI/CD and API gateways.
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9. TAXONOMY LEVEL OF THE COURSE OUTCOMES

Mapping of COs with Bloom’s Level

Remember Understand Apply Analyse Evaluate Create

CO No.
KL1 KL 2 KL 3 KL 4 KL 2 KL 6

RIUC515T.1 √ √ √

RIUC515T.2 √ √ √

RIUC515T.3 √ √ √ √

RIUC515T.4 √ √ √

10. COURSE ARTICULATION MATRIX

The Course articulation matrix indicates the correlation between Course Outcomes and Program Outcomes and their expected
strength of mapping in three levels (low, medium and high).

PO12

PSO1
PO1

PO7

PSO2
PO3

PO5

PO6

PO8
PO2

PO4

POs

PO10

PO11
PO9
COs

RIUC515T.1 3 2 2 1 3 1 1 1 1

RIUC515T.2 2 2 3 3 2 1

RIUC515T.3 1 2 3 2 3 2 3 1 2 1

RIUC515T.4 1 2 2 2 3 1 1 3 3 2 1
Note: 1-Low, 2-Medium, 3-High \ *first semester first course and first Course Outcome

11. TYPICAL EXAMPLE OF COURSES, CREDIT HOURS AND TEACHING HOURS

Credits Hours Hours of engagement/ Week 15 weeks/
semester

Type of Course Remarks

Self-study

Self-study
Tutorial

Practical

Tutorial

Practical
Theory

Theory
Total

Total

Total no. of
classes

Theory Course 3 0 0 0 3 3 0 0 0 3 45 45 classes for theory

*1 credit = 3 self-learning hours (Not to mention in the lesson plan)

L-No Topic for Delivery Theory/ Skill Competenc

Practical y
1 Functional vs Non-Functional Requirements Theory Understanding requirements RIUC515T.1
2 Components of System Design Theory Identifying design components RIUC515T.1
3 System Design Life Cycle (SDLC) Theory Life cycle management RIUC515T.1
4 Structured Analysis and Structured Design Theory
Structured analysis and design RIUC515T.1
(SA/SD)
5 System Design Strategy Theory Strategic planning RIUC515T.1
6 Database Sharding – System Design Theory
Implementing sharding RIUC515T.2
Interview Concept
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 7 System Design – Horizontal Scaling Theory Horizontal scaling techniques RIUC515T.1
8 System Design – Vertical Scaling Theory Vertical scaling techniques RIUC515T.1
9 Load Balancer in System Design Theory Load balancing principles RIUC515T.1
10 Routing Requests through Load Balancer Theory Efficient request routing RIUC515T.2
11 Latency and Throughput in System Design Theory Performance measurement RIUC515T.2
12 Object-Oriented Analysis and Design Theory Object-oriented principles RIUC515T.1
Difference between Structured and Object- Theory
Comparative analysis RIUC515T.1
13 Oriented Analysis
14 Achieving Scalability Theory Scalability techniques RIUC515T.3
15 Scalability Approaches for an Application Theory Application-specific scalability RIUC515T.3
16 Primary Bottlenecks that Hurt the Scalability Theory Identifying and mitigating
RIUC515T.3
of an Application bottlenecks
17 Choosing Database: SQL vs NoSQL Theory Database selection criteria RIUC515T.2
18 File and Database Storage Systems in Theory
Storage system knowledge RIUC515T.2
System Design
19 Database Replication in System Design Theory Implementing replication RIUC515T.2
20 Block Storage Theory Understanding block storage RIUC515T.2
21 Object Storage Theory Understanding object storage RIUC515T.2
22 File Storage Theory Understanding file storage RIUC515T.2
23 High Level Design (HLD) Introduction Theory Overview of high-level design RIUC515T.3
24 Availability in System Design Theory Ensuring system availability RIUC515T.3
25 Consistency in System Design Theory Maintaining consistency RIUC515T.3
26 Reliability in System Design Theory Ensuring system reliability RIUC515T.3
27 CAP Theorem Theory Understanding CAP theorem RIUC515T.3
28 Difference between Process and Thread Theory Understanding processes and threads RIUC515T.3
29 Difference between Concurrency and Theory Understanding concurrency and
RIUC515T.3
Parallelism parallelism
30 Load Balancer Theory Load balancing concepts RIUC515T.3
31 Consistent Hashing Theory Implementing consistent hashing RIUC515T.3
32 Content Delivery Network (CDN) in System Theory
Utilizing CDNs RIUC515T.3
Design
33 Caching in System Design Theory Implementing caching RIUC515T.3
34 Low Level Design (LLD) Introduction Theory Overview of low-level design RIUC515T.3
35 Data Structures and Algorithms for System Theory Data structure and algorithm RIUC515T.3
Design knowledge
36 Event-Driven Architecture Theory Implementing event-driven systems RIUC515T.3
37 Difference between Authentication and Theory Security principles: authentication RIUC515T.4
Authorization vs. authorization
38 API Gateway Theory Using API gateways RIUC515T.4
39 Data Encryption Theory Implementing data encryption RIUC515T.4
40 Design Patterns Theory Applying design patterns RIUC515T.4
41 Code Optimization Techniques Theory Optimizing code RIUC515T.4
42 Unit Testing Theory Implementing unit testing RIUC515T.4

