Ccna 1º Semestre

Preface
Overview
In this Preface Chapter are located various resources to help you teach the course. In addition to
this Preface Chapter, Instructor Notes are included with every target indicator. These notes
include the rationale for teaching a particular topic, suggested activities, and common student
misconceptions. Instructor Lab solutions are included with each of the lab activities. For those of
you familiar with the Teacher's Guide 1.50, this Preface Chapter and the integrated Instructor
Notes contain much of the information of the old Teacher's Guide. More detailed lesson plans
aligned with the new curriculum are being created and will be included in future releases. Note
that there are three ways to navigate within the Preface Chapter. You may use the INDEX icon at
the bottom right of your screen, the pull-down preface menu at the bottom center of your screen,
or of course, the BACK and NEXT icons.
The Preface Chapter begins with FAQs and Syllabi. FAQs will hopefully answer some of your
basic questions about the new curriculum version. Two sample syllabi -- an 18-week version,
typical of a high school semester, and a 9-week version, typical of a community college or block
schedule -- are included to help you begin creating your own syllabus.
A list of Academy Best Teaching Practices has been compiled. It is imperative that you use a
wide variety of these Best Practices to present the Cisco Networking Academy Curriculum; these
practices have been demonstrated to be successful with a wide variety of learners. The Best
Practices include Challenges, Design Activities, Graphical Organizers, Group Work, Journals,
Kinesthetic Activities, Lab Exams, Mini-lectures, Online Study, Oral Exams, Portfolios,
Presentations, Rubrics, Study Guides, Troubleshooting, and Web Research. All of the Best
Practices are explained; for more information contact your Regional Academy or CATC. Note that
lecture (and PowerPoint or other such leader-led presentations) comprises just a tiny fraction of
how Cisco intends the curriculum to be presented. The subject matter, our goals for our
graduates, and good pedagogy all dictate that a mixture of these Best Practices be used.
Especially important are the hands-on labs and lab exams, project-based learning (challenges),
and troubleshooting. For example, all Academies are required to have their students build simple
LANs, use multimeters and cable test meters, terminate Cat 5 Cabling, and perform a Structured
Cabling Project as part of their first semester skill-building. There are 34 lab activities in Semester
1. You will probably not be able to complete them all; do as many as you can. Refer to the
Instructor's download site, the FAQs, and the sample syllabi to find out which labs are more
crucial than others.
The Instructor's Resource Guide is a series of short articles on various teaching strategies which
will help you teach an engaging and effective class.
An Ideal Toolkit for Semester 1 is described. While tool and consumable brands will vary with
location, we have tried to specify easily-obtained items. This set of tools has proven to be
versatile and useful through all four Semesters of the Cisco Networking Academy Curriculum. To
perform more exact calculations of what your budget should be, use the Cost Calculator utility
available on the Community Server ==> Academy Start Guides ==> Local Academy
Implementation Guide ==> Cost Calculator. Due to the widely varying nature of the Structured
Cabling Project, it is impossible to give exact quantities on consumable items such as cable,
connectors, and jacks. Use the Cost Calculator to help you plan your Structured Cabling Project.
A Lesson Plan Template is included. While instructors are not required to follow this format (many
instructors have their own preferred individualized formats), it summarizes well what Cisco
expects in the way of Instructional (Lesson) Planning. Secondary instructors may be more familiar
with these concepts, but we highly recommend them for post-secondary courses as well. Cisco
envisions your role in the Academy classroom, not as a "sage on the stage" lecturing the class,
but rather as a "guide on the side" facilitating hands-on and Web-based learning experiences.
A skills-based troubleshooting final exam is included. While your implementation of this exam
may vary somewhat from ours, your students, at the end of Semester 1, should be able to
troubleshoot the list of problems cited. Only in realistic problem-solving environments can
students actually learn to design, install, and maintain networks. Networking is a fundamentally
lab and problem-based field. An oral exam format is included as well. We find that the oral exam -
- a combination of individual and group responsibility -- can be a very powerful vehicle for
learning.
An article, "Cisco's Assessment Philosophy," has been included to provide more background on
how we view teaching and learning within the Cisco Networking Academy Program.
0.1 FAQs
Frequently asked questions

Q1. How does Semester 1 version 2.0 differ from Semester 1 version 1.1? How does
Semester 1 version 2.1 differ from Semester 1 version 2.0? How does Semester 1 version
2.1.1 (minor, or bug fix, release) differ from Semester 1 version 2.1?
1. Version 1.1 and 2.0 differ in structure. Version 2.0 is structured entirely around the OSI
Reference Model. The chapters work up through Layers 1-7, with a break in the middle of
the course for a structured cabling project. Version 2.1 was a extremely major bug fix
release of Version 2.0. Version 2.1.1 is essentially the same as Version 2.1, but with
your feedback incorporated, bugs fixed, printing and platform issues resolved, and minor
additions we felt would help the semester added. Though we may not reach the goal, we
are committed to striving for zero bugs. These minor releases will happen every 90 days
and will require NO retooling; major releases (which may involve major content and/or
structural changes will only happen once per year.
2. The number of hands-on labs has been increased and has been moved closer to the
beginning of the course in order to more effectively motivate students to learn the subject
and to introduce the Fluke (or equivalent) test equipment and software.
3. The structured cabling project has been moved to the middle of the semester, again for
motivational purposes.
4. Binary math is taught separately from IP addressing in order to allow students time to
master the math before being asked to apply it.
5. IP addressing - for many students the most difficult part of the course - has been moved
to a later point in the semester, when the students are, presumably, more motivated and
more patient with difficult topics.
6. The tone of the course - especially the emphasis on the TCP/IP protocol stack - has been
updated to stress how the Internet works.
7. Some basic electronics have been introduced to make the media section of the course
more meaningful.
8. New topics (e.g. wireless technologies, FDDI, and many others) have been added to
make the course more of a survey of the breadth of networking technologies.
9. Version 2.0 is generated from a curricular database full of "target indicators" - the term for
behavioral objectives, or measurable student outcomes. These target indicators more
clearly define what should be taught, what should be learned, and how students will be
assessed. Many comments during the past year stated that the tests were not tied closely
enough to the curriculum. In version 2.0, all assessment items (test questions) are
traceable to a specific target indicator.
10. In version 2.1, the topics and order of presentation of 2.0 have been maintained.
However, a major look-and-feel change has been made, creating what we believe is a far
more friendly GUI. Version 2.1 graphics and movies are Flash adaptations of version 2.0
graphics and movies, leading to a much improved visual presentation and far more
interactivity. Version 2.1 contains large numbers of technical and grammatical corrections
to version 2.0. Version 2.1 contains the same basic lab activities, but they have been
documented in greater detail.
Q2. Why did Cisco change the curriculum?
There are four primary reasons why we changed the curriculum:
1. We said we would. Cisco has an ongoing commitment to continually improve its Web-
based curriculum this includes fixing technical errors and grammar.
2. You said we should. Feedback from many Local Academy, Regional Academy, and
CATC training courses pointed out strengths and weaknesses of the original version of
Semester 1 (version 1.1). Field feedback and our own testing also revealed some bugs
in version 2.1; hence the release of version 2.1.1.
3. The field of networking is changing. The field of networking is constantly changing - you
will notice a greater emphasis on optical fiber and wireless technology as these become
increasingly important in the field.
4. We want to comply with more certification standards. We are striving to prepare students
not only for their CCNA exam and certification (which implies one set of behavioral
objectives, or target indicators), but also for their CompTIA Net+ networking certification
exam (which implies a somewhat different set of target indicators).
Q3. What about lesson plans?
We have included a suggested lesson plan format (see Lesson Plan Template) that emphasizes
the use of Best Practices. Use this format if you find it useful; otherwise, use whatever lesson
planning method you prefer. Lesson planning is an essential part of teaching this conceptually
difficult, comprehensive, and lab-intensive course There are too many topics to teach, and too
many labs to do, to try to conduct classes without serious planning. Of course, only you can tailor
the course materials to your students, your class periods, your semester calendar, and to your
particular teaching strengths.
Assuming that you've been through training, yourself, and have read the curriculum, we
recommend that you use the Lesson Plan Template. No single standard set of lesson plans,
written from afar, can substitute for you, the skilled teacher, writing your own lesson plans. With
your knowledge of your own technical strengths and weaknesses, your knowledge of your
students' needs, your appreciation for the availability of your lab, computers, tools, and other
resources, and the reality of your daily and monthly schedules, you know what's best to make
your classroom work. Suggested Daily Lesson Plans will be available by 9/01/00.
The individual parts of the Lesson Plan Template include the following:
Headline - starts each lesson plan
In Advance - indicates what you should do before the lesson (i.e. which online lessons to
read; what materials you will need)
Preparation for Learning - alerts you to the day's teaching objectives (target indicators),
to any vocabulary that may come up in the day's lesson, and to a focus question (warm-
up, anticipatory set) to get the students started
Delivery of Instruction - provides some key lecture note points, links to key graphics, and
instructions relating to how the students should use the online materials
Lab/Activity - contains labs, demonstrations, and kinesthetic, design, or drill activities
Assessment - indicates whether you will grade on that day
Reflection - done in journal; there are four types: content, process, product, and progress
Homework - often a prelab
Resources - books and Web sites
Comments - notes/remarks about how your lesson plan went will help you and others
evaluate its effectiveness
Please consider submitting some of your favorite lesson plans to the ftp site so that our entire
community - that includes thousands of instructors and tens of thousands of students - may
benefit.
Q4. How can different schedules be accommodated?
We have not scripted the content into 50- or 100-minute lesson plans; you will need to write your
own (we have suggested a template for lesson planning). Teach target indicators (behavioral
objectives) at a pace and depth appropriate for your students. Perhaps the most difficult
scheduling issue you will encounter is making sure that you complete all of the hands-on labs.
This will be especially challenging for teachers who have short class periods (e.g. 42 or 48
minutes). For those teaching in 100-minute or longer blocks, the most common problem is often
spending too much time on a given topic before moving on.
Q5. How will I know if I'm progressing through the chapters at the proper pace?
We have provided a suggested syllabus. Keep in mind that it is only a rough guide; you may take
longer on some chapters and condense others. Monitor the discussion forums to see how others
are doing. If at all possible, enforce the out-of-class time requirements; this will assure efficient
use of class time. Suggested Daily Lesson Plans will be available 9/01/00. The final indicators
are:
your students' performance on the online exams
whether or not your students are meeting the Benchmark Questions and Benchmark
Skills
whether everyone is enjoying the process
whether your students can design, install, and maintain school-sized internetworks
How you get high performance from your students on exams and Benchmarks is up to you
"many paths, one mountain."
Q6. What material is essential?
Chapter 2, on the OSI model is absolutely essential for all networking students and for
the CCNA exam.
Chapter 5, especially the parts on collisions and segmentation, is also very important for
the CCNA exam.
Chapter 7, especially Ethernet, is important in order to understand the dominant LAN

technology.
The skills of Chapter 5 and Chapter 9 are crucial for any student who wants to go into
any network cabling related work.
Chapter 10 on IP addressing is perhaps the most conceptually difficult, yet most

important chapter, especially for the CCNA exam.
Understanding the material of the other layers - Chapters 12, 13, 14, and 15 - is
important, but can be done efficiently.
Q7. What material can I skim?
Chapter 1 can be covered quickly if your students are already computer knowledgeable.
Chapter 2 is extremely important and must be covered in depth.
Chapter 3 can be covered fairly quickly, but don't skimp on the labs.
Chapters 4, 5, 6, and 7 contain fairly dense, important content.
Chapter 8 goes into far more depth than is required to teach students about MDFs and
IDFs; you can make up time there.
Chapter 9 can be taught in a wide variety of ways, and since it's expected that at least
some of your structured cabling project will occur outside of class time, you may pick up a
few days in that chapter.
Chapter 10 is important; cover it in depth.
Chapter 11 is also important, but not nearly as important as Chapter 10.
Chapters 12, 13, and 14 can be covered very rapidly.
Chapter 15 can have its high points summarized and be covered rapidly.
While there is more material presented than most classes will be able to cover, with some
judicious selections along the way, the class has (in our Beta tests) been taught within
the specified 70 hours + 16 hours out-of-class.
Q8. What assumptions go into this Instructors Guide?
For Semester 1, we have assumed a class size of 32 students.
Labs - groups of 4
Curriculum viewing - 16 PCs (2 students per PC)
installing NICs and building small networks - 10 PCs available for the "experimental"
network part of the lab room
Toolkits (ideal toolkits described elsewhere in this preface) - 8, plus sufficient

consumables for your class projects
Class periods - 70 50-minute classes, plus 2 hours a week of either lunch, after school, or
home study of the curriculum
Q9. What if I have other ideas about how to teach Semester 1?
Let the community know about them. Use the discussion forums to share whatever instructional
materials you develop and are willing to share with the rest of our electronic community. You can
also share your ideas on the ftp site on the Community Server. Let us know, so we can
incorporate these ideas in future versions of the Instructor's Guide.
Q10. Must I purchase the Fluke equipment?
No. While we feel the Fluke equipment is a bargain and a very powerful learning tool, you can
use equivalent products supplied by other vendors.We hope you take the time to investigate the
various purchase options Fluke has, and at a minimum purchase the Starter Kit which gives your
lab one medium-capable cable meter, a multimeter, network analysis and protocol analysis
software, and a troubleshooting book. The learning center kit guarantees hands-on experience
with professional quality instruments for all of your students. Especially the protocol sniffer
(Protocol Inspector) allows an amazing glimpse into the network processes and protocols
described throughout semester 1.
0.2 Syllabus
0.2.1 9-week and 18-week
Syllabus: 9 Weeks
A. General Information
Units 3
Prerequisites Required: none
Helpful: A+ Certification; Microsoft Office Skills; introductory
programming or multimedia courses; introductory electronics
Instructor your name here
Textbook Required: none (online multimedia)
Optional: Computer Networks (Andrew Tannenbaum); CCNA First-Year
Companion Guide (Amato et. al); CCNA Exam: Certification Guide
(Odom); Cisco Routing (Lewis)
Materials pen, paper, journal (composition book), soft 3-ring binder
Standards A >= 90%, B >= 80%, C >= 70%, D >= 60%
Required Class Hours Five 50-minute days per week plus 16 additional hours (below)
Open Lab Hours with 1 hour per week by appointment or schedule
Instructor Present
Structured Cabling Project 8 hours one Saturday (Net Day or equivalent)
B. Grading
ITEM PERCENT COMMENTS
Homework Optional highly recommended
Engineering Journal 20% lab journal will help students learn the IOS; lab journal
may be used on some skills exams
Online Chapter Exams 20% using assessment server
Online Final Exam 20% similar to the CCNA exam; using the Assessment Server
Oral Final Exam 20% rubric to be distributed prior to the exam
Skills-Based Final Exam 20% rubric to be distributed prior to the exam
C. Week by Week
WEEK CHAPTER DESCRIPTIONS
1 1 1 - Getting Started; Introduction to Computing
2 2, 3 2 - The OSI Model; 3 - Local Area Networks (LANs)
3 4, 5 5 - Layer 1: Media, Connections, and Collisions
4 5, 6, 7 5 - Layer 1: Media, Connections, and Collisions; 6 - Layer 2: Concepts
7 - Layer 2: Technologies
5 7, 8 7 - Layer 2: Technologies; 8 - Design and Documentation
6 9, 10 9 - Structured Cabling Project; 10 - Layer 3: Addressing and Routing
7 10, 11 10 - Layer 3: Addressing and Routing; 11 - Layer 3: Routing and Protocols
8 12, 13, 14, 12 - Layer 4: The Transport Layer; 13 - Layer 5: The Session Layer
15 14 - Layer 6: The Presentation Layer; 15 - Layer 7: The Application Layer
9 ---- Review and Finals
D. Benchmark Questions and Skills
WEEK CHAPTER BENCHMARKS
1 1 Can all students perform simple PC (hardware, software, network settings)
and NIC troubleshooting?
Can all students do binary math? Can all students use the units of information
and bandwidth?
2 2, 3 Can all students name and describe the OSI layers from memory? Can all
students describe the TCP/IP graph?
Can all students describe the devices required to build a LAN? Given those
devices, can all students build and troubleshoot a simple LAN?
3 4, 5 Can all students describe networking signals and what can happen to them on
physical media? Can all students use a multimeter to measure resistance,
voltage, and continuity?
Can all students describe the 5 basic networking media? Can all students
terminate CAT 5 UTP cable according to standards?
4 5, 6, 7 Can all students, given a topology, circle all collision and broadcast domains?
Can all students describe the basic elements of a frame? Can all students do
hexadecimal math? Can all students compare and contrast Token Ring,
FDDI, and the Ethernet family tree?
5 7, 8 Can all students explain the specific details of Ethernet and Layer 2
Devices?Can all students use 'Network Inspector' (or equivalent) and 'Protocol
Inspector' (or equivalent) software?
Can all students create physical and logical topologies? Can all students
properly locate MDFs and IDFs in an Ethernet extended star topology? Can
all students plan a structured cabling installation? [Out-of-Class Structured
Cabling Project]
6 9, 10 Can all students install, terminate, test, and troubleshoot CAT 5 UTP cabling
runs, from the jack to the patch panel? Have all students mastered the Fluke
620 (or equivalent) meter? [Out-of-Class Structured Cabling Project]
Can all students justify the need for and classify the various types of IP
addresses? Can all students create subnets?
7 10, 11 Can all students do the following form of problem: "Given an IP address and
the number of subnets required, find the subnetwork id numbers, the range of
host numbers, the subnetwork broadcast numbers, and the subnet mask?"
Can all students, using packet diagrams and tracing header transformations,
give a basic explanation of routing? Can all students flowchart basic network
processes such as ARP and RARP?
8 12, 13, 14, Can all students explain the similarities and differences between IP, TCP, and
15 UDP?
Can all students explain the basic processes of the session layer?
Can all students describe the presentation layer functions of formatting,
encryption, and compression?
Can all students explain how e-mail and HTTP work?
9 ------ Review and Finals: Have all students mastered the concepts and skills of
Chapters 1-15?
Syllabus: 18 Weeks
A. General Information
Units 3
Prerequisites Required: none
Helpful: A+ Certification; Microsoft Office Skills; introductory programming
or multimedia courses; introductory electronics
Instructor your name here
Textbook Required: none (online multimedia)
Optional: Computer Networks (Andrew Tannenbaum); CCNA First-Year
Companion Guide (Amato et. al); CCNA Exam: Certification Guide
(Odom); Cisco Routing (Lewis)
Materials pen, paper, journal (composition book), soft 3-ring binder
Standards A >= 90%, B >= 80%, C >= 70%, D >= 60%
Required Class Hours Five 50-minute days per week plus 16 additional hours (below)
Open Lab Hours with 1 hour per week by appointment or schedule
Instructor Present
Structured Cabling Project 8 hours one Saturday (Net Day or equivalent)
B. Grading
ITEM PERCENT COMMENTS
Homework Optional highly recommended lab journal may be used on skills exams
Engineering Journal 20% lab journal will help students learn the IOS; lab journal may be
used on some skills exams
Online Chapter Exams 20% using assessment server
Online Final Exam 20% similar to the CCNA exam; using Assessment Server
Oral Final Exam 20% rubric to be distributed prior to the exam
Skills-Based Final Exam 20% rubric to be distributed prior to the exam
C. Week by Week
WEEK CHAPTER DESCRIPTIONS
1 1 1 - Getting Started; Introduction to Computing
2 1 1 - Introduction to Computing
3 2 2 - The OSI Model
4 3 3 - Local Area Networks (LANs)
5 4 4 - Layer 1: Electronics and Signals
6 5 5 - Layer 1: Media, Connections, and Collisions
7 5, 6 5 - Layer 1: Media, Connections, and Collisions; 6 - Layer 2: Concepts
8 7 7 - Layer 2: Technologies
9 7 7 - Layer 2: Technologies
10 8 8 - Design and Documentation
11 9 9 - Structured Cabling Project
12 10 10 - Layer 3: Addressing and Routing
15 11 11 - Layer 3: Routing and Protocols
16 12,13,14,15 12 - Layer 4: The Transport Layer; 13 - Layer 5: The Session Layer
14 - Layer 6: The Presentation Layer; 15 - Layer 7: The Application Layer
17 12,13,14,15 12 - Layer 4: The Transport Layer; 13 - Layer 5: The Session Layer
14 - Layer 6: The Presentation Layer; 15 - Layer 7: The Application Layer
18 ----- Review and Finals
D. Benchmark Questions and Skills