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43 Integration Testing Theory Implementing integration testing RIUC515T.4
44 CI/CD: Continuous Integration and Theory
Using CI/CD practices RIUC515T.4
Continuous Delivery
45 Introduction to Modularity and Interfaces in Theory
Modular design and interfaces RIUC515T.4
System Design

⚫ TextBook
1. Systems Analysis and Design" by Kenneth E. Kendall and Julie E. Kendall, 9th edition.
2. Designing Data-Intensive Applications: The Big Ideas Behind Reliable, Scalable, and Maintainable Systems"
by Martin Kleppmann, 1st edition
⚫ ReferenceBooks
1. Design Patterns: Elements of Reusable Object-Oriented Software by Erich Gamma, Richard Helm, Ralph
Johnson, and John Vlissides, 1st Edition
2. NoSQL Distilled: A Brief Guide to the Emerging World of Polyglot Persistence by Pramod J. Sadalage and
Martin Fowler, 1st Edition
3. Scalability Rules: 50 Principles for Scaling Web Sites" by Martin L. Abbott and Michael T. Fisher, 1st
Edition
⚫ Journals
IEEE Xplore
ACM Digital Library
⚫ Webliography
GeeksforGeeks System Design Tutorial
coursera.org/specializations/system-design
⚫ SWAYAM / NPTEL / MOOCs
NPTEL :: Computer Science and Engineering - System Analysis and Design

12. COURSE ASSESSMENT

Assessment forms an integral part of curriculum design. A learning-teaching system can only be effective if the student’s
learning is measured at various stages which means while the student processes learning (Assessment for Learning) a given
content and after completely learning a defined content (Assessment of Learning). Assessment for learning is referred to as
formative assessment, that is, an assessment designed to inform instruction.
The ability to use and apply the knowledge in different ways may not be the focus of the assessment. With regard to designing
assessments, the faculty members must be willing to put in the time required to create a valid, reliable assessment, that ideally
would allow students to demonstrate their understanding of the information while remaining. The following are the five main
areas that assessment reporting should cover.
1. Learning Outcomes: At the completion of a program, students are expected to know their knowledge, skills, and attitude.
Depending on whether it is a UG or PG program, the level of sophistication may be different. There should be no strict
rule on the number of outcomes to be achieved, but the list should be reasonable, and well-organized.
2. Assessable Outcomes: After a given learning activity, the statements should specify what students can do to demonstrate.
Criteria for demonstration are usually addressed in rubrics and there should be specific examples of work that doesn’t
meet expectations, meets expectations, and exceeds expectations. One of the main challenges is faculty communication
whether all faculty agreed on explicit criteria for assessing each outcome. This can be a difficult accomplishment when
multiple sections of a course are taught or different faculty members. Hence there is a need for common understanding
among the faculty on what is assessed and how it is assessed.
3. Assessment Alignment: This design of an assessment is sometimes in the form of a curriculum map, which can be created in
something as easy as an Excel spreadsheet. Courses should be examined to see which program outcomes they support, and
if the outcome is assessed within the course. After completion, program outcomes should be mapped to multiple courses
within the program.
4. Assessment Planning: Faculty members need to have a specific plan in place for assessing each outcome. Outcomes don’t need
to be assessed every year, but faculty should plan to review the assessment data over a reasonable period of time and
develop a course of action if the outcome is not being met.
5. Student Experience: Students in a program should be fully aware of the expectations of the program. The program outcomes

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 are aligned on the syllabus so that students are aware of what course outcomes they are required to meet, and how the
program outcomes are supported. Assessment documents should clearly communicate what is being done with the data
results and how it is contributing to the improvement of the program and curriculum.
Designing quality assessment tools or tasks involves multiple considerations if it is to be fit for purpose. The set of
assessments in a course should be planned to provide students with the opportunity to learn as they engage with formative
tasks as well as the opportunity to demonstrate their learning through summative tasks. Encouraging the student through
the use of realistic, authentic experiences is an exciting challenge for the course faculty team, who are responsible for the
review and quality enhancements to assessment practices.