WEEK CHAPTER BENCHMARKS
1 1 Can all students perform simple PC (hardware, software, network settings)
and NIC troubleshooting?
2 1 Can all students do binary math? Can all students use the units of information
and bandwidth?
3 2 Can all students name and describe the OSI layers from memory? Can all
students describe the TCP/IP graph?
4 3 Can all students describe the devices required to build a LAN? Given those
devices, can all students build and troubleshoot a simple LAN?
5 4 Can all students describe networking signals and what can happen to them on
physical media? Can all students use a multimeter to measure resistance,
voltage, and continuity?
6 5 Can all students describe the 5 basic networking media? Can all students
terminate CAT 5 UTP cable according to standards?
7 5, 6 Can all students, given a topology, circle all collision and broadcast domains?
Can all students describe the basic elements of a frame? Can all students do
hexadecimal math?
8 7 Can all students compare and contrast Token Ring, FDDI, and the Ethernet
family tree?
9 7 Can all students explain the specific details of Ethernet and Layer 2 Devices?
Can all students use 'Network Inspector' (or equivalent) and 'Protocol
Inspector' (or equivalent) software?
10 8 Can all students create physical and logical topologies? Can all students
properly locate MDFs and IDFs in an Ethernet extended star topology? Can
all students plan a structured cabling installation? [Out-of-Class Structured
Cabling Project]
11 9 Can all students install, terminate, test, and troubleshoot CAT 5 UTP cabling
runs, from the jack to the patch panel? Have all students mastered the Fluke
620 (or equivalent) meter? [Out-of-Class Structured Cabling Project]
12 10 Can all students justify the need for and classify the various types of IP
addresses?
13 10 Can all student create subnets?
14 10 Can all students do the following form of problem: "Given an IP address and
the number of subnets required, find the subnetwork id numbers, the range of
host numbers, the subnetwork broadcast numbers, and the subnet mask?"
15 11 Can all students, using packet diagrams and tracing header transformations,
give a basic explanation of routing? Can all students flowchart basic network
processes such as ARP and RARP?
16 12,13,14,15 Can all students, working in teams, build and troubleshoot the complete 5-
router topology? Can all students explain the similarities and differences
between IP, TCP, and UDP?
Can all students explain how e-mail and HTTP work?
17 12,13,14,15 Can all students explain the similarities and differences between IP, TCP, and
UDP?
Can all students explain how e-mail and HTTP work?Exams?
18 ----- Review and Finals: Have all students mastered the concepts and skills of
Chapters 1-15?
0.3 Best Practices
0.3.1 Challenges
Challenges are problem-based labs or projects, advocated by AAAS Project 2061 (a science
education reform project). These exercises are the opposite of cookbook, or step-by-step, labs.
Instead, they encourage students to work on their own to develop solutions to various problems,
or challenges.
The challenges vary in content and duration (from fifty minutes to three weeks), and are
comprised of two basic parts. First, the lab asks students to solve a given problem. Second, it
asks the students to create a product. For example, a simple 50-minute challenge lab for the first
semester might be titled "Make a Patch Cable That Works Successfully". A three-week challenge
that could teach more complex tasks might be called "Wire the School Computer Lab". Net Day is
a great example of challenge-based learning, and we encourage you to incorporate it into your
classes.
0.3.2 Design activities
Design is an iterative process that starts with brainstorming, proceeds through research and
problem-solving matrices, design specification tests, and multiple repetitions of this process until
an adequate solution to a problem is achieved. While LAN design is the focus of Semester 3, and
WAN design the focus of Semester 4, Semesters 1 and 2 are good places to introduce elements
of the Dartmouth Problem-Solving and Design Method. We highly recommend the problem-
solving approach summarized at http://thayer.dartmouth.edu/teps/index.html. This site has online
resources as well as written materials that you may download, and a video that you may order.
Whether students will be troubleshooting problems in an existing network, or designing and
checking a network in order for it to meet specifications, the process involves an iterative
problem-solving procedure. For internetworking problems, and for engineering problems in
general, problem-solving matrices are always useful whenever there are a number of alternatives
for a given number of constraints. Chapter 1, The Engineering Problem-Solving Cycle of the
Engineering Problem Solving for Mathematics, Science, and Technology Education uses the
Problem Solving Matrix to introduce the Problem Solving Cycle and its iterative nature. Most
importantly, use of the matrix exposes students to the fine art of defining a problem. Chapter 4,
Guiding Students Through the Problem-Solving Cycle gives suggestions on iterating the entire
process, including more detail on how to choose effective problems, how to set up the right
environment for brainstorming sessions, and how to analyze the results of these sessions.
It is our hope that students will gain an appreciation for the importance of problem solving - one of
the most important aspects of engineering. In addition, we want students to experience the
process of using these procedures to gain a clearer understanding of why some potential
solutions work and why some do not. They will learn that employing good problem-solving
procedures and documentation will ultimately determine their success in finding solutions to
problems. As time goes by, they will be able to use the lessons learned from past failed problem-
solving attempts to save valuable time when trying to solve new problems. Chapter 5, Research,
Documentation, and Testing is a good resource for conducting site surveys, keeping work logs,
producing engineering reports, and creating portfolios.
0.3.3 Graphical organizers and representations
Cluster Diagrams
Cluster diagrams have several uses. During brainstorming sessions, a prompt is put in the central
cluster and then the ideas that result from brainstorming (i.e. wildest possible ideas, no
censorship, as many ideas as possible, ideas built on those of others) are added as more
bubbles. Similar ideas are clustered. This diagram is also used as a concept map, or a way of
presenting material to students and as way of assessing their understanding of a concept.
Problem-Solving Matrices
Problem-solving matrices are a standard part of design documentation. In their simplest form, a
variety of design options (e.g. network media, network architecture, or protocol) are listed
vertically, while the specifications against which the choices will be rated are listed horizontally.
Simplistically, whichever option earns the highest score against the specification rubric is chosen.
Realistically, design is an repetitious process and many layers of matrices are typically created
with increasingly refined specifications, weighted rubrics, and lots of brainstorming and research.
Flowcharts
Flowcharts are a standard part of computer programming. Flowcharts, and process flow
diagrams, are generally used to graphically represent various branching processes. Flowcharts
are used throughout the curriculum to describe configuration, troubleshooting, and
communications processes.
Block Diagrams
Block diagrams are standard throughout electronics. A few simple symbols (or pictorials) are
used along with arrows to indicate the flow of information, along with simple descriptions of the
functions of the various "black box" blocks. Block diagrams represent an intermediate level of
detail for electrical systems - they are not circuit-level schematic diagrams. A block diagram of the
internal components of a PC, the internal components of a router, or the devices which make up
the LAN or a WAN make a good accompaniment to flowcharts explaining processes taking place
among the blocks. Block diagrams often wind up being similar to logical topologies.
Topological Diagrams (Logical and Physical Topologies)

In networking there are logical topological diagrams and physical topological diagrams. Logical
topologies refer to the devices, logical interconnections, and flow of information in a network.
Physical topologies refer to the actual devices, logical interconnections, and flow of information in
a network. Physical topologies refer to actual devices, ports, interconnections, and physical layout
of a network. Both are used intensively.
Voltage Versus Time Graphs

Electrical engineers refer to voltage versus time graphs of signals as the "time domain." These
graphs are what would be measured by an oscilloscope. These graphs summarize many
concepts important in networking, particularly in the first semester curriculum, including: bits,
bytes, analog signals, digital signals, noise, attenuation, reflection, collision, AC, DC, RFI, EMI,
encoding, transmission errors.
Voltage Versus Frequency Graphs (Spectrum Diagrams)

Electrical engineers refer to voltage (or amplitude) versus frequency graphs as the "frequency
domain." These graphs are what would be measured by a spectrum analyzer, and are
fundamental to many concepts important in networks, particularly bandwidth and signaling.
Layered Communication Diagrams

A powerful way to understand how communication occurs, whether it's communication between
people or computers, is to use a layered communication diagram. One layered communication
diagram used extensively in the curriculum is the OSI seven-layer model (other models exist and
are pedagogically useful). These diagrams are typically vertical stacks, each layer describing
different essential network communication functions without the specific implementation details of
how that function is actually achieved.
Frame Format Diagrams

Frame format diagrams and message format diagrams are used throughout the curriculum to
summarize the information that networking protocols add to the original user data being
communicated. These diagrams summarize the packaging of data so that it can be transmitted
over a data network. Typically the frame (or message) is broken up into various fields that are
labeled by name and number of bytes. These diagrams are typical horizontal stacks, and are
highly specific expressions of networking protocols.
Standard Internetworking Symbols

Block diagrams, flow diagrams, and logical topologies need simple, consistent ways of
representing PCs, repeaters, hubs, bridges, switches, routers, and many other LAN and WAN
Internetworking devices. Wherever they exist, you should use standard symbols.
0.3.4 Group work

Group work refers to using a variety of student groupings to enhance student learning and to
create a lively classroom atmosphere. Examples of situations in which students might be grouped
together, and the number of students in each, are as follows:
2 - studying online curriculum
3 - doing cabling and lab activities
5 - taking oral exams, working as router teams
Additional resources on grouping strategies are available in the Teaching Strategies section.
0.3.5 Journals
Beginning with Semester 1, you should require students to keep a technical, or Engineering
Journal (EJ), in which to record details involving all aspects of their network design and
installation experiences. While it may not seem important to them at first, it will develop a good
habit, and will eventually become more important as they increase their networking experiences.
Typically, the journal is a paper-bound composition book in which pages are dated, and added,
but never subtracted. The entries would include such things as:
daily reflections
troubleshooting details
procedures and observations
equipment logs
hardware and software notes
router configurations
More information on journal reflection is available under Teaching Strategies.

0.3.6 Kinesthetic activities
A kinesthetic activity refers to the use of a body to act out, or to communicate something. In this
case, it is the networking process. These exercises might also be known as role-playing activities
or skits. They help make complex, normally invisible processes more understandable for
students, and are great fun.
Kinesthetic activities can be especially helpful when introducing some of the basic networking
concepts. For example, during Semester 1, have students act out any, or all, of the following:
the encapsulation process
the handling of data by repeaters, hubs, bridges, and routers
the functioning processes of ARP and RARP
During Semester 2, kinesthetic activities can be particularly helpful when trying to explain the
following concepts:
TCP/IP protocols (e.g., handshakes, windowing, flow control)
routing loops
distance-vector routing
link-state routing
0.3.7 Lab exams
Lab exams include all of the following:

practical exams
performance exams
demonstration labs
skills-based and performance assessments
authentic assessment
mastery learning
We recommend simple pass/fail grading, with opportunities for retaking the lab exam. In
Semester 1, we recommend that you give lab exams for subjects such as the following:
making patch cables
configuring IP addresses
punching down jacks and patch panels
testing cable runs and using test equipment
simple hardware and software procedures
The focus of Semester 2 is on developing student proficiency in configuring routers and then
groups of routers and networks.
0.3.8 Mini-lectures
A mini-lecture is a 10-minute lecture format that consists of the following elements:

a hook
a pre-test or focus question to test for understanding
the actual lecture
a short question or activity
a test for understanding (can be just a simple question)
While this type of lecturing is not encouraged as a primary means of delivering Networking
Academy instruction, studies have found that relatively short, engaging lectures that include
demonstrations are an excellent adjunct to the online curriculum and lab activities.
0.3.9 Online study
While the online lessons are the primary means of delivering the Cisco Networking Academy
Program instruction, they should not be overly used. Remember that a primary goal of the
Networking Academy is to train students to design, install, and maintain networks - which is
fundamentally a hands-on, problem-based, lab-based endeavor. When you use the online
curriculum in the classroom, you should have 1-2 students viewing it at each computer, while you
circulate throughout the room checking for problems/comprehension, and periodically interrupting
with additional information or content clarification.
0.3.10 Oral exams
Well-planned oral exams can be powerful learning experiences for students, and with your careful
preparation and scaffolding, you can minimize the usual intimidation factor. While the models for
such exams are usually job interviews and graduate school oral exams, a format that works well,
particularly with groups of diverse learners, is to give teams of students the exam questions,
answers, and rubrics in advance of the scheduled exam session. Then, at the pre-scheduled
exam time (usually after school unless you have block periods), each individual member of the
team enters the room, alone, and is asked one of the questions by the board. While studying and
grading are group-based, each individual must answer one of the questions, without knowing in
advance which question he/she must answer. This type of format usually prompts the students to
study very hard and with a great amount of spirit.
Examples are in the Semester 1 lesson plans. We encourage you to develop your own format,
but also to consider oral exams, especially when testing for "Benchmark Understandings".
0.3.11 Portfolios
A portfolio is a collection, either in paper or online form, that shows a student's best work during a
semester, and is subject to ongoing revision and improvement. Many secondary school districts
are encouraging portfolio-based assessments, and certainly the Networking Academy program is
well-suited for this type of assessment. Students maintain their portfolios which eventually include
all of their best work for all four of the curriculum semesters. This portfolio could be part of the
graduation for your Local Academy and would serve as impressive display for potential
employers.
0.3.12 Presentations
Presentations include simple student lectures, student PowerPoint presentations, and seminars.
0.3.13 Rubrics
Rubrics are the specific expectation criteria for the performance of a lab or activity. Each task has
a specific set of performance levels for the objectives, content, and skills that are to be
demonstrated. It contains the criteria that define the key elements that are necessary in order to
assess the degree of learning. Many rubrics are based on a four-point scale, with the exemplar
level being four points. Each of the points on the scale has specific criteria that describe the
characteristics of a performance.
Before you begin your assessments of student interaction, classroom work, or any performance
lab or activity, you should tell your students in advance what your expectations are. This will help
them begin the process of self-assessment as they progress through the individual tasks that are
involved.
0.3.14 Study guide
The Study Guide provides an organized method for students to record the important concepts of
the lesson, to use later for review and reflection. Some specific strategies that you can use to
assist them are embedded within the lessons, with options available in the Instructor Guide
section. Each lesson in Semester 1 and 2 has specific, lesson related, entries for students. You
may duplicate them on a lesson-by-lesson basis, or compile them in notebook form by chapter or
semester. You may wish to add a specific activity to the Study Guide before distribute them.
Throughout this Study Guide there are links to specific journal entries in the areas of "Learning"
(content); "Applying" (performance labs); and, "Reflecting" (student reflection). In Semesters 3
and 4, the Study Guide entries may be less specific with the goal of having students learn and
model independence in making appropriate entries that will assist them to perform and complete
projects with insight and accuracy.
STUDY GUIDE
Semester 1
Lesson No.
1. Learning - Knowledge is gained through vocabulary, content, and activities.
Vocabulary - List and define new terms using the Glossary.
Notes/Ideas - Jot down important information from this lesson.
Activity - Complete the activity assigned in class.
2. Applying - Organize, plan, record process, draft, record findings, and/or show the results of
your performance lab or activity.
3. Reflecting - Think about and respond to questions about your learning, focusing on the
content, product, process/progress.
Templates
Study Guide Blank Template Study Guide Example
TRANSITIONING from TEXTBOOK to ONLINE LEARNING
(Using the Study Guide)
Online learning is a new experience for many students and adults. Traditionally, students have
had textbooks that they could carry around, refer to when needed, and if they owned the book,
make notes in the margins. This has always been satisfactory when studying history, literature,
and other similar subjects. Unfortunately, textbooks have several disadvantages when used for
studying something as rapidly growing and changing as the subject of networking.
The most important disadvantage is the static nature of textbooks. Producing textbooks can take
anywhere from several months to several years. By the time they have been distributed, the
information contained within them might already be dated or even obsolete. A networking
curriculum demands a dynamic information source that can adapt to the rapid changes and
innovations in the field.
The second disadvantage of textbooks is their cost. They are becoming more expensive each
year, and are large budget item for most educational agencies. Most school districts have a
schedule of textbook replacement that results in textbooks being used for many years.
Understandably, this has always been a handicap for studying the science, but for studying
networking it has been so in the extreme. Each day brings news of advancements and
discoveries that will someday become a necessary element of the networking professional's
skills. Textbook publishers simply cannot keep up with that pace.
Online study is always dynamic, always up to date. It can, however, be a challenge, because of
its non-traditional method of delivery. It is for that reason that as students and adults transition to
online learning, they need to use strategies that can assist them. Using a study guide is one of
those strategies.
The Study Guide Template is designed to help students structure their notes. They can have a
hard copy of the important information to refer to at home, or during other study time. It is
composed of three sections: "Learning", "Applying", and "Reflecting".
The "Learning" section is the first section of the Study Guide. It has a space for recording new
vocabulary for that lesson. This is especially important in Semester 1 which has an extensive list
of new vocabulary words and acronyms. The instructor may wish to suggest vocabulary be
included or let students select their own. Another part of the "Learning" section is the space for
notes and ideas. This is the place where students can make sketches of diagrams they have
seen in the online content, and make notes regarding relationships of ideas and concepts. The
instructor may identify one or more questions to guide the study of the content, or have students
identify them before reading the online curriculum. This process helps students recall factual
information and do higher-level thinking regarding the concepts. The last part is the space for
recording an activity. The instructor may wish to make an assignment in class to help the student
understand the material.
The second section of the Study Guide is the "Applying" section. This is a section in which
students can make notes regarding their labs, activities, a special project, etc. They would use
this in addition to their Engineering Journal entries, with some of the journal entries being an
analysis of the entire Study Guide.
The third section of the Study Guide is the "Reflecting" section. Two of the higher level skills
required to design, build and maintain networks are analysis and problem solving. Reflecting is a
key strategy (Best Practices) that provides structure for students to analyze what they have been
studying and to determine for themselves the level of success they have had learning and
understanding each concept, and to set goals for improving their learning.
Working in pairs or groups of three, to complete the activities, and/or discussing their responses
with 1-2 other students can further strengthen the impact of the "Learning" and the "Applying"
sections. It ensures that students have read the material, taken notes, and discussed it with other
students. The Instructors Guide includes a Study Guide Introduction, a Study Guide Example,
and a Study Guide Template.
0.3.15 Troubleshooting
Troubleshooting skills are an absolute necessity for students who seek to design, install, and
maintain internetworks. It is the most empowering skill that you can pass on to your students.
Teaching troubleshooting typically requires that you spend time on lab preparation; however, the
overall benefit to the students is well worth the time. We encourage you to introduce
troubleshooting early in Semester 1, and to continue to emphasize it throughout Semesters 2, 3,
and 4.
There are a variety of ways to teach troubleshooting methods. One instructional method involves
deliberately introducing a finite number of problems into the following areas:
host PC hardware setup
host software settings
host IP addresses
networking devices
cabling
With practice, students will be able to diagnose and fix the problems in a finite amount of time. Of
course, this method must be integrated with labs that do the following:
expose students to a working system
demonstrate the typical failure modes of that system
allow students to experience first hand the symptoms of those failure modes
provide opportunities for students to practice diagnosis and repair
0.3.16 Web research
The Internet has a tremendous amount of resources for those who want to understand or install
networks, and research specific products, questions, or extension activities. We encourage you to
use, even in Semester 1, the wide variety of links built into the Instructors Guide, or to use your
own favorite Web sites.
In Semesters 2, 3, and 4, the online documentation at Cisco becomes particularly important. In
terms of bandwidth capabilities, the Web resources for teaching networking far exceed any
textbook or online curriculum. Of course, you must find the resources and as always, be a
cautious consumer. Using the Internet as a resource is also a very useful skill for students to
develop.
0.4 Instructors Resource Guide
0.4.1 Introduction and overview