13. DIFFERENCE BETWEEN FORMATIVE AND SUMMATIVE ASSESSMENT

a) Formative Assessment
The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by Course
Faculty to improve their teaching and by students to improve their learning. More specifically, formative assessments help
students identify their strengths and weaknesses and target areas that need work, and faculty members recognize where
students are struggling and address problems immediately. Examples of formative assessments include Mid Term Exam
(MTE) as well as asking students to:
⚫ Draw a concept map in class to represent their understanding of a topic
⚫ Submit one or two sentences identifying the main point of a lecture
⚫ Turn in a research proposal for early feedback
b) Summative assessment
The goal of summative assessment is to evaluate student learning at the end of a Course by comparing it against some standard
or benchmark. Examples of summative assessments include:
⚫ a final project
⚫ a paper
⚫ Semester-End Examination (For courses running in Semester mode)
⚫ End-Term Examination (For courses running in Annual Mode)
Information from summative assessments can be used formatively when students or faculty use it to guide
their efforts and activities in subsequent courses.
c)Weightage
The formative and summative assessments are given 50-50 weightage to ensure proper learning levels among the students.

13.1Assessment Pattern for Theory Course:

Type of Course CIE Total Marks Final Marks CIE*0.5+SEE*0.5

(T) IA1 #
MTE IA2 #
CIE SEE

THEORY 25 50 25 100 100 100

14. PASSING STANDARDS

High standards are maintained in all aspects of the examination. The relative grading method is followed. The minimum
standard of passing in respect of CIE and SEE for each course as shown in the table shall be effective from the academic
session 2022-23 onwards.
Note: The programs running with the approval of respective councils shall follow the passing standards as defined
by the respective councils.
Passing Criteria for Different Course Types Effective from AY 2022-23 Onwards

S.No. Course Type Passing Criterion

1. Theory Course (T) A student shall secure a minimum of 30% of the maximum marks in the
semester-end examination (SEE/ETE) and 40% of aggregate marks in the course
including Continuous internal examination (CIE) and SEE/ETE marks. i.e., the
minimum Passing Grade is “P”.
Note: Students unable to meet the overall passing criteria as mentioned in Sr. No-1, 2 & 3 shall be
eligible for the following options to clear the course:

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 Appear in the Back Paper Examinations and have to meet the criteria to score 40% in marks
overall
 appear in summer examinations (internal +External) to meet the criteria as per Sr. No-1, 2 & 3.
15. PROBLEM-BASED LEARNING/CASE STUDIES/CLINICS
Exercises in Problem-based Learning (Assignments) (Min 54 Problems)

S.No. Problem KL
1 Define functional and non-functional requirements. KL1
2 List the phases of the System Design Life Cycle (SDLC). KL1
3 Define database sharding. KL1
4 Define load balancing. KL1
5 List the components of High-Level Design. KL1
6 Define Low-Level Design (LLD). KL1
7 List different types of software testing. KL1
8 Explain the difference between functional and non-functional requirements with examples. KL2
9 Describe each phase of the SDLC. KL2
10 Explain how database sharding improves scalability. KL2
11 Explain the difference between horizontal and vertical scaling. KL2
12 Explain the CAP theorem in the context of system design. KL2
13 Explain the difference between authentication and authorization. KL2
14 Describe the importance of software quality assurance. KL2
15 Identify functional and non-functional requirements for a library management system. KL3
16 Apply the SDLC to develop a simple student registration system. KL3
17 Design a sharding strategy for a social media platform. KL3
18 Implement a basic load balancer using a chosen technology or framework. KL3
19 Apply HLD principles to design a content delivery network (CDN). KL3
20 Apply data partitioning techniques in designing a distributed database. KL3
21 Develop a unit testing plan for a new software module. KL3
22 Analyze a case study of an e-commerce website and classify its requirements into functional
KL4
and non-functional.
23 Compare and contrast two SDLC models (e.g., Waterfall vs. Agile). KL4
24 Analyze the impact of sharding on database performance and maintenance. KL4
25 Analyze the benefits and drawbacks of horizontal scaling in a distributed system. KL4
26 Analyze the trade-offs between availability and consistency in a distributed system. KL4
27 Analyze the role of API gateways in microservices architecture. KL4
28 Analyze the security vulnerabilities in a given system and suggest measures. KL4