The Instructors Resource Guide is designed to assist you, the instructor, in helping students learn
the content so that each student will successfully complete the certification assessment. This
guide provides a variety of ways for you to assist students in learning, understanding, analyzing,
and applying the content.
Many of the content and outcome objectives are designed with specific suggestions, strategies,
and activities that relate to teaching practices aligned with the national standards for
mathematics, science, language arts and SCANS skills.
You may choose elements to design your own plans pending your classroom needs, your
schedule, and your teaching style. In order to assist you, this guide presents a variety of teaching
tools with complete explanations of the strategies and resources needed for your success.
Teaching Strategies
Teaching Strategies for enhancing the student learning are embedded in each lesson. There are
also many optional strategies you may select, including:
suggestions for helping students organize learning and review, and study and
demonstrate their understanding of the content
student grouping options and strategies for maximizing group work
tips for designing focus questions and helping students clarify their learning (embedded
in most lessons)
strategies for performance labs
strategies for assessment alternatives
strategies for using the Study Guide and other resources
Following, are some lesson elements that enhance student learning:
Creating Curiosity
Creating curiosity or motivating students to learn can be done in a variety of ways. Relating the
content to be learned to their own personal lives and/or experiences is the best way. Linking the
content with what they already know and providing a means to help them see how the content or
skills can be used later is the key for inspiring curiosity.
Using Inquiry
Helping students raise questions about the content to be learned assists in their connections to
subsequent knowledge. The KWL (know, want to know, and learned) format provides a basis for
inquiring about the content prior to learning. Inquiry plans are sometimes used to help students
organize their questions and organize their work.
Focusing learning
You can focus the learning process by asking specific questions, soliciting predictions from
students, discussing previous student learning, and clearly defining the objectives that are to be
learned. A rubric that clearly defines criteria of the expected results can often help students focus
on the content to be learned. Focus questions are suggested in each lesson to help engage
students in the content. They stimulate prior knowledge, help connect thinking with other topics,
assist in predicting learning outcomes, and give more meaning to lesson content.
Grouping Students
Knowing how and when to group students is important. There are a variety of ways that you can
engage students in learning, apart from having them work individually. Some of the most common
ways to group students - for reviewing, questioning, learning content, doing performance labs, or
assessing their learning - include the following:
pairs or partners
small groups
teams
competitive teams
large groups
whole glass
Using Review Strategies

Most lessons contain review questions pertaining to the content from the previous lesson.
Suggestions for using those questions may be indicated in the Instructors Guide for that lesson.
Other options for reviewing previous lessons may be selected from the following:
Individual students answer the review questions on their computer.
Pairs of students discuss and answer the review questions on their computer.
Pairs or small groups of students discuss and answer the review questions.
The entire class or groups of students discuss the review questions and connect to prior
understanding through explanation.
Small groups each discuss a portion of the questions and demonstrate understanding by
explaining to other groups (jigsaw technique).
Play a Jeopardy-like game with the whole class.
Student teams or small groups design analogies to explain concepts to other teams of
students.
Using Student Reflection

A crucial element in a lesson is the "Student Reflection". During the reflection the students think
back upon some aspect of the lesson, and write a reaction to that aspect in the Study Guide. As a
way of goal setting, this internalization of learning assists the students in making sense of the
learning process, and in linking prior learning to present and future learning, It helps them
analyze, and then move the learning from short-term to long-term memory. Reflection is done in
one or more of the following categories after each lesson:
content
product
process
progress
Using Rubrics
Rubrics are specific criterion of the performance lab expectations. A scale, usually based on 4
points (0-4 scale) that specifies the performance objectives, content, and skills to be
demonstrated is provided for each task. A rubric contains the criteria that define what key
elements are needed to assess the learning. Several rubrics are embedded in the content of
lessons through the guide.
Using the Study Guide

a lesson, to use later for review and reflection. Some specific strategies that you can use to assist
them are embedded within the lessons, with options available in the Instructor Guide section.
Each lesson in Semester 1 and 2 has specific, lesson related, entries for students. You may
duplicate them on a lesson-by-lesson basis, or compile them in notebook form by chapter or
Throughout the Study Guide there are links to specific journal entries in the areas of "Learning"
(content); "Applying" (performance labs); and, "Reflecting" (student reflection). In Semesters 3
and 4, the Study Guide entries may be less specific with the goal of having students learn and
model independence in making appropriate entries that will assist them to perform and complete
Summarizing and Clarifying Learning

Recent research on learning suggests that when students are given the opportunity to summarize
and clarify their learning, understanding is enhanced and the knowledge is retained longer.
Strategies that you can use to foster summarization and clarification are embedded in many of
the lessons. The use of class discussion is an effective way to have a public forum so that you
can clarify any misunderstandings.
Developing Performance Labs/Activities

Labs, performance tasks, and other hands-on activities are essential to each lesson. The
development of relevant performance labs and activities is emphasized to promote student
understanding of the content. The application of a rubric to a performance lab allows the product
to be used as part of the assessment. Performance labs/activities may be recorded in the
"Applying" section of the Study Guide.
0.4.2 Lesson plan design

You may develop your own lesson plans using elements that are listed below. These elements
(objects) will strengthen the comprehension of the content, and can be planned using a variety of
strategies It is important to note that the objectives of the lessons are not optional, other than the
order or emphasis that you might place on them and the strategies that you use to teach them.
You may submit lessons using these elements, or should you choose to design your own
lessons, the Teaching Strategies section of the guide provides many resources for your use.
Lesson Title and Objectives

Clear objectives enable instructors and students to focus on the important content of the lesson
and the skills that are to be learned.
Preparation for Learning

Research shows that more learning takes place when students have had an opportunity to
contemplate the topic and relate it to prior knowledge. This enables them to begin making
connections with what they already know, and to place new questions and learning in the
appropriate context. The activity may take 5-20 minutes depending on the teaching strategy
selected. Vocabulary terms for most lessons are listed and are recorded in the "Learning" section
of the Engineering Journal.
Delivery of Instruction
Using a variety of strategies helps students understand the content and acquire skills. Online
learning enables them to read about the content, although other strategies such as class or group
discussion may be needed to assist them in developing understanding. Your focus is to help
students gain the necessary understanding and knowledge that will enable them to utilize what
they have already learned to help them with future performance labs or tasks. Some specific
strategies that you could use include:
direct instruction
Socratic questioning
online learning
demonstrations
student presentations
field trips
Specific activities for Semester 1 are provided for each lesson in the "Applying" section of the
Engineering Journal.
Performance Labs/Activities
This specialized form of instructional delivery allows students to use hands-on strategies for
learning content, and includes both labs and other performance tasks. Applying knowledge
through any of the following activities/tasks enables students and teachers to see the
demonstration of their learning:
organizing
planning
recording
drafting
analyzing
designing
writing
This element is very powerful when combined with other strategies such as team planning, group
discussion, student reflection and analysis. Labs are often the heart of performance tasks, and
when rubrics are applied, can serve as an assessment tool. Students record in their Study Guide
- in the "Applying" section - any work related to planning, organizing, designing, and writing of
performance labs.
Assessment
Assessment is for the purpose of determining what and how well a student has learned. Its
purpose is to inform teachers and students to what to do next. Assessment may take many forms.
It may be an informal discussion in which teachers and students clarify the learning of individuals
or groups in order to help diagnose the status of learning. A more formal assessment that may
help diagnose increases in knowledge may include (1) multiple choice responses; (2) true or false
statements; (3) short-answer questions; or (4) narratives. The most powerful type of assessment
is a performance lab or task that requires the students to apply and use their knowledge and skills
in a more authentic situation.
Student Reflection
Research has shown that reflection or structured analysis increases learning. When students
reflect upon their (1) learning of content; (2) strategies or processes that enhance their learning;
(3) achievement of goals; and (4) the products they produce, their knowledge and skills are
increased and retained long past the initial assessment period. This strategy is essential as a
component for all lessons, and may take as few as 2-3 minutes or as long as the teacher deems
appropriate. All student reflection is recorded in the "Reflecting" section of the Study Guide.
Multimedia Objects
This element of lesson planning may be optional depending on your available resources. The use
of multimedia can provide excellent opportunities to clarify understanding and to promote
thinking. The objects in most of the lessons are integral to helping students build concepts based
on the content.
Homework
This optional element is greatly affected and influence by the nature of the tasks and the ability of
the students to perform the tasks independent of the teacher. Under the best of circumstances, it
can add depth to learning and assist students in practicing the skills they will need in future
lessons. In some cases, homework may inhibit learning if the students reinforce errors in
understanding or become frustrated when they are unable to complete the tasks.
0.4.3 Study Guide

(content) "Applying" (performance labs), and "Reflecting" (student reflection). In Semesters 3 and
4, the Study Guide entries may be less specific with the goal of having students learn and model
independence in making appropriate entries that will assist them to perform and complete
STUDY GUIDE
Semester 1
Lesson No.
content, product, process and/or progress.
Templates
Understandably, this has always been a handicap for studying the science, but for studying
those strategies.
vocabulary for that lesson. This is especially important in Semester which has an extensive list of
new vocabulary words and acronyms. The instructor may wish to suggest vocabulary be included
or let students select their own. Another part of the"Learning" section is the space for notes and
ideas. This is the place where students can make sketches of diagrams they have seen in the
online content, and make notes regarding relationships of ideas and concepts. The instructor may
identify one or more questions to guide the study of the content, or have students identify them
before reading the online curriculum. This process helps students recall factual information and
do higher-level thinking regarding the concepts. The last part is the space for recording an
activity. The instructor may wish to make an assignment in class to help the student understand
the material.
key strategy (Best Practice) that provides structure for students to analyze what they have been
Working in pairs or groups of three to complete the activities and/or discussing their responses
with 1-2 other students can further strengthen the impact of the "Learning" and the "Applying"
sections. It ensures that students have read the material, taken notes, and discussed it with other
students.
The Instructors Guide includes a Study Guide Introduction, a Study Guide Example, and a Study
Guide Template.
0.4.4 Instructional responsibilities for teachers

Each category of responsibility will be evidenced through the following means:
Planning - teacher lesson plan; teacher communication (specific indicators that

determine quality are being developed for each planning component)
Implementing - classroom observation; student feedback (specific indicators that

determine quality are being developed for each implementing component)
Assessing - student results; teacher communication (specific indicators that determine

quality are being developed for each assessing component)
Planning
Demonstrates content knowledge
Selects content and outcome learning objectives
Aligns with standards
Organizes content for instruction
Determines students' needs
Selects strategies from Best Practices
Utilizes appropriate resources
Plans for the use of the EJ and Study Guide
Plans for labs or performance activities
Implementing
Demonstrates content knowledge
Maintains a quality classroom environment
Focuses learning through questions
Adjusts strategies to meet student needs
Utilizes the EJ and Study Guide appropriately and monitors student use
Develops and uses rubrics appropriately
Engages students in learning
Clarifies learning with students

Gives clear directions and procedures
Uses grouping strategies appropriately
Utilizes ongoing monitoring and observation
Gives appropriate feedback to students
Provides opportunities for students to use knowledge meaningfully
Assessing
Demonstrates standards, outcomes and objectives
Uses rubrics appropriately
Uses multiple assessments
Gives feedback to students
Solicits help and support if students are not successful
Uses the "Reflecting" section of the Study Guide
Reflects on lesson success
Uses assessment information for planning and/or lesson changes
0.4.5.1 Teaching Strategies: Jeopardy

This Teaching Strategy (TS) is similar to the popular television game show called "Jeopardy". The
game may be played with pairs, teams of small or large groups, or an entire class. It involves a
question and answer session in which one person, or host, states a fact (the "answer"), but
leaves out an important name, date, or piece of identifying information. The participant/contestant
response to the stated fact (the "question"), is the missing information, which is returned in the
form of a question.
The teams, or impartial panels, may create the answers/questions which are then randomly
selected during the activity. Points may be awarded for questions according to their level of
difficulty, if desired.
Example:
Fact (question): "This layer is the first layer of the OSI."

Answer: "What is the physical layer?"
0.4.5.2 Teaching Strategies: Scientific inquiry
Templates
Scientific inquiry
0.4.5.3 Teaching Strategies: Student reflection
Student reflection is an important element of instruction that takes only a brief amount of time per
lesson, but helps the students analyze their own learning over time, and become more
responsible for their learning. Responses to the questions asked in each lesson are recorded in
the Study Guide.
Application
A crucial element in a lesson is the student reflection. During the reflection the students think
back upon some aspect of the lesson, and write a reaction to that aspect in the Study Guide. As a
way of goal setting, this internalization of learning assists the students in making sense of the
learning process, and in linking prior learning to present and future learning, It helps them
analyze, and then move the learning from short term to long term memory.
After each lesson, reflection is done in one or more of the following categories:
content
product
process
progress
Throughout the year, it is beneficial to have the students look back at the reflections and note the
growth in their understanding. Prior to reporting periods, it would be useful to have the students
write a brief paper explaining their growth in knowledge and skills over the previous weeks.
Elements:
key ideas from class presentations, discussions, lesson content, and activities in terms of
content, process, product, or progress
a personal analysis that shows a connection with the content purpose
questions or statements that indicate a need for further clarification or inquiry
attention to the process involved in accomplishing an important task or product
specific application of learned material to other content or subjects, demonstrating the

connection between concept or content
thoughtfulness as demonstrated by goals for improvement and/or other action that

demonstrates the application of learning to self
LESSON FOCUS
Content:
From this assignment I learned. . .
What I needed to know better before I started was. . .
What I need to learn more about is . . .
This content helps me understand the connection. . .
The most important concepts I learned in this lesson was. . .
Product:
This product demonstrates my skills in the following ways. . .
This product would have been better if. . .
A better way to have demonstrated my skills might have been. . .
Process:
Strategies that worked well in doing this performance task/product were. . .
Strategies that did not work well for me in doing this performance task/product were. . .
Working in a small group was _____ because. . .
The teacher helped/hindered my learning by. . .
Progress:
By doing this unit/lesson I now know that I. . .
I am more able to. . .
I still need to work on. . .
Some goals for further learning include. . .
I can apply what I have learned in. . .
0.4.5.4 Teaching Strategies: Using rubrics
Rubrics are the specific expectation criteria for the performance of a lab or activity. Each task has
a specific set of performance levels for the objectives, content, and skills that are to be
demonstrated. It contains the criteria that define the key elements that are necessary in order to
assess the degree of learning. Many rubrics are based on a four-point scale, with the exemplar
level being four points. Each of the points on the scale has specific criteria that describe the
characteristics of a performance.
Development of rubrics by students and teachers together can help students organize and
prepare for learning by knowing in advance their assessment expectations. It also allows them to
take part in developing the grading scale for their performance labs or activities.
This Instructors Guide has rubrics embedded in the contents of several of its lessons. The sample
rubrics may be used as guides for adding more specific criteria pertaining to a lesson.
Applying Rubrics
For each product that students or groups produce, the class may use the rubrics to assess the
products of those individuals or groups. The rubrics provide a standard for students. It may take
several learning opportunities before they reach the highest level of competence on the rubric
scale for a specific process or product. Teachers/students may want to add specific criteria to the
rubrics to apply to an individual, class project, lab, task, or case study.
Examples
1. Description of a Model
A model is a scaled representation of an artifact, idea, design, or system. Similar to a
construction, a model replicates an object or process in a precise way. A model is usually 3-
dimensional and portrays an object or concept specifically/entirely. A model representation,
generally in miniature, serves as a copy of something and may be used as a display or mode for
others to copy.
Often a model is used as a visual for an oral or written report. The model itself, however, should
be complete and precise enough to demonstrate understanding of the content/subject. For many
students, the hands-on aspect of construction or producing a model enables them to demonstrate
skills and understandings more thoroughly than from written or oral products.
Rubrics for a Model

An exemplar (4, on a 4-point scale) would meet the following criteria:
uses precise scale dimensions
demonstrates a correct replica of item or design
is proportionally correct
has mathematically accurate dimensions
is well-made with careful attention to detail
utilizes appropriate materials
shows understanding of item or design by portraying specific characteristics precisely
2. Description of Role Playing

Role playing is the acting out of a scenario, story, or event by dramatizing a real life situation.
Role playing is used to demonstrate understanding of an event, a relationship between people, or
a discovery. Students may create a script for the role playing or ad lib the actions and dialogue.
An event might be the signing of the Declaration of Independence; the Wright brothers first flight;
or a historic meeting between individuals. A relationship between people might be the dialogue
and activity between two people who invented a product; mediating a conflict between individuals;
or demonstrating cooperative activities. A discovery might be the Leaky family and their
discoveries of ancient bones; Lewis and Clark and their discoveries, or the scientists who
discovered the polio vaccine.
Role playing requires that students understand the context, the personalities, and the key
elements in the event, relationship or discovery portrayed.
Rubrics for Role Playing
An exemplar (4, on a 4-point scale) meets the following criteria:
Speech appropriately portrays the characters.
Actions are appropriate to the situation.
Dialogue and actions provide insight into the event, relationship or discovery.
The characters come alive through realistic dramatization.
Speaker projects voice and actions clearly and articulately.
3. Description of a Demonstration
A demonstration is performed in front of an audience. It shows a process of how a particular task
is done. It allows for a non-verbal exhibition of skill that may or may not be accompanied by oral
explanation. The demonstration may be part of a sales promotion, a safety procedure, or a
presentation showing the results of something, as well as an exhibit of a skill or procedure (e.g.
CPR, using a seat-belt, etc.).
Rubrics for a Demonstration

Clearly shows how to do something.
Demonstrates a full understanding of a process or procedure.
Uses movements/voice that are easily seen and heard.
Explanations (written or oral) accompany demonstration, if appropriate.
Provides an opportunity for others to learn, practice, or model a procedure or process.
4. Description of a Diagram
A diagram is a drawing or depiction of a process, procedure or function. It may also be a direction
or map that outlines a route or system. A diagram generally accompanies a narrative, either
written or oral, that provides more detailed description, thus, is used as a "prop" to further explain
the process, procedure or function.
Rubrics for a Diagram

Demonstrates how something functions and/or shows directions, sequence, or operation.
Uses measurement that is accurate or to scale.
Accurately portrays the sequence or operation without narrative.
Labels or written explanations are accurate, clear, precise, sized appropriately and
visible.
Reflects a thorough understanding of the topic/content.

0.4.5.5 Teaching Strategies: Review strategies
Most lessons contain review questions pertaining to content from the previous lesson. You may
select strategies for using the questions from the following list:
Individual students answer the review questions on their computer.
Pairs of students discuss and answer the review questions on their computer.
Pairs or small groups of students discuss and answer the review questions before each
student takes the review.
The entire class or groups of students discuss the review questions and connect to prior
understanding through explanation of the questions.
Small groups each discuss a portion of the questions and demonstrate understanding by
explaining to other groups (jigsaw technique).
Play a Jeopardy-like game with the whole class.
Student teams or small groups design analogies to explain concepts to other teams of
students.
0.4.5.6 Teaching Strategies: Student grouping
There are a variety of ways in which you can engage students in the learning process, other than
having them work independently. For such activities/tasks as reviewing, questioning, learning
content, doing performance labs, you can split your class into any of the various types of student
groups. It is important, however, that you know how and when to use them for instruction. The
following examples illustrate some of the types of groups and the purposes for which you might
use them:
Pairs or partners - For this type of grouping, each student chooses another student, the
instructor assigns partners, or students work with other students according to classroom
seating arrangement the term "pairs" implies two students, but in fact a pair can be part
of a team or larger group. Partners can refer to two or three students (e.g. odd number of
students in class). A pair may partner with another pair so that when one student is
absent, the work may continue without major disruption.
Small groups - This type of group usually has 3-5 students. The students can choose
their own partners from other classmates, the instructors can assign the partners, or the
students can work with other students according to the classroom seating arrangement.
The student roles within the group may be formal and/or assigned, or informal and
unassigned. The formal or assigned role may be that of a leader, a speaker, a note taker,
a summarizer, a timekeeper, etc. In informal groups, roles may be unassigned, but
naturally assumed by members of the group; some groups, depending on the task or
project, do not require the group members to assume any specific roles.
Teams - A team usually has a specified purpose and has 3-10 members. The team
members may be appointed, selected by other members of the team, grouped informally
according to classroom seating arrangements, alphabetically selected, or according to
some other random method. Team members may/may not have assigned roles,
depending on the performance task. If there are specific roles, they may be made based
on skill, interest, or necessity. The end product or result of the team efforts may
contribute to a team grade or to each member's contribution.
Competitive teams - The selection of the team members is similar to the preceding
description. This type of team, however, has a specific purpose - to compete with other
teams to determine which team can produce or accomplish the criteria and objectives of
a performance task the best, quickest, etc. The team members receive in advance the
rubrics and criteria for the tasks.
Large groups - A large group can include smaller teams, groups, partners, individuals or
a whole class. Parameters and criteria for large group discussions/participation are
established prior to the task or activity so all of the team members understand their roles
and/or responsibilities within the group.
Whole class - This is a type of group in which the activities can include teacher- or
student-led discussions, demonstrations, or presentations. This type of group is designed
to involve all of the students. The parameters for participation and topic focus are clarified
in advance so that all participants understand their role and/or responsibilities within the
class.
COOPERATIVE GROUP WORK
Cooperative Group Work is an important element in most of the lessons. It is a teaching strategy
that can improve learning opportunities for all students. To train students in group cooperation, it
is necessary for the criteria of effective group work to be shared with students prior to actually
forming the groups and reviewed following the group work. Descriptions and criteria for group
work clarify the importance/purpose of working as a cooperative group.
Cooperation is working together to accomplish shared goals. Within cooperative work groups,
individuals seek outcomes that are beneficial to themselves and to other members of the group.
Students work together to maximize their own and each others learning. Educators have been
presenting the benefits of cooperative work groups for some time. Business leaders have joined
them to advocating the use of cooperative work groups to prepare students for the work place.
The ability to work effectively with others is considered a crucial attribute for future employees.
Not all group learning is cooperative group learning. If one or two members are doing the work for
the group or providing the explanations, the learning of the other members is limited. All the
barriers of group work in business and other community activities are present in classroom work
groups. To overcome these barriers, there are some tools that can help structure the learning
environment to enhance effective group work. Providing a structure for the groups can be done
with an organizer or inquiry plan. Inquiry plans should be developed by groups to help focus and
clarify the learning for each member of the group. To assess the effectiveness of the group
process and products, teachers can use rubrics. To ascertain individual learning and progress
use rubrics, student reflections, and individual product assignments.
Rubrics for Cooperative Work Group
1. Small Group Inquiry Plan Development
Identifies and focuses on inquiry, problem solving, or specific tasks
Demonstrates critical thinking including analysis, decision making and evaluation
Defines criteria, resources, methods, responsibilities, and timelines
Analyzes work in process and work accomplished
Reflects on process with insights for what to do next

2. Group Effort
Utilizes individual strengths to enhance the process
Reaches consensus through negotiation and compromise
Collaborates effectively and efficiently
Utilizes resources and materials to maximum advantage
Keeps within timelines and meets all et deadlines
Reflects on progress, process and product
Analyzes work done
3. Group Problem Solving
Describes and defines the problem situation
Uses the Scientific Method or another problem solving model
Identifies when and how to use steps
Selects effective criteria to evaluate and justify solution
Analyzes solutions to determine impact and group satisfaction
Shows conclusions supported by reasoning and data
Shows evidence of reflection on the process with evidence that all students within the
group understand the process and results
4. Individual Effort Within a Group
Performs multiple roles and responsibilities within the group
Respects other members feelings, abilities, opinions, contributions
Contributes equitably within the group
Enhances the strength of the group
Utilizes resources and materials effectively and efficiently
Meets set deadlines
0.4.5.7 Teaching Strategies: Study guide

semester. You may wish to add a specific activity to the Study Guide before distributing them.
(content) "Applying" (performance labs), and "Reflecting" (student reflection). In Semesters 3 and
4, the Study Guide entries may be less specific with the goal of having students learn and model
independence in making appropriate entries that will assist them to perform and complete
STUDY GUIDE
Semester 1
Lesson No.
content, product, process/progress.
Templates
Understandably, this has always been a handicap for studying the sciences, but for studying
those strategies.
vocabulary for that lesson. This is especially important in Semester 1which has an extensive list
of new vocabulary words and acronyms. The instructor may wish to suggest vocabulary be
included or let students select their own. Another part of the "Learning" section is the space for
notes and ideas. This is the place where students can make sketches of diagrams they have
seen in the online content, and make notes regarding relationships of ideas and concepts. The
instructor may identify one or more questions to guide the study of the content, or have students
identify them before reading the online curriculum. This process helps students recall factual
information and do higher-level thinking regarding the concepts. The last part is the space for
recording an activity. The instructor may wish to make an assignment in class to help the student
understand the material.
key strategy (Best Practice) that provides structure for students to analyze what they have been
Working in pairs or groups of three to complete the activities/discuss their responses with 1-2
other students can further strengthen the impact of the "Learning" and the "Applying" sections. It
ensures that students have read the material, taken notes, and discussed it with other students.
The Instructors Guide includes a Study Guide Introduction, a Study Guide Example, and a Study
Guide Template.
0.4.5.8 Teaching Strategies: Role playing
Description
Role playing is the acting or dramatizing of a scenario, story, event, or real life situation.It is used
in order to demonstrate a thorough understanding of an event, a discovery, or an interpersonal
relationship. Students may create a script for role playing or ad lib the actions and dialogue.
Examples
event - the signing of the Declaration of Independence, the Wright brothers' first flight, or
a historic meeting between individuals
interpersonal relationship - the dialogue and activity between two people who have
invented a product; the mediation of a conflict between individuals; or a demonstration of
cooperative activities
discovery - the unearthing of ancient bones by the Leaky family ; the explorations of
Lewis and Clark, or scientists' discovery of the polio vaccine
Role playing requires that students understand the context, the personalities, and the key
elements in the event, relationship or discovery that they portray.
Rubrics
An exemplar (4, on a 4-point rubric) meets the following criteria:
Speech appropriately portrays the characters
Actions are appropriate to the situation
Dialogue and actions provide insight into the event, relationship or discovery
Characters come alive through realistic dramatization
Actions are clearly and articulate, and voice projects effectively
0.5 Semester 1 Lab Ideal Tool Kit
0.5.1 Ideal tool kit

A Semester 1 Ideal Lab Tool Kit is described here, and though some schools cannot include them
in their budgets, and will have to use less/other resources, the list gives an idea of the types tools
that would allow them and their students to handle a wide variety of hand-on labs and projects.
Also included is a sample list of a variety of consumable materials that will be needed to teach
Semester 1. Actual quantities would vary, depending on resources, number of students, and
scope of projects. The Cost Calculator (available on the Community Server) will help estimate the
actual costs.
Click here for an Ideal Tool Kit list.
0.6 Lesson Plans
0.6.1 Lesson Plan Template

Click here for a Lesson Plan Template
0.7 First Semester Finals
0.7.1 Skills-based exam and oral exam

Included here are suggested Skills-Based Exams and Oral Final Exams. Both of these formats
encourage considerable study by the students. The goals are for students to demonstrate
mastery of hands-on skills and mastery of concepts.
Exams
Exam Suggestions
Click here to view a simpler skills-

based exam, student version
Click here to view a simpler skills-

based exam, Instructor Version
0.8 Cisco's Assessment Philosophy
0.8.1 Cisco's Assessment Philosophy

We are sorry for any inconvenience caused by delays with the Assessment Server and
sometimes confusing or incorrect questions and answers. Your patience with our growing pains is
appreciated. But the nature of some of the comments on the discussion forums and in training
sessions seems to suggest that for some instructors, assessment is equated primarily with these
online tests. Unequivocally, it is the position of the Cisco Networking Academy Program that while
the Assessment Server is a necessary condition for running an effective academy, for educating
students, and for maintaining quality, it is by no means a sufficient condition. There is also the
entire skills-based, lab-based, hands-on, troubleshooting, "authentic", journal-and-portfolio-based
assessment component making cables, configuring routers and switches, building networks,
wiring schools.
The goal of the Cisco Networking Academy Program is to train knowledgeable students who can
achieve the entry-level CCNA and Net Plus certification (which requires passing multiple-choice
exams) AND to produce empowered students who can design, install, and maintain networks
typical of schools. From this dual program mission stems our dual assessment philosophy -- a
psychometrically-validated standardized multiple-choice testing system, and a spectrum of skills-
based, lab-based, hands-on, troubleshooting, "authentic", journal-and-portfolio-based
assessments -- making cables, configuring routers and switches, building networks, wiring
schools.
There are at least seven major sources for our "dual" assessment philosophy: The American
National Science Education Standards (K-12 Science Education Reform), The American
Association for the Advancement of Science (AAAS) Project 2061 Benchmarks (K-12 Science
Education Reform), The Dartmouth Project for Teaching Engineering Problem Solving (adapting
undergraduate engineering pedagogy to K-12 technology teaching), the National Science
Foundation's Action Agenda for Systemic Engineering Education Reform (undergraduate
engineering education), Cisco Worldwide Training's CCNA/CCNP/CCIE Certification Sequence
(corporate training standards), School to College and Career (School to Work, Tech Prep,
partnerships between high schools and community colleges) efforts, and the field of
psychometrically-valid testing (the science of test construction). This list demonstrates the deep
pedagogical roots of the Cisco Networking Academy Program. The overwhelming consensus of
the first six influences is summarized by the National Science Foundation's report on
Undergraduate Engineering Education [The Action Agenda for Systemic Engineering Education
Reform Guidelines for Submissions of Proposals, NSF 98-27], from which we quote extensively:
As this century draws to a close, the environment for engineering practice is

changing dramatically and irreversibly, impelled by the shift from defense to
commercial competition as a major driver for engineering employment, the
impact of exploding information technology on education and practice, the
globalization of both manufacturing and service delivery, and the imperatives of
environmental protection and sustainable development. Employers emphasize
that success as an engineer increasingly requires, in addition to strong technical
capability, skills in communication and persuasion, ability to lead and work
effectively as a member of a team, understanding of the non-technical forces that
profoundly affect engineering decisions, and a commitment to life-long learning.
Multiple reports over the past 12 years show remarkable consistency in
recommending these attributes for engineering graduates of the future.
Acquiring such characteristics is unlikely with traditional, lecture-based

instruction. A new engineering education paradigm is needed, characterized by
active, project-based learning; horizontal and vertical integration of subject
matter; introduction of mathematical and scientific concepts in the context of
application; close interaction with industry; broad use of information technology;
and a faculty devoted to developing emerging professionals as mentors and
coaches.
Sounds like the Cisco Networking Academy Program! While this quote represents the consensus
amongst undergraduate engineering educators in the United States, it also articulates succinctly
the consensus of corporate, community college, vocational, and K-12 educators -- that project-
based, hands-on, lab-based, troubleshooting, "authentic," journal-and-portfolio-based education
is fundamentally important for all engineering, information science, computer science, and
technician education. We hope this can help convince some of you to put the online assessments
in perspective -- they are limited checks for understanding that will help the students get ready for
that CCNA exam. But to produce students who can make real networks run, your assessment
must be MUCH broader and deeper than any online assessment.
Thus, please do not equate the taking of online tests with a successful program. Recall a primary
goal of the program -- designing, installing, and maintaining networks. Quite frankly, the
Assessment Server tests and CCNA test do not adequately test what is the complex problem-
solving and manual set of skills required to maintain actual school networks. That is why the
Instructor Materials and Training model emphasize project-based, hands-on, lab-based,
troubleshooting, "authentic", journal-and-portfolio-based assessments making cables,
configuring routers and switches, building networks, wiring schools, all graded by rubrics. We
have tried to provide examples of all of these, and as our community shares their inventiveness,
the library of suggestions will grow.
We will continue to share a variety of assessments with you. But you will have to determine the
mix of assessments that is best for your students, your resources, and your teaching style. We
ARE dictating a bottom line of a mixture of online testing with skills-based testing, but we
CANNOT and WILL NOT micromanage your assessment. You must make it work in your
classroom.
Chapter 1
Overview
Throughout the Instructor's Notes, reference will be made to the CCNA Certification Exam
Objective List. While this list is for Exam #407 (retired July 31, 2000), at the time of the writing of
this document the Objectives for #507 have not been formally published. The new objectives are,
however, a slightly revised SUBSET of the #407 Exam Objectives and thus the #407 Exam
Objectives are a completely sufficient guide to what will be on the CCNA Certification Exam. The
document should be printed out and shared electronically with all students.
1.1 Basics of Computer Hardware
1.1.1 Major components of a personal computer

This target indicator serves two purposes.
First, it is important to help the students appreciate how they are going to be viewing the
curriculum -- via a computer. Since no prerequisites are required for the CCNA program, and due
to the wide variety of prior knowledge of computers of students entering the program, a small
amount of time should be spent bringing all students up to a basic knowledge of computer
hardware.
Second, the idealized (simplified) computer, with CPU, memory, and interfaces all communicating
via a bus, can be thought of as a simple network, foreshadowing the networks to come.
The lab activity is designed to make students more aware of the machine on which they will be
studying the curriculum. It is hoped that students can start to perform basic troubleshooting of
their own workstation.
For students with little or no hands-on experience, doing a mechanical and electrical dissection of
a PC taking an old PC apart and learning a bit about the hardware components -- can be an
empowering revelation. The Engineering Journal should be introduced as a place to note
technical information. Have the students leave the first few pages blank (to create a table of
contents later). For every lab during the semester, the student should make notes about the lab
and their reflections on the lab in the journal.
For students with prior PC hardware courses or A+ certification, this lab could be skipped or
summarized.
The lab activity requires approximately 60 minutes. This TI relates to CCNA Certification Exam
Objective #19.
1.1.2 Information flow in an idealized computer

This target indicator serves two purposes.
First, it is important to help the students appreciate how they are going to view the curriculum --
via a computer. The view of information flow within the computer is a dynamic view, contrasted
with the static view of the computer presented in target indicator 1.1.1. In describing a working
computer, a more dynamic view -- not just hardware components, but communicating hardware
components -- can bring the computer to life.
Second, the emphasis on information flow brings up questions of processes (booting, transferring
information from CPU to and from memory and to and from interfaces) and protocols governing
those processes. These computer processes and protocols foreshadow the networking
processes and protocols that networks and networking devices -- especially routers -- go through.
This TI relates to CCNA Certification Exam Objective #22.
1.1.3 The relationship of NICs to PCs

When teaching this target indicator, a show and tell is in order. This is a good time to instruct the
students about proper anti-static precautions -- grounding themselves and holding the printed
circuit board NIC by the edges -- while passing some NICs around. Whenever possible, try and
give the students something tangible when you are discussing it or when they are reading about it
in the curriculum.
This TI relates to CCNA Certification Exam Objectives #3 and #60.
1.1.4 The installation of a NIC in a PC

The purpose of this target indicator is to continue building the students' awareness of their
immediate surroundings. Since the students will be viewing the curriculum via a computer on a
network, and since the curriculum is focused on networking -- the ubiquitous network interface
card (NIC) is introduced. Having novice students install the NICs is a fun, fairly easy, and fulfilling
lab activity. Again, if the incoming students are already experts on PC hardware this wouldn't be a
necessary lab, but for the majority of Academy students this would be an instructive exercise.
Most likely you will want to use the 10 PCs on the "back-of-the-lab", semester 2 network for this
lab activity.
Objectives #3 and #60.
1.1.5 PC components versus laptop components

PCs are getting smaller; so are NICs. The purpose of this target indicator is to remind the
students of the proliferation of smaller networked devices, which still require some kind of NIC.
The PCMCIA card with "pigtail" is a common implementation. However, many other ones are
available. Another class of devices that is proliferating rapidly are wireless devices, which do not
have a NIC in the traditional sense but do have circuitry and antennas to transmit networking
signals.
1.2 Basics of Computer Software
1.2.1 Lab: Configuring network settings required to connect a PC to a network