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 29 Evaluate the importance of non-functional requirements in the success of a system. KL5
30 Evaluate the effectiveness of the Agile SDLC model in a software development project. KL5
31 Evaluate different sharding techniques for a large-scale e-commerce application. KL5
32 Evaluate the effectiveness of load balancing techniques in maintaining system performance. KL5
33 Evaluate the use of consistent hashing in a distributed caching system. KL5
34 Evaluate different design patterns used in system design. KL5
35 Evaluate the effectiveness of continuous integration and continuous delivery (CI/CD) in
KL5
software development.
36 Design a requirements document for a new mobile application, including both functional and
KL6
non-functional requirements.
37 Create a detailed project plan using the SDLC for developing a healthcare management
KL6
system.
38 Create a sharding implementation plan for a real-time messaging application. KL6
39 Design a load balancing solution for a high-traffic web application. KL6
40 Create a high-level design for a scalable and reliable file storage service. KL6
41 Create a class diagram for an online booking system using UML. KL6
42 Create a comprehensive testing strategy for a cloud-based application. KL6
43 Design a fault-tolerant system architecture for a financial application. KL6
44 Develop a load testing plan for an online streaming service. KL6
45 Create a disaster recovery plan for a critical business application. KL6
46 Design an API gateway for a microservices-based application. KL6
47 Create a migration strategy for moving an on-premises application to the cloud. KL6
48 Develop a real-time data processing pipeline for a sensor network. KL6
49 Design a monitoring and alerting system for a distributed application. KL6
50 Create a data backup and restore plan for a cloud-based database system. KL6
51 Design an authentication and authorization system for a multi-tenant application. KL6
52 Develop a scalable architecture for a social media platform. KL6
53 Create a service mesh architecture for managing microservices. KL6
54 Design a content delivery network (CDN) for a global application. KL6
16. STUDENT-CENTERED LEARNING (SELF-LEARNING TOWARDS LIFE-LONG-
LEARNING)
Self-Learning, self-doing, and application of the knowledge acquired through the course after gaining adequate
knowledge
It’s a typical course-based project to be carried out by a whole class in groups of four students each; they should exhibit higher
level Knowledge Levels (Bloom’s Revised Taxonomy). To enhance their skill set in the integrated course, the students are
advised to execute course-based Design projects.
The students, in a group not exceeding 4, are expected to conceive an idea based on the content (objectives/ outcomes)
and apply suitable knowledge to demonstrate their ability to learn.

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A list of 30-40 project statements can be offered to the students to choose or develop their own ideas (teamwork) to define a
problem statement, design and develop a product/ process/service/application, and provide a suitable solution (design thinking).
They may also upload this Idea on the Yukti Portal (contact the University IIC Team) and also patent the same.
Typical Problem Statements for Course-based Projects (min. of 20)

S.No. Typical Project/Problem KL

Analyze the impact of different database sharding techniques on system performance and
1 K4
maintenance.
Compare and contrast horizontal and vertical scaling in distributed systems, providing real-
2 K4
world examples.
Analyze the trade-offs between availability and consistency in a distributed system and provide
3 K4
practical examples.
Analyze the role of API gateways in microservices architecture and their impact on system
4 K4
performance.
Evaluate the effectiveness of consistent hashing in a distributed caching system for improving
5 K5
data retrieval.
6 Analyze the security vulnerabilities in a given system and suggest measures to mitigate them. K4
Evaluate different design patterns used in system design and their applicability to various
7 K5
scenarios.
Analyze a case study of an e-commerce website and classify its requirements into functional
8 K4
and non-functional categories.
Compare and contrast two SDLC models (e.g., Waterfall vs. Agile) and analyze their
9 K4
suitability for different projects.
Evaluate the importance of non-functional requirements in the success of a system with real-
10 K5
world examples.
Evaluate the effectiveness of the Agile SDLC model in a software development project by
11 K5
comparing it with other models.
Evaluate different sharding techniques for a large-scale e-commerce application and
12 K5
recommend the best approach.
Evaluate the effectiveness of load balancing techniques in maintaining system performance
13 K5
during peak loads.
Design a requirements document for a new mobile application, including both functional and
14 K6
non-functional requirements.
Create a detailed project plan using the SDLC for developing a healthcare management
15 K6
system.
Create a sharding implementation plan for a real-time messaging application to ensure
16 K6
scalability and performance.
Design a load balancing solution for a high-traffic web application to ensure optimal
17 K6
performance and reliability.
Create a high-level design for a scalable and reliable file storage service, considering
18 K6
availability and consistency.
Create a class diagram for an online booking system using UML to illustrate the system’s
19 K6
structure and relationships.
Create a comprehensive testing strategy for a cloud-based application to ensure its
20 K6
functionality and performance.
Design a fault-tolerant system architecture for a financial application to ensure high
21 K6
availability and reliability.
Develop a load testing plan for an online streaming service to ensure it can handle peak traffic
22 K6
without issues.
Create a disaster recovery plan for a critical business application to ensure data integrity and
23 K6
availability.
Design an API gateway for a microservices-based application to manage authentication,
24 K6
routing, and security.

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