The purpose of this target indicator is to continue building the students' awareness of their
surroundings -- the students are viewing the curriculum using certain software settings. They
should know what they are.
Another purpose of the lab activity is to allow students to start troubleshooting their own
machines. Often times some setting is off which prevents students from viewing the curriculum --
display settings, browser plug-ins and settings, IP address settings. Thus, the student becomes
more empowered to troubleshoot problems themselves and takes responsibility for accessing the
curriculum.
This target indicator also introduces the importance of IP addressing and subnet masking. There
is no need to explain them in detail -- something along the lines of "every computer needs an
address to participate in the Internet". Some labs will have statically configured IP addresses, in
which case the students can actually view their IP address; others will have DHCP and will need
to run winipconfig to view their dynamically assigned address.
The first lab activity requires approximately 45 minutes; the second requires approximately 30
minutes. This TI relates to CCNA Certification Exam Objectives #29, #30, and #31.
1.2.2 Lab: Verify Web browser configuration

The purpose of this target indicator is to ensure that the students attain a basic literacy of the
information age -- using Web browsers. Just as word processing, spreadsheet, and presentation
graphic programs have revolutionized business and become expected competencies for a huge
range of workers, now browsers have joined the list. In addition, all of the curricular materials for
CCNA will be web-based. So the browser is amongst the most important, if not THE most
important, piece of software for the students to learn. Of course if the students already have a
high degree of browser literacy, this target indicator can be shortened or omitted.
The lab activity requires approximately 20 minutes.
1.2.3 Troubleshooting lab: hardware and software

The purpose of this target indicator is that the students demonstrate awareness. Frequently in
labs across the world arises the cry "I can't view the curriculum!" Problems range from user error,
to monitors not plugged in (hardware), to improper TCP/IP settings (software), to broken network
connections (patch cables broken or not plugged in). Students should be encouraged, from the
very beginning of the curriculum, to follow a logical troubleshooting process. Reinforce the
concept of the engineering journal as the repository of all of the investigation process that is
troubleshooting. Problems are encountered; the symptoms of the problems should be noted. As
the students gain experience with symptoms, they should be able to diagnose and ultimately fix
the problems.
A major theme on the CCNA skills-based exams is troubleshooting -- it is a theme woven

throughout the 4 semesters of curriculum and an integral part of the skills-based assessments. A
major theme of the CompTia Net+ exam is troubleshooting a broad range of problems from a
network administrator's perspective; again the idea is to prepare students for this exam as well.
The American National Science Standards (for K-12 education) emphasize the process of
scientific inquiry and reasoning as a fundamental skill to be taught to students. Inquiry, in a
technological or engineering setting (rather than a scientific setting) takes the form of
troubleshooting and design. Hence, in order to fulfill a major goal of the American National
Science Standards -- teaching inquiry -- troubleshooting, and later design, are woven into the
CCNA curriculum.
Lab Tips are focussed on the fact that troubleshooting involves inducing problems to PCs. Thus,
you may not want the students to be troubleshooting the curriculum-viewing machines (for
example, if the lab is multipurpose and next periods class is about to come in, then you may not
have time to get all the machines IP addresses and cables corrected). So we recommend you
have students perform troubleshooting on the ten machines in the "back-of-the-room,"
experimental (semester 2) network area.
1.3 Binary Numbers
1.3.1 Binary numbers represent alphanumeric data

The whole purpose of data communications networks is to move data, binary ones and zeros. For
many students this may be an abstraction. The ASCII code is introduced to try and make this less
of an abstraction. A possible activity is to have the students write their names, and messages to
another, using the ASCII code. Pager Code is another language with which many students are
familiar.
The historical and intellectual importance of representing information as binary ones and zeros
cannot be overstated. Communicating this will help them make some sense of the information
age, which many consider as the age after the agricultural and industrial revolutions.
1.3.2 Bits and bytes

For some students this may be review. But the fundamental quantity that flows over networks --
data -- has units of measure that must be known by the students. So as a practical matter they
should know their bits and bytes.
Also, philosophically, the term "information age" and "information superhighway" are now part of
the common vernacular. The key idea is that any form of information -- text, picture, voice, video -
- can be represented by binary codes. Students should know the units of measure of the basic
quantity of this new technological, economic, and social era -- bits and bytes.
1.3.3 The Base 10 (decimal) number system

The purpose of this target indicator is to activate the students prior knowledge of the numbering
system they use everyday. The approach introduced to review the decimal number system will be
the same approach used later for binary and for hexadecimal. Many students will need to learn or
review exponents; this is a crucial skill for working with the binary arithmetic that comes later.
1.3.4 The Base 2 (binary) number system

The purpose of this target indicator is to teach students the binary arithmetic they will need later
in the course, especially in IP addressing. We have separated the learning of binary from IP
addressing for two reasons: first, binary plus IP addressing can be a long, dry stretch for
students; secondly, by introducing binary early in the semester there is ample time to make sure
that before IP addressing is started binary arithmetic has been mastered. Unless binary arithmetic
is mastered, there is no way the student can succeed at IP addressing.
The same formalism used for base 10 number system in the prior target indicator is used in this
target indicator to make binary look and feel similar -- it is "just" a base 2 instead of a "base 10"
number system. Make this similarity clear. As you work through the binary exponents, you may
want to call attention to the fact that many common sizes of computer technologies are actually
powers of 2 -- 32 and 64-bit games, 256 colors, 32 Megabytes of RAM, etc.
1.3.5 Converting decimal numbers to binary numbers

The purpose of this target indicator is that the student be able to convert decimal numbers to
binary without the use of a calculator. It is important to learn the logic and basic algorithms of
base 2 number systems, and while calculator use can be permitted and encouraged after the
basics are mastered, students must be agile with binary numbers. Also, calculators are not
permitted on the certification exam.
Two algorithms are presented for converting decimal to binary. Present whatever method you feel
best works for your students. The algorithm in the graphic uses a flowchart to convey the steps to
be followed; the algorithm described in the text is successive division. Actually they are the same
algorithm, presented two different ways.
An entertaining class activity is to have 8 students come to the front of the class. Give one of
them a ONE sign, the next a TWO sign, the next a FOUR sign, the next an EIGHT sign, the next
a SIXTEEN sign, the next a THIRTY-TWO sign, the next a SIXTY-FOUR sign, and the last
student a ONE TWENTY-EIGHT sign. Arrange them in order, facing the class, Least significant
bit to most significant bit. Have a student from the class call out a DECIMAL number between 0
and 255 (the largest decimal equivalent of an eight-bit binary number). The job of the students in
front is to stand up if their bit is a ONE in the representation of the called-out decimal number;
they should stay seated if their bit is a ZERO. This requires every student up front to do the
conversion; require the students in the rest of the class do the conversion as well.
1.3.6 Converting binary numbers to decimal numbers

The purpose of this target indicator is to convert binary to decimal, as is often needed in IP
addressing problems. Again, two seemingly different algorithms are offered (they are really the
same algorithm) -- one in flowchart form, one in text form. As with the prior target indicator, the
only way to master this skill is practice. It is imperative that students have mastered decimal to
binary and binary to decimal conversions prior to beginning IP addressing. A lab activity to give
the students more practice is included.
The "lab" activity, actually a paper exercise, requires approximately 30 minutes. This TI relates to
CCNA Certification Exam Objective #30.
1.4 Basic Networking Terminology
1.4.1 Networks and networking

The goal here is to have students realize the diversity of the term "network." This list will make the
subject of networks, which can be abstract, more concrete to students (for example, it will relate
the term network to everyday things in their lives, like water and electricity. Secondly, it will relate
the term network to prior learning in other classes -- for example, most students will have had
some biology or life science and know about the circulatory and nervous systems -- two networks
of great importance to the student, even if they don't realize. Finally, and perhaps most
importantly, generating this list of networking terms will serve as the basis for analogies that are
introduced throughout the curriculum "bandwidth is like the width of pipes", "routers are like traffic
cops" or "WANs are like the power grid".
An appropriate activity, rather than just having students read the chart, is to have the class
brainstorm this list. Brainstorming has special rules.
Most ideas possible. Wildest ideas possible. No censorship of ideas. Build on others ideas.
Typically, brainstorming on types of networks would work like this. Put the word "networks" in an
oval in the middle of the board in anticipation of building a cluster diagram. Start the clock, and
have students raise their hands in rapid fire succession (or call on each of them to ensure
everyone participates). Time the activity, say five or seven minutes of brainstorming. Do not edit
or censor anyone's suggestion, but do cluster them into related groups. At the end of the
brainstorming session, then discuss, group, and further edit ideas to clarify the breadth of the
word network.
1.4.2 Data networks

The purpose of this target indicator is to have students realize that networking grew out of
particular communications needs, but that as it grew standards were required. Essentially the
problem is that people want any computer X to talk to any computer Y somewhere else on earth
and even any computer Z somewhere in space. To make such a network possible, standards are
essential so that machine X can talk to machine Y and Machine Z anytime anywhere. Of course,
such a network is still not completely possible, but we are getting closer every day.
1.4.3 Data networking solutions
The purpose of the target indicator is to narrow the focus to data networks and start to introduce
the LAN/WAN distinction. The chart in the curriculum summarizes types of data networks based
on the distance between microprocessors -- starting from very small networks (a PC can be
considered a compact network) to very large networks (in science fiction, things like the Starship
Enterprise are routinely parts of networks covering literally astronomical distances).
Brainstorming could be used again, but this time the word in the middle of the board should be
"data networks." You should define data as digital data.
1.4.4 Local area networks

The purpose of this target indicator is to deepen the student's understanding of what comprises a
LAN. It is crucial that students attain understandings of acronyms -- so they must immediately
recognize LAN as the acronym for Local Area Network. But it is also crucial that they not only
know the acronyms (of which there are thousands within networking), but that they understand
the concept behind the acronym, for example, able to list some characteristics of LANs.
1.4.5 Wide area networks

The purpose of this target indicator is to deepen the student's understanding of what comprises a
WAN. It is crucial that students attain understandings of acronyms -- so they must immediately
recognize WAN as the acronym for Wide Area Network. But it is also crucial that they not only
know the acronyms (of which there are thousands within networking), but that they understand
the concept behind the acronym, for example, able to list some characteristics of WANs.
1.5 Digital Bandwidth
1.5.1 Digital bandwidth measurements

Bandwidth is a somewhat abstract but extremely important concept in networking. Rather than
delay the introduction of the topic, it is presented early so it can be used in various discussions of
networking media and LAN technologies. The fundamental unit of bandwidth -- a unit of
information (lets say the bit) per unit of time (lets say a second) is the bit per second, a rate, a
flow.
1.5.2 Three analogies to describe digital bandwidth

From the earlier brainstormed list of types of networks, three are of particular use when
explaining bandwidth: the water system, the highway system, and radio (specifically various audio
systems). In the water system, water is analogous to information (data), the various taps, valves,
and fittings analogous to networking devices, and the width of the pipe analogous to bandwidth.
In the highway system, the vehicles are analogous to information (data), the various traffic control
devices are analogous to networking devices, and the quality of the highway -- particularly the
number of lanes -- are analogous to bandwidth. In the audio analogy, the music is analogous to
information (data), the various playback devices analogous to networking devices, and the analog
bandwidth of the music (measured in kilohertz) is analogous to the digital bandwidth of the
network. These are powerful analogies which are commonly used in the networking field. A class
demonstration or homework assignment might have students compare the quality of sound
coming through a telephone, over an AM radio, over an FM radio, from a tape deck, and from a
CD-player and reflecting on what the difference in quality is. Another example of analog
bandwidth is the spacing of AM and FM radio stations -- a spectrum graph can show how a
certain width of frequencies, centered around a carrier frequency, is required to send music or TV
signals over a channel.
1.5.3 Media bandwidth differences
Different media and different LAN and WAN technologies have different bandwidth. This is due to
physics and engineering. There are physical differences in how signals travel down twisted pair,
coaxial, wireless, and optical fiber media that put fundamental limits on the information carrying
capacity, or bandwidth, of that media. But the actual bandwidth is determined by the technologies
chosen for signaling and detecting network signals. For example, the physical limitation on
unshielded twisted pair cable is over 1 gigabit per second. However, depending on the
technology used -- for example, 10BASE-T or fast Ethernet (100BASE-TX) the bandwidth is
established by the NIC cards and signaling used, not the actual limitations of the medium.
Memorizing the bandwidths for different media and different technologies is not crucial, but
students should know that optical fiber has the highest theoretical bandwidth and that plain old
phone wires have the lowest, with UTP, STP, wireless, and coaxial technologies in between.
1.5.4 Data throughput in relation to digital bandwidth

Once a technology has been chosen (lets say fast Ethernet, 100BASE-TX), the actual
performance of a network is typically less than the maximum performance of the technology. This
actual performance is called throughput and depends on many variables.
1.5.5 Data transfer calculation

The purpose of this target indicator is that students learn to do back of the envelope type
calculations. Information (data) in bits or bytes = the data transfer rate x the duration of transfer.
Students who have not had algebra or who are weak in algebra may need practice in rearranging
the formula to solve for the unknown. Also, students should get some practice in unit conversion -
- bits and bytes and kilobytes and megabytes and gigabytes -- and seconds, milliseconds,
microseconds and nanoseconds. Practice problems using this formula should provide a good
review of Chapter 1.
It should be noted that since real data must be encapsulated, there is a certain amount of
"overhead" packaging data which must be included. This varies depending upon the protocols
used and is not used in these calculations. Think of these calculations as a crude upper bound on
the possible throughputs; actual throughput will be less.
1.5.6 The importance of bandwidth

The purpose of this target indicator is to summarize why they have learned about bandwidth. The
word has even entered popular culture, present in a slew of TV commercials. People now refer to
their ability to get work done in terms of the word, such as "I don't have the bandwidth to get that
done right now" or "our project requires more bandwidth."
Chapter 2: The OSI Model
2.1 General Model of Communication
2.1.1 Using layers to analyze problems in a flow of materials

There are two purposes for this target indicator. First, to analyze the flow of materials and ideas in
terms of layers. This will help deepen the analogies introduced earlier in the course and help
make plausible the idea that communication can be analyzed in layers.
Secondly, this target indicator specifically addresses analyzing a human conversation -- as an

analogy to computer data communication -- in terms of layers.
One activity that works well here is called "At the Drive-Through". Using two walkie-talkies and
two bilingual students at different ends of the room, have them simulate the drive-through
ordering process. One student plays the role of the customer and the other the restaurant
employee. First have the student violate the idea-layer protocol by ordering chicken at a
hamburger restaurant, or hamburgers at a taco restaurant, etc. Then have the student violate the
representation layer protocol by ordering in a different language. Third, have the student violate
the transport layer protocol by not waiting to have their order repeated back to them and speaking
too quickly. Finally have the student violate the physical layer protocol by talking and not using
the Walkie talkies (short-distance FM radios). Two points should be made: one, communication
can be analyzed in layers; two, the layers between the two communicating entities must match.
Variations on this theme specific to other cultures are encouraged.
2.1.2 Source, destination, and data packets

The purpose of this target indicator is to get the students to understand some crucial terminology.
The source computer, or source host, or sending computer, is where our computer messages --
our data -- will originate. The destination host, or receiving computer, is where we want our
computer messages -- our data -- to arrive. Finally, our data packet -- one possible grouping of
data -- is comprised of the encapsulated bits that represent our message and the extra
information added to the message to allow and ensure reliable communication.
A simple activity, which foreshadows future kinesthetic activities, is to have one student play the
role of source, one student play the role of destination, and one student play the role of data
packet. The source prepares the data to be sent to the destination.
2.1.3 Media
The purpose of this target indicator is to introduce another fundamental networking term --
medium. Five media are of particular importance in this course -- STP, UTP, coaxial cable, optical
fiber and wireless.
The best way to introduce this term is to emphasize the medium you are using to talk to the
students -- sound waves in air. Then do a show and tell with real cable samples and either
sketches or overhead transparencies. Students should understand that networks often involve
copper or optical medium, but that no medium at all is required in the case of wireless
communication since electromagnetic waves travel just fine in vacuum.
2.1.4 Protocol
The term protocol is used throughout the four semesters. For purposes of the beginning student,
refer back to the "at the drive-through activity" and describe protocol as the rules that govern a
specific layer of communication. While this definition may seem abstract at first, keep coming
back to it throughout the semester and remind students what is meant by "protocol" as various
protocols are introduced.
This TI relates to CCNA Certification Exam Objective # 1.
2.1.5 The evolution of ISO networking standards

The purpose of this target indicator is for the student to understand the importance of standards
(as rules to enable many different computers to communicate) and that standards are institutions
and processes involving people negotiating and reaching consensus on what the rules will be.
The decision to have seven layers was made, in part, for compatibility with IBM technology, but it
also has certain very useful layer distinctions which help in the teaching, learning, and design of
networks.
2.2 The OSI Reference Model
2.2.1 The purpose of the OSI reference model

The purpose of this target indicator is for the student to be able to list specific reasons why there
is an OSI model. This topic is explicitly on the CCNA exam. You will need to assist students with
some of the vocabulary used: especially interfaces (meaning how data is passed from one layer
to another); modular engineering (breaking up complex engineering projects into smaller
manageable problems); and interoperable (meaning many different vendors and technologies
made to work together). This vocabulary is not meant to confuse students; it is on the certification
exams and thus must be introduced.
2.2.2 The names of the seven layers of the OSI reference model
The purpose of this target indicator is to introduce the OSI model. Students should memorize the
numbers and names of the layers.
Have the class create a mnemonic device together or have the students, individually, create a
mnemonic device which helps them remember the seven layers. In English, a commonly used
OSI mnemonic is All People Seem To Need Data Processing.
2.2.3 Descriptions of the seven layers of the OSI reference model

The purpose of this target indicator is to make more tangible what each layer does. Note that the
entire structure of Semester 1 is based on deepening the student's understanding of each layer,
but it does not hurt to start things off with a simple understanding of the function of each layer.
2.2.4 Encapsulation
The purpose of this target indicator is to again introduce a crucial piece of terminology. Have the
students repeat the word out loud -- we believe this helps empower the students to use the
vocabulary, of which there is a tremendous amount in semester 1.
A useful activity for this term requires the following materials: writing paper, small envelopes,
larger envelopes or Federal Express envelopes. Have the students choose an idea (Layer 7),
represent that idea on paper (Layer 6), decide how to send the letter (Layers 4 and 5), add
general addressing information (Layer 3), add specific addressing information (Layer 2), and mail
the letter (via courier, in the classroom), to someone else. Then pose the question -- why are all
the envelopes and addresses necessary? This will help emphasize that data, like their letters,
must be encapsulated in order to be delivered.
2.2.5 Names for data at each layer of the OSI model

The purpose of this target indicator is to master more vocabulary. Different layers in the OSI
model have different groupings for the data. Each layer has a protocol data unit, or PDU. The
PDUs for the lower layers are very commonly used and should be memorized: the transport layer
deals with segments; segments are encapsulated into packets; packets can be fragmented and
are encapsulated in frames; and frames become a bit stream on the physical media. A lab activity
is included so the students may practice their OSI terminology.
The "lab" activity, a paper exercise on the OSI model, requires approximately 20 minutes. This TI
relates to CCNA Certification Exam Objective #1.
2.3 Comparison of the OSI Model and the TCP/IP Model
2.3.1 The importance of the TCP/IP reference model

There are two purposes for this target indicator. First, to introduce a model for internetworking
that is extremely important in its own right -- the TCP/IP model is the de facto Internet standard.
And secondly, introducing a model other than the OSI model shows that the choice of layers has
some degree of arbitrariness to it. The purpose is not to create confusion, but to convey realism:
there are various models of internetworking and presented here are the two most important.
2.3.2 Names and descriptions of the layers of the TCP/IP reference model
The purpose of this target indicator is for the student to learn the details of the TCP/IP model.
Students should memorize the layers with a mnemonic device; they should be able to briefly
describe the four layers.
2.3.3 TCP/IP protocol graph

The purpose of this protocol graph is set forth some commonly used protocols and show how
they fit within the TCP/IP four-layer model. Notice that the model is hourglass shaped -- many
upper layer protocols at the top and a diversity of lower layer LAN protocols at the bottom, with a
narrowing at the transport layer (TCP or UDP) all running IP.
2.3.4 Comparison of the OSI model and the TCP/IP model

The purpose of this target indicator is to compare and contrast the TCP/IP model with the OSI
model. Each model has advantages and disadvantages. Both are widely used. A lab activity is
included so that students may practice their TCP/IP terminology.
The "lab" activity, a paper exercise on the networking models, requires approximately 20 minutes.
This TI relates to CCNA Certification Exam Objectives #1, #35, and #36.
2.3.5 Use of the OSI and the TCP/IP models in the curriculum
The purpose of this target indicator is for the student to articulate why the OSI model is used
throughout the CCNA curriculum. Again, it is the standard for teaching and learning; it is an
international standard; and it makes distinctions which are helpful in analyzing and
troubleshooting internetworks.
Chapter 3: Local Area Networks
3.1 Basic LAN Devices
3.1.1 The teaching topology

The purpose of this target indicator is to start explaining topology diagrams. Topology refers to
the physical and logical diagrams which summarize network connections and information flow. A
teaching topology is introduced, which has all of the first semester LAN devices and technologies
on it. The ability to read these diagrams is a learned skill. Use the teaching topology to challenge
the students: "by the end of this chapter you will be able to read and understand this diagram!"
3.1.2 LAN devices in a topology

The purpose of this target indicator is to allow the student to start recognizing computers (hosts),
clients, servers, databases and printers on a logical topology, to describe how they really appear,
and to briefly describe their function.
A good class activity is to make flash cards -- with the device symbol on the front, and the device
name, layer, and function on the back.
3.1.3 NICs
The purpose of this target indicator is to allow the student to start recognizing NICs, to describe
how they really appear, and to briefly describe their function.
name, OSI layer, and function on the back. NICs are Layer 2 devices which perform naming,
framing, media access control, and signaling functions to allow devices to connect to networking
media.
3.1.4 Media
The purpose of this target indicator is to allow the student to start recognizing different media on a
logical topology, to describe how they really appear, and to briefly describe their function.
name, layer, and function on the back. Physical media is Layer 1 in the OSI model, and is the
material (or space) where networking signals travel.
3.1.5 Repeaters
The purpose of this target indicator is to allow the student to start recognizing repeaters on a
name, layer, and function on the back. Repeaters are Layer 1 devices, which regenerate and
retime network signals so LANs can be extended to greater lengths. Regeneration means that
incoming bits, which may have been distorted by any number of processes as they traveled, are
re-sent with proper amplitude and duration.
3.1.6 Hubs
The purpose of this target indicator is to allow the student to start recognizing hubs on a logical
topology, to describe how they really appear, and to briefly describe their function.
name, layer, and function on the back. Hubs are multiport repeaters, hence Layer 1 devices, and
they regenerate and retime signals while providing inexpensive connectivity for numbers of
networking devices.
3.1.7 Bridges
The purpose of this target indicator is to allow the student to start recognizing bridges on a logical
name, layer, and function on the back. Bridges are Layer 2 device which filter traffic based on the
algorithm: forward traffic with non-local MAC addresses. Bridges are used to segment networks
into smaller parts.
3.1.8 Switches
The purpose of this target indicator is to allow the student to start recognizing switches on a
name, layer, and function on the back. Switches are multiport bridges, hence they are Layer 2
devices which provide connectivity and dedicated bandwidth. They are also used to segment
networks into smaller parts.
3.1.9 Routers
The purpose of this target indicator is to allow the student to start recognizing routers on a logical
name, layer, and function on the back. Routers are Layer 3 devices which determine best path for
packets through a network and then switch packets to the port which will lead to their destination
network (IP) address.
3.1.10 Clouds
The purpose of this target indicator is to allow the student to start recognizing clouds on a logical
name, layer, and function on the back. A cloud is comprised of devices which can range from
Layer 1 to Layer 7. The cloud is used to represent a part of the network whose details we don't
wish to get into. The Internet is often represented by a cloud on network diagrams.
3.1.11 Network segments

The purpose of this target indicator is to allow the student to start recognizing network segments
on a logical topology, to describe how they really appear, and to briefly describe their function.
name, layer, and function on the back. Network segments refer to regions of the internetwork that
act as one network for collisions and broadcasts. Note that the word network segment is rather
sloppily used. Some use it to indicate any section of media between two networking devices. We
recommend restricting of the use of "segment" to mean the section of a network bounded by
bridges and switches [a single collision domain] and by routers [a single broadcast domain].

3.2 Evolution of Network Devices
3.2.1 Evolution of network devices

The purpose of this target indicator is to make the point that the Internet is undergoing an
unprecedented rate of introduction into society. The graph shows the exponential increase in the
usage of the Internet. A related growth curve has been described and observed for years --
known as Moore's Law, it loosely states that processor power doubles every 18 months to two
years. Since raw processor power is part of the technological basis for data networks, this growth
helps fuel the exponential growth of Internet User and electronic commerce (business done over
the Internet). Students should be aware of the revolution they are living through, and into which
they are being educated to participate.
3.2.2 Milestones in the history of networking

The purpose of this target indicator is to enable the students to create a timeline for describing
the events that mark the advent of the information age. Historically, telecommunications
(especially telephony), computers, and the mass media of radio and television have been
separate and distinct technologies. But they are rapidly converging, as virtually all information
becomes available in digital format -- in shorthand, all information is becoming data which travels
over data networks. Thus we are witnessing the convergence of voice, data, and video on a daily
basis. Elements of all three formerly distinct technologies are present in the emerging data
infrastructure.
3.2.3 Evolution of networking devices and the OSI layers

The purpose of this target indicator is to show that historically, the various internetworking
devices are related to each other. The need for more distance between computers led to the
development of the Layer 1 device repeater (a concept borrowed from other telecommunications
technologies). The need for more workgroup connectivity, along with the benefits of repeating
(amplification/regeneration and retiming), led to the multiport repeater, or hub. Both repeaters and
hubs, as Layer 1 devices, do not examine the information that passes through them -- they simply
deal with individual bits in the bit stream -- regenerating and retiming these signals. The
limitations of the hub -- that it does not filter network traffic at all -- became apparent as more PCs
were added to hubs and began to share bandwidth.
The bridge was introduced as a way to filter network traffic into local and non-local traffic, with this
filtering being accomplished by physical layer addresses, thus making it a Layer 2 device. Bridges
were introduced to segment networks into smaller collision domains. The basic idea of bridges
was added to the connectivity (port-density) of hubs and the switch -- a multiport bridge -- was
born. Also a Layer 2 devices which makes forwarding decisions based on Layer 2 MAC physical
addresses, the switch provides high port density (connectivity) and dedicated bandwidth between
2 communicating PCs. As networks grew, the diversity of platforms, protocols, and media, the
geographic distance between computers, the number of computers wishing to communicate, and
the dynamism inherent in large networks all necessitated the development of the router -- a Layer
3 device which makes best path and switching decisions based on Layer 3, hierarchical, network
addresses.

3.3 Basics of Data Flow Through LANs
3.3.1 Encapsulation and packets review

The purpose of this target indicator is to set the stage for the analysis of devices which follows.
Students are reminded of the encapsulation process which generates a packet to be transferred
over the network.
3.3.2 Packet flow through Layer 1 devices

The purpose of this target indicator is to begin the process for the student of recognition of which
devices and components operate at Layer 1. This classification of devices is important for
understanding data flow on a network and also for troubleshooting networks. Data flow through
layer one devices and components involves no decapsulation or encapsulation; it merely involves
transmission and transformation of the data at the bit level. No addresses are added or modified;
no overhead information for delivery purposes is added. From a troubleshooting point of view, it is
important for the student to rule out "Layer 1" problems.
Graphic one shows the OSI layers for one end node on the left, then the OSI layers for the
networking device in the middle, and then the OSI layers for the other end node on the right. Note
that for the Layer 1 networking device "in the middle", the data packet is not de-encapsulated at
all - the data packet is processed at Layer 1 only.

The purpose of this target indicator is to begin the process for the student of recognition of which
devices and components operate at Layer 2. This classification of devices is important for
layer two devices always involves a physical, hardware, or MAC address. Frames are processed
created at this layer by NICs. Frames are processed at this layer by bridges and by multiport,
microsegmented bridges called switches. Thus the student should be encouraged to classify
NICs, bridges, and switches as related devices. From a troubleshooting point of view, any
problems involved in framing the data or source or destination MAC address may be described as
Layer 2 problems.
that for the Layer 2 networking device "in the middle", the data packet is de-encapsulated up to
the Layer 2 level and then re-encapsulated - the data packet is processed at layers 1 and 2 only.

The purpose of this target indicator is to begin the process for the student of recognition of the
devices and components that operate at Layer 2. This classification of devices is important for
layer two devices always involves a physical, hardware, or MAC address. Frames are processed
and created at this layer by NICs. Frames are processed at this layer by bridges and by multiport,
micro-segmented bridges called switches. Thus the student should be encouraged to classify
NICs, bridges, and switches as related devices. From a troubleshooting point of view, any
problems involved in framing the data or source or destination MAC address occur may be
described as Layer 2 problems.
the Layer 3 level and then re-encapsulated - the data packet is processed at layers 1 and 2 and
3.
3.3.5 Packet flow through clouds and through Layer 1-7 devices
The purpose of this target indicator is to make the student aware that a variety of networking
processes, possibly involving all 7 layers, may occur as an encapsulated packet finds its way
through a network "cloud." Of course, the dominant process as data makes its way through the
cloud is routing -- a Layer 3 process -- but repeating, switching, DNS lookups, and various other
processes may occur before a packet finds its way to its destination.
the Layer 7 level and then re-encapsulated - the data packet is processed at all layers.
3.3.6 A data packet's path through all seven layers of a LAN

The purpose of this target indicator is for the student to apply the knowledge they have gained in
the preceding target indicators. The sample network is summarized in the Teaching Topology.
Pose various problems involving two hosts communicating and see if the students can describe
what happens to the packet. Of course, at this stage in their education, the student lacks detailed
knowledge of Layer 2 and Layer 3 operations that dominate the transfer of the packet. But they
should be able to describe, in simple terms, how a packet gets from one host to another
anywhere on the Teaching Topology.
3.4 Building LANs
3.4.1 Readiness to build a small network

The purpose of this target indicator is to ensure the students have the proper vocabulary to
perform the labs successfully, and also that they have the proper discipline to start changing the
hardware, software, and network settings of a computer. Consider this TI as a prelab, to
contextualize the important labs the students are about to do and to make sure they can jump
right into the lab and not waste time. The students are not expected to know anything in depth at
this point, but rather to answer the questions based on the crucial skill of OBSERVATION.
Answers to questions:
1. winipcfg
2. start ==> control panel ==> network ==> TCP/IP Ethernet Adapter ==> properties;
Bindings, Advanced, NetBIOS, DNS Config, WINS Config, IP Address
3. see Teaching Topology or Chapter 3, Objective 3.1
4. Ethernet, by far the most common and versatile LAN technology
5. The mesh for 10 gets quite messy; the others are pretty straightforward. Make sure the
students use 10 dots and follow the "rules" for each topology.
6. see Chapter 3, TI 3.4.2 for some examples
7. data ports, link lights, uplink port if it exists, power connection, external power supply if it
exists, any other features
8. refer to Lab 5.3.2
9. refer to Lab 5.3.2
10. port, link light, activity light, any other features
3.4.2 Lab: Building a simple network

The purpose of this target indicator is to have the students start building networks with the
simplest possible network -- one PC to another., it is important that student build their
understanding of complex networks from the ground up. While this may seem trivial, in this small
network many of the issues that arise are the same when building larger networks. First, both
machines must have their Layer 1 connectivity using a special kind of cable -- a cross-connect
cable, so that the transmit wire from one PCs NIC is attached to the receive wire on the other NIC
and vice versa. This raises Layer 1 as an issue. Secondly, both PCs must have properly installed
NICs -- a Layer 2 issue. And both machines must be on the same subnet -- a Layer 3 issue. For
students who have never built a network, this is a good one to start with. The lab continues by
having the students to take the next logical step -- a slightly more complex network. The network
represents a small workgroup; this context should be explained to the students. The students will
need to use straight-through patch cables to connect to the hub, which will contrast with their
previous use of cross-connect. Emphasize to student the importance of Layer 1 wiring standards.
The lab concludes by having the students build a slightly more complex and realistic network -- a
small workgroup with Internet connectivity. The importance of having the students build some
simple LANs early in the course cannot be overstated: it sets the stage for most of the learning
that follows. Regardless of your resource and time constraints, do not skip these lab activities.
The lab activity requires approximately 60 minutes. It is extremely important for helping students
solidify their understanding of concepts already presented, and for creating a base for future
learning to occur.
Chapter 4: Layer 1 - Electronics and Signals
4.1 Basics of Electricity
4.1.1 A helium atom

Why teach electronics in a networking class? Simply put, most of the devices and processes
involved in networking are electronic. While it is impossible to properly teach electronics in one
chapter, we believe it essential to introduce some basic vocabulary. For some students, covering
electronics will engage their prior experiences; for others, it may provide a point of focus for their
future networking studies [many part-time jobs for younger students involve cable installation].
Any discussion of copper-based media, for example, must involve some discussion of the
media's electrical properties.. By performing some electronics labs, the students have an
enjoyable, hands-on, effective way of learning such basic concepts as continuity and circuits.
Anyone installing cable must have an awareness of conducting paths, short circuits, and open
circuits. Also, much of Layer 1 and Layer 2 assumes a knowledge of electronics, Finally, the
extensive use of frame, packet, and segment format diagrams (where the fields of these PDUs
are discussed) is based, on a fundamental level, on the voltage versus time diagrams of an
oscilloscope or logic analyzer displaying bit patterns.
We view the CNAP as educating the future networking professionals of the world, not simply
training them to pass a given test. We believe an educated networking professional understands
some basic electronics [for example, most of the landmark texts in networking - for example,
Computer Networks (by Tannenbaum) and Computer Networks (by Peterson and Davie) -- have
substantial discussions of networking signals.
There are two specific purposes to this target indicator. First, to relate what the student is about to
learn (electrical signals) to prior knowledge from science classes. Secondly, to establish the
foundation for understanding that electricity is comprised of electrons.
4.1.2 Creating stable atoms

The purpose of this target indicator is to make plausible the notion that it is the electrons which
can "come loose" from atoms, thus explaining electrical conduction in solids. Of course, an entire
unit could be taught on this topic, but the basic notion of electrical forces is what is essential.
Again, if this relates to prior learning, the students will be ahead of the game.
4.1.3 Static electricity

There are two purposes to this target indicator. First, to introduce flowing electrons (currents) it
makes sense to first consider electrons at rest, and then discuss what might cause them to move.
An entirely different reason is to introduce the notion of electrostatic discharge (ESD), which can
damage networking devices. Demonstrate to the students the proper handling of printed circuit
boards so as to avoid ESD problems -- especially handling the cards at the non-conducting
edges, and also the use of an ESD mat and grounding strip as a standard part of electronics
assembly.
If you have access to a Van de Graff Generator, there are many static electricity demonstrations
that can be performed with great drama in the classroom. If you lack a Van de Graff, a balloon
works well on fairly dry days. Take the balloon, rub it furiously, and then it can be made to stick to
various objects (like a white board or the teacher). Another demonstration can be done using a
rubbed comb to pick up small pieces of paper. The goal is to make plausible the idea of charged
particles and electrons.
4.1.4 Electrical current including insulators, conductors, and semiconductors
The purpose of this target indicator is that students realize that the networking devices and
components with which they will be working are based on very precise control of electron flow
using a combination of conductors (usually copper conducting paths), semiconductors (usually
Silicon-based Integrated Circuits), and insulators (usually plastic or rubber to form plugs,
connectors, cable jackets).
There are many demonstrations possible with a digital multimeter. You can show that the
electrical resistance of objects gives us a measure of whether a material is a conductor (low
resistance), semiconductor (moderate resistance), or insulator (high resistance). You could
demonstrate a low voltage series circuit with a 6 V lantern battery, a low voltage light bulb, a
pencil, some plastic, some alligator clip leads, and a piece of copper. Make a complete circuit
with the copper piece and the bulb burns brightly. Make a complete circuit with a short piece of
pencil graphite and the bulb burns dimly. Make a complete circuit with a piece of plastic and the
bulb does not glow.
4.1.5 Electrical measurement terms

The purpose of this target indicator is to help the student start refining their use of electronics
terms.
Have students make a chart and complete it.
4.1.6 Analogy for voltage, resistance, and current

The purpose of this target indicator is to give the students a powerful analogy for thinking about
electric currents -- the voltages that cause currents, and the resistance that controls currents.
Using a 2-Liter bottle with a stopped hole in the bottom, a funnel to collect the water and a
siphon-pump to push the water back into the top of the 2 liter bottle, you can demonstrate how
the water level and the openness of the tap effect the flow of water.
4.1.7 Graphing AC and DC voltage

The purpose of this target indicator is to have students attain a deep understanding of voltage
versus time diagrams. The importance of this target indicator cannot be overstated. Virtually
every concept in networking -- from bit streams, to frame format diagrams, to packet and
fragment diagrams, to segments -- is based, ultimately, on how digital signals vary with time.
Electrical waves, pulses and signals, unlike water waves or pulses on a string -- cannot be seen
or felt directly; measuring devices such as oscilloscopes and logic analyzers are our eyes.
Emphasize the labeling of axes any time a graph is drawn.
A particularly poignant analogy will be the EKG machines; most students will have seen them on
TV. Graph a heartbeat -- it's a voltage pulse that varies with time in the heart pulse. Similarly the
brain waves and in general nervous system is electrical, so the medical analogy may help.
Particularly relevant technologies similar to the oscilloscope are the television picture tube and
the computer monitor, both of which are cathode ray tubes like the oscilloscope. Describe how
both of these devices "draw" a picture with a beam that scans horizontally and is varied vertically.
If you have access to oscilloscope and function generators, spend a class studying sine and
square waves. Even if you have one oscilloscope, demonstrate it to the class. Use a microphone
as the scope input and let the students see how their voice makes a voltage versus time graph on
the oscilloscope display.
If you do not have access to any oscilloscopes, you can make a sand pendulum which gives the
basic idea. Suspend a styrofoam or paper cup from both sides and hang it like a pendulum. Make
a small hole in the bottom of the cup and fill it with sand. As the cup-pendulum swings back and
forth, it will trace out a straight line on a piece of paper. Now slowly move the paper along
perpendicular to the direction of the swinging pendulum and you will trace out a beautiful sine
wave.
4.1.8 Constructing a simple series electrical current
The purpose of this target indicator is for students to construct, with their hands and in their mind,
a simple series electric circuit. Throughout networking there are references to ground loop circuit,
circuit versus packet switching, virtual circuits, in addition to all of the real circuits formed by
networking media and networking devices. Of course, a thorough understanding of all of the
circuitry involved in networking would require an undergraduate degree in electrical engineering;
but here our goals are humble: students attaining the idea of a simple series circuit. At least they
will have this idea to build on when testing for Layer 1 connectivity, or upper layer protocols and
their real and virtual connections.
4.1.9 Purpose of grounding networking equipment

The purpose of this target indicator is to emphasize the importance of grounding for networks.
The concept of ground is difficult for the beginning electronics student, and worthy of some
review. Of particular importance are signal reference ground (the zero Volts line, or reference
line, for determining the polarity of our networking signals) and power-line earth ground.
Differences between signal reference ground and earth ground, or between the power-line
grounding of two different networking devices, can cause noise problems as well as dangerous
shock conditions.
Grounding connections and practices vary around the world; feel free to teach whatever
standards apply to you locally.
After covering this target indicator, a quiz game - such as "Jeopardy" -- might be in order. The
Categories could be Voltage versus time graphs; electronic materials; electric circuits; the water
analogy; and grounding. Students can select a category and a level of difficulty and attempt to
answer your review questions, earning "points" for themselves and their team.
4.2 Basics of Digital Multimeters
4.2.1 Safe handling and use of the multimeter

The purpose of this target indicator - a lab activity -- is to orient the students to the multimeters.
The multimeter will give the student the perfect opportunity to use newly acquired electrical
vocabulary, while making interesting and network-relevant measurements.
4.2.2 Using a multimeter to make resistance measurements

There are two purposes for this target indicator - a lab activity - is to study the electrical properties
of materials by measuring their resistance, and to study the conductive properties of passive
network components (cables, jacks, connectors) using the continuity measurement of the
multimeter.

4.2.3 Using a multimeter to make voltage measurements
The purpose of this target indicator - a lab activity -- is to study voltage sources. Students should
be encouraged to respect line voltage, since it cannot be seen but only detected using proper
measuring instruments. If you have any classroom management difficulties, do NOT allow the
student to do the wall socket measurement. Cisco and Fluke deny any responsibility for
improperly used multimeters. If you have any doubts as to whether students can safely and
maturely use the meters to measure the wall socket voltage, simply skip that measurement or
demonstrate it to the entire class. A variety of batteries will provide DC voltages to measure and a
variety of generators will generate pulsing DC or AC. Even an electric motor spun by hand will
generate a measurable voltage on the multimeter, and if they quickly change the direction of
spinning, the polarity will flip -- thus producing low voltage AC.
4.2.4 Measuring simple series circuit

The purpose of this target indicator - a lab activity -- is for students to construct, with their hands
and in their mind, a simple series electric circuit. Throughout networking there are references to
ground loop circuit, circuit versus packet switching, virtual circuits, in addition to all of the real
circuits formed by networking media and networking devices. Of course, a thorough
understanding of all of the circuitry involved in networking would require an undergraduate degree
in electrical engineering.; Here our goals are humble: students understanding the idea of a simple
series circuit. At least they will have this idea to build on when testing for Layer 1 connectivity, or
upper layer protocols and their real and virtual connections.
4.2.5 Constructing a simple electrical communication system

The purpose of this target indicator - a lab activity -- is three-fold: to consolidate students
knowledge of conducting paths, circuits, and Cat 5 media; to raise issues that any data
communications system will face; and to have fun while learning.
First, students will have been using electrical vocabulary, developing their multimeter skills, and
getting familiar with CAT 5 UTP. This lab requires them to build several series circuits using the
Cat 5 medium.
Secondly, the students will run into issues from all 7 layers. They must decide what ideas, or
range of ideas, they want to communicate and what "network" services are required (Layer 7).
They must decide on a form of data representation, for example ASCII or Morse code (Layer 6).
The must decide on how to open and close sessions (layer 5). The must decide upon a window
size and whether data will be delivered reliably (with acknowledgments and re-transmissions) or
unreliably. Since this is a point to point link, they need not worry about Layer 3 addressing, but if
they had multiple stations then they might consider address information. They definitely have to
decide upon a frame format (Layer 2) and of course decide the signal and media specifications
(Layer 1) which will govern their communications link. Feel free to adapt the basic lab ideas to
your students needs and interests.
Objective #51.
4.3 Basics of Signals and Noise in Communications Systems
4.3.1 Comparing analog and digital signals

The purpose of this target indicator is for students to construct their understanding of two crucial
electronics terms -- analog and digital.
4.3.2 Using analog signals to build digital signals

The purpose of this target indicator is to show Fourier synthesis -- how square waves can be built
for sine waves. Since the interaction of waves is a well-understood phenomenon (waves
propagate, attenuate, reflect, disperse, and collide), knowing how one wave behaves can inform
our understanding of square pulses made of waves.
4.3.3 Representing one bit on a physical medium

The purpose of this target indicator is to show one bit encoded as a voltage on a copper-based
medium. While networks send many bits, understanding what happens to even one single bit is
crucial to an understanding of networks -- every packet is ultimately a sequence of bits, all of
which undergo a range of phenomena.
If you have access to a dual-trace oscilloscope, you can display a square pulse put onto coaxial
(or Cat 5) cable.
4.3.4 Network signal propagation

The purpose of this target indicator is to show that electrical signals take time to travel; nothing
happens instantaneously. Especially as networks increase in speed to Megabits and Gigabits per
second, the fundamental time units are microseconds and nanoseconds. Thus even "small" time
delays or distortions become fundamental to the functioning of the network.
If you have access to a slinky, induce a wave and time its propagation.
Using sound waves down a long hall, you can notice a slight delay in the time it takes the sound
to travel the length of the hall.
4.3.5 Network attenuation

The purpose of this target indicator is to make the idea of attenuation of signals plausible.
Using sound waves down a long hall, you can show how sound signals are attenuated.
If you have access to a dual trace oscilloscope and function generator, measure the signal at two
points along the long cable and you can see the attenuation.
4.3.6 Network reflection

The purpose of this target indicator is to make the idea of wave and pulse reflection plausible to
students.
If you have access to a dual trace oscilloscope and function generator, measure the signal at two
points along the long cable and you can see the reflection of both an open and a short circuit at
the end of the coaxial cable or twisted pair.
If you have access to a slinky, you can send a longitudinal wave down the slinky and watch as
some of it reflects.
If you have access to a rope, you can send a pulse down the rope and see a reflection off a the
fixed end of the rope.
4.3.7 Noise
The purpose of this target indicator is to make the idea of electrical noise plausible to students.
If you have access to a dual-trace oscilloscope and function generator, you can run the cable
near some notorious noise source (electric motors, florescent lighting, power cables) and see
what noise the signal acquires.
If you rub a nail across a file near an AM radio, you can "hear" electromagnetic interference.
4.3.8 Dispersion, jitter, and latency

The purpose of this target indicator is to make the idea that timing matters in computer data
networks plausible to students.
If you have access to a dual-trace oscilloscope and function generator, you can show the pristine
pulse and then the broadened pulse if a long enough cable segment is used.
4.3.9 Collision
The purpose of this target indicator is to make the idea of collisions plausible to students.
If you have access to a dual-trace oscilloscope and function generator, place two signals on the
media, synchronize them, and watch as the voltage level is twice what it should be for binary
zero.
4.3.10 Messages in terms of bits

This target indicator makes a crucial cognitive connection. Students must connect what happens
to one bit to what happens to frames, packets, and ultimately the higher level messages of data
communications.
4.4 Basics of Encoding Networking Signals
4.4.1 Historical examples of encoding

The purpose of this target indicator is to provide rich historical analogies for long distance data
communications. If you study each historical instance carefully, you will notice some aspect of
these now out-dated means of communication has survived in modern data networks.
4.4.2 Modulation and encoding

The key function of this target indicator is that both terms are used extensively in networking, both
terms are similar, but both terms must be distinguished from each other. Modulation refers to
using one signal to vary another. Thus in Amplitude modulation, the signal wave varies the
amplitude of the carrier wave. In Frequency modulation, the signal wave varies the frequency of
the carrier wave. In phase modulation, the signal wave varies the relative phase of the carrier
wave.
Encoding is a somewhat broader term. In its most succinct definition, encoding is how binary one
and binary zero are represented. We use the term in the broadest sense, meaning how binary
one and binary zero are represented physically. This should be made tangible to the students --
data communications encodes binary ones and zeros as voltages onto copper (using various
encoding schemes, such as NRZ, Manchester, 4B/5B), data communications encodes light into
optical fibers (again, using various schemes like 4B/5B and 8B/10B), and data communications
encodes EM waves into free space (using a wide variety of schemes). Again, encoding is how are
the mathematical abstractions (binary ones and zeros) represented in something measurable in
the physical world.
Also the students should come to appreciate that messages have been historically encoded as
voltages on copper wires for at least 150 years. Secondly, they should realize that many modern
networks still use voltage pulses on copper wires to achieve data communications. Again, an
oscilloscope demonstration is very helpful if at all possible.
visible light pulses for thousands of years, albeit at rather low data rates. Secondly, students
should realize that many modern data networks use pulsed LED and Laser light on optical fibers
and in free space to achieve data communications. A laser pen and an optical fiber patch cable
are useful demonstration tools for this target indicator.
electromagnetic waves for about 100 years. Finally, students should realize that many modern
data networks use free-space (unbounded) electromagnetic waves to achieve data
communication. Such networks are often called wireless networks, and they tend to use the
Infrared, Microwave, and Radio Wave parts of the electromagnetic spectrum. An AM/FM radio
and an oscilloscope are useful demonstration tools for this target indicator.
Chapter 5: Layer 1 - Media, Connections and Collisions
5.1 Most Common LAN Media
5.1.1 STP
There are four purposes for this target indicator. First, students should be able to draw and label
a side view of STP cable. Second, they should be able to draw and label the cable in cross-
section. Third, they should be able to state the advantages and disadvantages of STP. Finally,
they should have a basic notion of how STP achieves the shielding of networking signals. For
demonstration purposes, terminated and unterminated STP samples should be obtained.
This TI relates to the Layer 1 part of CCNA Certification Exam Objective #1.
5.1.2 UTP
a side view of UTP cable. Second, they should be able to draw and label the cable in cross-
section. Third, they should be able to state the advantages and disadvantages of UTP. Finally,
they should have a basic notion of how UTP achieves some measure of noise-immunity from the
twisting of the pairs of wires. For demonstration purposes, terminated and unterminated UTP
samples should be obtained.
5.1.3 Coaxial cable

a side view of Coaxial cable. Second, they should be able to draw and label the cable in cross-
section. Third, they should be able to state the advantages and disadvantages of Coaxial cable.
Finally, they should have a basic notion of how Coaxial cable achieves the shielding of
networking signals.
For demonstration purposes, terminated and unterminated coaxial cable samples should be
obtained.
This TI relates to the Layer 1 part of CCNA
5.1.4 Optical fiber

a side view of fiber optic cable. Second, they should be able to draw and label the cable in cross-
section. Third, they should be able to state the advantages and disadvantages of fiber optic
cable. Finally, they should have a basic notion of how optical fiber acts as a light pipe immune to
EMI and RFI.
For demonstration purposes, terminated and unterminated optical fiber samples should be
obtained.
5.1.5 Wireless communication
a side view of an Electromagnetic wave. Second, they should be able to draw and label where
EM waves are emitted and detected -- antennas. Third, they should be able to state the
advantages and disadvantages of wireless. Finally, they should have a basic notion of how
wireless communications is not drowned in a sea of noise and interference from other signals.
Why all this physics in the middle of networking class? Wireless communications, which require a
basic understanding of electromagnetic (EM) waves, will play a tremendous role in the future of
networks. Note that none of this material is on the Chapter exam or the CCNA certification exam.
It is offered as knowledge enrichment in order to enhance the students' understanding of
networking.
Figure 1 represents the microscopic pattern of mutually inducing electric and magnetic fields that
we call an electromagnetic (EM) wave (consult any basic physics book for more information). The
graph represents how the wave pattern might look in x-y-z space frozen at one point in time.
A great summary of EM waves - both as naturally occurring phenomena and as technological

tools - is the EM Spectrum chart located in Figure 2.
Figure 3 is an interactive calculator, which helps bring the quantitative aspects of the chart to life.
The calculator uses one of the fundamental principles of EM waves - when in vacuum (or near-
vacuum), their frequency (in cycles per second, or Hertz) x their wavelength (in meters) always
equals the speed of light (in meters per second). Note that there are pull-down menus for
expressing the frequencies and the wavelengths using different Metric units. This is a great
exercise in exponents, the Metric System, and dimensional (unit) analysis.
Massive commercial efforts for wireless communications - most notably cellular phones and
wireless LANs (WLANs) - are driving technological developments in the 900 MHz, 2.4 GHz, 5.7
GHz, and 820 nanometer bands (ranges) of the EM spectrum (you might assign the students to
figure out what are the wavelengths of their favorite FM station - for example, 105.3 MHz - or a
cell phone, 900 MHz).
The main benefit of wireless - credited to Marconi just over 100 years ago -- is obvious - no wires!
However, there exist major challenges of distance (the waves interact with matter which
attenuates the wave's power), obstacles (the waves interact with natural and human-made
structures), bandwidth allocation (only certain frequencies are available since humans use the
EM spectrum for so many other purposes), and security (wireless networks need some sort of
encryption since they are being radiated and may be detected by anyone in the area with the right
equipment) . Despite these limitations, wireless communications are changing the world in which
we live every day. Are you ready?
5.2 Cable Specification and Termination
5.2.1 Purpose of LAN media specifications

Best Practices for teaching this TI include Online Study with Study Guides. This TI relates to
CCNA Certification Exam Objectives #22 and #23.
5.2.2 TIA/EIA standards
5.2.3 Explain the details of TIA/EIA-568-A

Best Practices for teaching this TI include Online Study with Study Guides and a Lab Activity
(using an Engineering Journal). The Lab Activity takes approximately 30 minutes. Point out to the
students that this setup process is but one of many ways to configure the router; that the resulting
configuration is rather simple since the setup prompts are rather limited; and that they should
notice what was required to create a minimal configuration. This TI relates to CCNA Certification
Exam Objectives #22 and #23.
5.2.4 Networking media and terminations

5.3 Making and Testing Cable
5.3.1 Testing Ethernet 10BASE-T patch cables with a cable tester

The purpose of this target indicator a lab activity -- is first to show the student how functional
cables perform when tested. Then the students will be exposed to the common failure modes for
cables, so that they can begin to recognize the symptoms of a intermittent and faulty cables.
This lab activity requires approximately 30 minutes. This TI relates to the Layer 1 part of CCNA
Certification Exam Objective #1.
5.3.2 Making and testing Ethernet 10BASE-T straight-through patch cable

Why is cable termination taught at all in the CNAP, given that cabling is not actually tested on the
CCNA exam? We refer back to the rationale given for teaching electronics: a well-educated
networking professional should have awareness of cabling and termination standards. Not to
mention that an estimated 70% of network troubleshooting involves Layer 1 issues. Finally, we
know of no better way to teach students the precision dictated by the cabling standards then to
have students engage in the challenging, fun, and widely useful skill of making some cables. Of
course, entire courses on network cabling exist and are quite valuable. We are not trying to
substitute for them with these labs, but trying to introduce students to the topic.
The purpose of this target indicator a lab activity -- is for the students to demonstrate a
fundamental termination skill: the creation of a straight-through patch cable according to TIA/EIA-
568-A standards. While such cables are easily purchased, many times a cable of a peculiar
length might be desired for test purposes; or an existing cable or cable run may need re-
termination. Stranded, not solid, cable should be used for making real patch cables; but if
stranded is not available then proceed with the lab using solid.
5.3.3 Making and testing Ethernet 10BASE-T console patch cable

The purpose of this target indicator a lab activity -- is for the students to demonstrate another
termination skill: creating a console patch cable, also known as a rollover cable. These cables are
useful in semesters 2, 3, and 4, as router and switch console cables. Stress this to the students:
different cable type, different wiring standards, different color codes, different pin-outs. This will
also heighten their awareness that even if two cables "look" the same, they must be tested using
test equipment to assure what type of cable they are.
5.3.4 Making and testing Ethernet 10BASE-T crossover cable

The purpose of this target indicator a lab activity -- is for the students to demonstrate yet
another termination skill, creating a crossover (sometimes called a cross-connect) patch cable.
These cables are useful for connecting networking device to networking device: PC to PC, hub to
hub, hub to switch, switch to switch. Thus they too are useful in semesters 2, 3, and 4. Stress this
to the students: different cable type, different wiring standards (568A on one end and 568B on the
other), different color codes, different pin-outs. This will also heighten their awareness that even if
two cables "look" the same, they must be tested using test equipment to assure what type of
cable they are.
5.3.5 Features of an advanced cable tester

The purpose of this target indicator a lab activity -- is for the student to demonstrate skill with a
cable tester more advanced than a simple continuity/pin-out tester. The Fluke 620 is
recommended, but any wire-mapping and length-measuring tester will suffice. The students
should demonstrate how to perform wire mapping on cables, detecting faults that are not
detectable with simple continuity measuring devices.
5.3.6 Cable identification experiments using an advanced cable tester

The purpose of this target indicator a lab activity -- is for the students to demonstrate the cable
identification features of an advanced cable tester.
5.3.7 Length experiments using an advanced cable tester

The purpose of this target indicator a lab activity is for the students to demonstrate the length-
measuring capabilities of an advanced cable tester.
5.4 Layer 1 Components and Devices
5.4.1 Ethernet 10BASE-T

The purpose of this target indicator is to justify the choice of Ethernet 10BASE-T as the cabling
technology chosen by the networking academies. As previously mentioned, 10BASE-T
terminations with RJ-45 jacks can be used for 100BASE-TX (Fast Ethernet) and 1000BASE-T
(Gigabit Ethernet) -- hence this skill has a migration path. Also, the installed base of 10BASE-T is
huge; its popularity is still growing. This is not to diminish the importance of learning other cable
terminations, especially optical fiber, but we had to choose one and that one is 10BASE-T.
5.4.2 Connectors
The purpose of this target indicator is for students to state the purpose of RJ-45 connectors
(plugs). This may seem obvious, but once you consider what the signal is doing at a connector --
interfacing with other networking devices active ports or passive jacks, its importance increases.
A lot of design goes into the connector so that the signal insertion loss will be minimized and the
impedance will match that of the NIC cards. Cables and connectors are said to be "tuned", that is,
impedance matched. Secondly, terminations are a common point-of-failure for networks --
improper strain relief and poor crimping being typical culprits. Every point along the network --
including the connectors -- is important. Not to mention that they are not free!
5.4.3 Cabling
The purpose of this target indicator is for the student to recognize the importance of the
networking medium; in the case of 10BASE-T the Cat 5 UTP. The students have encountered the
Cat 5 UTP in Chapter 4, but now they are encouraged to see it as another Layer 1 component of
the network. Cat 5 UTP is a passive Layer 1 network component, passive in the sense that it
involves no transfer of energy from the cable to the networking signal (cabling requires no energy
to perform its function).
5.4.4 Jacks
The purpose of this target indicator is for the student to recognize the importance of jacks,
particularly RJ-45 jacks. RJ-45 jacks are passive Layer 1 components, passive in the sense that
they involve no transfer of energy from the component to the networking signal (Jacks require no
energy to perform their function).
5.4.5 Patch panels

The purpose of this target indicator is for the student to recognize the importance of patch panels.
Patch panels are passive Layer 1 components, passive in the sense that they involve no transfer
of energy from the component to the networking signal (patch panels require no energy to
perform their function).
5.4.6 Transceivers
The purpose of this target indicator is for the student to attain a deeper understanding of the
handy little devices known as transceivers. Transceiver is an short for transmitter (often
abbreviated Tx) and -receiver (often abbreviated Rx). Transceivers are typically media converters
-- where one media, say CAT 5, is to be converted to another form (optical, or AUI electronic are
the two most common conversions. Transceivers are active Layer 1 devices in that they involve
the transfer of energy to the signal (they require energy to perform their function).
5.4.7 Repeaters
The purpose of this target indicator is for the student to attain a deeper understanding of
repeaters. Repeaters do not amplify; they regenerate and retime signals. This is because
technically amplification refers to increasing the amplitude of an analog signal. The repeater does
not amplify incoming bits (which may have distortions and noise on them), but rather it detects
(hopefully correctly) incoming ones and zeros and regenerates without any noise or distortion for
the next leg in the journey across the network. Repeaters are active Layer 1 devices because
they involve the transfer of energy to the signal (they require energy to perform their function).
5.4.8 Multiport repeaters (hubs)

The purpose of this target indicator is for the student to attain a deeper understanding of multiport
repeaters, also known as hubs. Hubs do not amplify; they regenerate and retime signals. This is
because technically amplification refers to increasing the amplitude of an analog signal. The hub
does not amplify incoming bits (which may have distortions and noise on them), but rather it
detects (hopefully correctly) incoming ones and zeros and regenerates without any noise or
distortion for the next leg in the journey across the network. Hubs are active Layer 1 devices
because they involve the transfer of energy to the signal (they require energy to perform their
function).
5.4.9 OSI Layer 1 components and devices

The purpose of this target indicator is for the student to understand the common thread through
all of these devices -- they are all considered Layer 1 devices in the OSI model. As such,
problems with any of these devices -- improperly terminated plug, a bent pin in jack, a short in the
cable, an improperly plugged in transceiver, a damaged repeater port, or a hub without its power
supply on -- all of these are Layer 1 issues when troubleshooting a network. All of these issues
affect the basic flow of bits across the medium.
5.5 Collisions and Collision Domains in Shared Layer Environments
5.5.1 Shared media environment

This is an extremely important target indicator. Spend as much time as the students need making
sure these distinctions amongst different types of networks are clear. Directly connected networks
may seem to be obvious, but when they are extended using Layer 1 devices they still behave as
directly connected networks. Indirectly connected networks have two types -- circuit-switched and
packet switched. Analogies for circuit-switching, have the students recall the old-time telephone
switchboard operators. As an analogy for packet switching, have the students consider the postal
service.
5.5.2 Collisions and collision domains

It is extremely important that students understand the concepts of shared media environments
and collision domains. This target indicator introduces the terminology of shared media
environments and equates this term with collision domain. Control of collision domains is integral
to LAN analysis, troubleshooting, and design.

5.5.3 Signals in a collision
While this target indicator is repeated from earlier, it is to deepen the students understanding of
what exactly a collision is at its most fundamental level. You may also want to note that while
collisions do occur bit by bit, generally we consider frames -- specially marked bit streams -- as
having collided.
5.5.4 Collisions as natural functions of shared media environments and collision domains
The purpose of this target indicator is to deepen the students understanding of a shared media
environment. The Hawaiian Islands serve as an example of a shared, broadcast media for
Electromagnetic Wave Signals. In a similar way, the nodes on an Ethernet can share a copper
media for voltage pulse signals. There is historical importance to this analogy -- Hawaii is where
the early networking protocol Aloha was developed. Aloha evolved into Ethernet!
5.5.5 Shared access as a collision domain

The most basic collision domain occurs when multiple computers have access to the same
medium. Design goals are to minimize the number of hosts in a single collision domain and to
minimize the physical extent of collision domains.
5.5.6 Repeaters and collision domains

The purpose of this target indicator is to illustrate that networking devices which solve one
problem can help cause another. In this case, a repeater is shown extending a collision domain.
5.5.7 Hubs and collision domains

problem can help cause another. In this case, a hub is shown extending a collision domain.
5.5.8 Hubs and repeaters as causes of collision domains

problem can help cause another. In this case, a hub and a repeater are shown extending a
collision domain.
5.5.9 The four repeater rule

The purpose of this target indicator is to highlight the importance of the 4 repeater rule, also
known as the 4 hub rule or the 5-4-3-2-1 rule, for Ethernet.

5.5.10 Segmenting collision domains
The purpose of this target indicator is to show that there are ways to deal with the problems of too
many collisions and large collision domains. Without going into much detail about how, the
bridge, the switch, and the router are shown to be ways that network segmentation -- the
breaking up of large collision domains -- can be achieved. This is an explicit objective on the
CCNA exam.
This TI relates to CCNA Certification Exam Objectives #43, #46, #47, #48, #49, #53, and #54.
5.6 Basic Topologies Used in Networking
5.6.1 Network topologies

The purpose of this target indicator is to introduce the study of topologies. Emphasize topology as
a branch of mathematics, which deals with networks of nodes and links. Pose the following
problem: given n nodes, how many links are required to create a fully complete network, that is
one in which every node has an independent link to every other node? Give the students problem
of n = 11, for which a graphical solution is very difficult. Have students write out a chart with
nodes and links columns, and see if they can deduce the pattern . The correct formula is n (n-1)
/2.
Two types of topologies will be important in the curriculum: physical and logical. By physical
topology we mean how networking devices are actually wired together. By logical topology we
mean how data flows, and how access to shared media is determined. Both types of topological
diagrams are crucial for the networking professional to be able to draw, read, and interpret.
This TI relates to the Layer 1 and Layer 2 parts of CCNA Certification Exam Objective #1.
5.6.2 Linear bus network topology

The purpose of this target indicator is to introduce the linear bus topology.
A good activity is to have the students draw 10 hosts physically wired in a linear bus topology.
Note that each host will need some type of "tee" connection or tap to connect to the medium.
5.6.3 Ring network topology

The purpose of this target indicator is to introduce the ring network topology.
A good activity is to have the students draw 10 hosts physically wired in a ring topology. Have
them note that each host would need two NICs if ring topologies were actually wired as rings (in
turns out that ring topologies often work as logical rings for information flow but are actually wired
as physical stars).
5.6.4 Dual ring network topology

The purpose of this target indicator is to introduce the dual ring topology.
A good activity is to have the students draw 10 hosts in a dual ring topology. Note that each host
will need 4 NICs or 2 dual NICs to have connections to both rings.
5.6.5 Star network topology
The purpose of this target indicator is to introduce the star topology.
A good activity is to have the students draw 10 hosts in a star topology. Note that some kind of
special connection device will be required at the middle (or hub) of the star.
5.6.6 Extended star network topology

The purpose of this target indicator is to introduce the extended star topology.
A good activity is to have the students draw 10 hosts in an extended star physical topology.
Note that some kind of special connection device will be required at the middle (or hub) of the
star.
5.6.7 Tree network topology

The purpose of this target indicator is to introduce the tree topology.
A good activity is to have the students draw 10 hosts in a star physical topology. Note that some
kind of special connection device will be required every time the tree branches.
5.6.8 Irregular network topology

The purpose of this target indicator is to introduce the irregular topology.
A good activity is to have the students draw 10 hosts in an irregular physical topology. Note that
multiple NICs would be required for each device.
5.6.9 Complete (mesh) network topology

The purpose of this target indicator is to introduce the complete (mesh) topology.
A good activity is to have the students draw 10 hosts in a complete (mesh) topology. Note that
the number of NICs required becomes huge as you move past a few hosts being connected.
5.6.10 Cellular network topology

The purpose of this target indicator is to introduce the cellular topology.
A good activity is to have the students draw 10 nodes in a cellular topology.
Chapter 6: Layer 2 - Concepts
6.1 LAN Standards
6.1.1 Layer 2
The purpose of this target indicator is to justify the existence of Layer 2 in the OSI model. It is a
particularly important layer, and contains numerous subtleties. Focus the students on the fact that
if we simply have a Layer 1 network (connectivity and signals), our messages have no structure
to them nor is there any provision for addressing. These are issues that must be dealt with if we
are to have a network, and Layer 2 is the first Layer to deal with them.
6.1.2 Comparing OSI Layer 1 and 2 with various LAN standards

The purpose of this target indicator is to focus in upon two specific layers of the OSI Model.
Layers 1 and 2 contain many details and substructure. Many terms such as Ethernet and Token
Ring can be more deeply understood by examining what OSI layers they involve.
6.1.3 Comparing the IEEE model with the OSI model

The purpose of this target indicator is to show the limitations of any model of networking. The first
seeming contradiction is that Ethernet, a term many of the students will have heard, is both a
Layer 2 AND a Layer 1 technology. The second seeming contradiction is that a sublayer, the
Logical Link Control 802.2 Sublayer, has been 'carved out' of Layer 2.
6.1.4 Logical Link Control (LLC)

This target indicator is rather abstract. The emphasis should be on the following: 1) LLC is
defined according to IEEE standard 802.2 2) LLC is independent of the specific LAN technology
used and 3) LLC serves to communicate upward to Layer 3 and downward to the technology-
specific MAC sublayer. If the student attains these understandings, that is sufficient.
6.1.5 MAC sublayers

This target indicator is far more concrete. If we are going to have multiple computers accessing
the networking, then some provision for orderly access to that medium must be made. This is the
job of the Media Access Control, or MAC, sublayer.
6.1.6 LLC as one of four concepts of Layer 2

Chapter 6 breaks Layer 2 into 4 basic concepts: the LLC, the issue of naming, the issue of
framing, and the issue of Media Access Control. The goal is to deliver messages on the network
medium -- LLC, naming (addressing), framing (grouping the bits), and Media Access Control
(orderly access to the medium -- are the ideas that should be emphasized.
6.2 Hexadecimal Numbers
6.2.1 Hexadecimal numbers as MAC addresses

The purpose of this target indicator is to justify for the students the learning of a third number
system. While it may seem abstract and of questionable use, the students will need to read
hexadecimal numbers when troubleshooting LANs and when configuring routers. Also,
hexadecimal is used extensively in other computer fields so it cannot hurt the student to have this
extra knowledge.

6.2.2 Basic hexadecimal (hex) numbering
This target indicator builds upon the student's knowledge of decimal and binary. Indeed, the
presentation is in the same format. Remind the students that decimal is base 10 and has certain
rules revolving around the powers of ten; binary is base 2 and has certain rules revolving around
the powers of 2; and hopefully hexadecimal, which is base 16 and has certain rules revolving
around powers of 16 will seem less strange. Two-digit hex numbers are all that are needed for
MAC address so there is no need to complicate matters with larger hexadecimal numbers.
6.2.3 Converting decimal numbers to hexadecimal numbers

The purpose of this target indicator is for the student to demonstrate the ability to convert decimal
numbers from 0 to 255 into two-digit hexadecimal numbers. An algorithm is given in flowchart
form; but whichever way the student learns the conversion (except a calculator) is acceptable.
The only known way to really learn this is practice!
6.2.4 Converting hexadecimal numbers to decimal numbers

The purpose of this target indicator is for the student to demonstrate the ability to convert
hexadecimal numbers from 00 to FF into their decimal equivalents. An algorithm is given in
flowchart form; but whichever way the student learns the conversion (except a calculator) is
acceptable The only known way to really learn this is practice!
6.2.5 Methods for working with hexadecimal and binary numbers

The purpose of this target indicator is to summarize the knowledge just acquired.
6.3 MAC Addressing
6.3.1 Data link layer MAC identifiers

This target indicator presents a crucial layer two problem: how to differentiate amongst the
different computers attached to the medium. The MAC address is introduced as the solution to
this problem.
6.3.2 MAC address and NICs

The purpose of this target indicator is to provide the details of MAC addresses. Students should
have already mastered hexadecimal numbers, so the emphasis can be on the uniqueness of
these identifiers and the importance of their uniqueness if we are to have a functioning
internetwork.

6.3.3 How the NIC uses MAC addresses
The purpose of this target indicator is to start to build a dynamic, not just static, picture of
networks. Computer networks involve the dynamism of constant chatter between devices, not just
a simple static picture of hexadecimally-named computers. This is a good opportunity to
emphasize a basic process that occurs on networks: broadcasts are heard by many but
answered by the unique NIC which matches the broadcast request.
6.3.4 Layer 2 address encapsulation and decapsulation

Now that students understand that computers have MAC addresses, this target indicator can
provide more detail and insight into the encapsulation process. Specifically, some of the header
information involved in encapsulating data are the source and destination MAC addresses.
6.3.5 Limitations of MAC addressing

The purpose of this target indicator is to highlight the primary limitation of MAC addressing: it is a
flat, non-hierarchical naming system which does not scale well to large numbers of computers.
Since we are interested in internetworking large numbers of computers, another addressing
scheme -- imposed at Layer three -- is necessary.
6.4 Framing
6.4.1 Why framing is necessary

The purpose of this target indicator is to justify the necessity of frames in data communications.
6.4.2 Frame format diagram

The purpose of this target indicator is to help students make the conceptual leap from single bits
on the medium (chapter four's discussion of signals) to the necessity of frames, comprised of
many bytes and bits, in data communication. Revisit the voltage versus time diagrams for a single
bit on a medium and the ASCII code to make plausible the idea of a bit stream. Then note that
these bits streams are how bytes and megabytes of data are sent, and the necessity of breaking
all this bit stream into manageable sizes with discernible beginnings and endings. Discuss with
the students the implications of unframed data (chaos on the network).
6.4.3 Three analogies for frames

The purpose of this target indicator is to help the student grasp the abstraction called a frame.
Picture frames delineate the extent of a picture. Pallets make goods ready for transport. Movie
frames carry a sequence of visual information. All of these analogies apply to the framing of bits
of information for transport on the physical medium.
6.4.4 A generic frame format

The purpose of this, and subsequent target indicators, is to enable the student to read a wide
range of frame, packet, and segment diagrams without being overwhelmed. The generic frame is
a theoretical construct, and abstraction not unlike the OSI model, which can help with the
introduction and retention of the technology and protocol specific frames (802.3, 802.5, FDDI),
packets (IP), and segments (TCP and UDP) which the student will encounter these in later
chapters.
6.4.5 Frame start fields
The purpose of this target indicator is to highlight the importance of the start frame delimiter. Out
of the chatter and noise and abyss of the medium, a clear signal to other hosts that something
important is to follow is the clarion call of the start frame delimiter. Different technologies handle
this with different bit patterns, but the idea is the same.
6.4.6 Address fields

The purpose of this target indicator is to contextualize the source and destination MAC addresses
within the generic frame. Early in the course, students were taught that encapsulation includes
the addition of MAC address information -- here is where they are shown, explicitly, where that
information resides.
6.4.7 Length/type fields

The purpose of this target indicator is to show the role of the length/type fields of frames.
Regardless of the Layer 2 Technology, there are typically some bytes that indicate what Layer 3
information is being framed.
6.4.8 Data fields

The purpose of this target indicator is to emphasize the idea that encapsulated data from the
upper layers is what constitutes the data for Layer 2. For example, complete or fragmented IP
datagrams are placed in this frame data field.
6.4.9 Frame error problems and solutions

The purpose of this target indicator is to introduce students to error correction. While this is a
massive topic in its own right, at this point in the curriculum the students should be exposed to the
notion that special numbers -- the frame check sequences -- are generated as kind of a packing
slip to indicate what the contents of the frame are and to allow checks to see if damages occur.
6.4.10 Stop frame field

The purpose of this target indicator is to emphasize that just as the start frame delimiter
announced the beginning of a frame, an end frame delimiter announces that the bit stream that
makes up one particular frame has ended. This is intimately tied to the contention issues of which
machine next has "control" of transmitting on the medium. Interestingly, in Ethernet the end frame
delimiter is simply silence; other technologies uses particular bit patterns.
6.5 Media Access Control (MAC)
6.5.1 Definition of MAC

The purpose of this target indicator is to introduce an extremely important acronym -- Media
Access Control, or MAC.
6.5.2 Three analogies for MAC

The purpose of this target indicator is to help students visualize the problem of shared access
media and how it might be controlled.

6.5.3 Deterministic MAC protocols
The purpose of this target indicator is to introduce one of the two basic categories of MAC
algorithms. Deterministic approaches to media access control guarantee a regulated sequence of
opportunities to transmit. The Token passing approach is presented as the main deterministic
algorithm. This approach to media access control may seem preferable to students, as every
computer is guaranteed its turn to transmit. Thus, theoretically, collisions are impossible.
However, there are built-in inefficiencies (waiting for the token to come to a particular station
wanting to transmit even when no other stations want to transmit) that make other media access
control strategies desirable.
The "fairness" of token passing is usually obvious to students. But a classroom activity is to have
four students kinesthetically act out the algorithm. Teach the students the following rules.
Maximum frame size is three sentences. No one may speak until they have the token. Everyone
must listen to the message and wait their turn for the token to come to them.
6.5.4 Non-deterministic MAC protocols

The purpose of this target indicator is to introduce one of the two basic categories of MAC
algorithms. Opportunistic approaches to media access control rely on random number backoff
algorithms to allocate slot times and opportunities to transmit. While seemingly chaotic, they are
actually extremely efficient at allocating access to the medium. The CSMA/CD algorithm is
introduced. Students should memorize the meaning of the acronym. Students should be
encouraged to put the algorithm in their own words. Students should be required to flowchart the
algorithm in their own words.
The efficiency of CSMA/CD may seem counter-intuitive to the students, even chaotic. One
classroom activity is to have four students kinesthetically act out the algorithm. Teach them the
following rules. Each student has 6 sentences to transmit, and the maximum frame size is 3
sentences. Each student is to wait for silence. Each student, if hearing silence, may start to talk. If
there is no collision when each student has started talking, they may finish up to three sentences
(the maximum frame size). If there is a collision, each student yells "collision!" and backs off a
"random" number of seconds. Whomever has counted out the least number of seconds will listen
for silence, and if everyone is following the algorithm, start to transmit. Eventually everyone
should get a chance to get their sentence through.
6.5.5 Three specific technical implementations and their MACs

The purpose of this target indicator is to foreshadow the next chapter. Three popular Layer 2
technologies are going to be investigated in detail in Chapter 7 -- Token Ring (deterministic,
Token Passing), FDDI (deterministic, token passing), and Ethernet (opportunistic, CSMA/CD).

Chapter 7: Layer 2 - Technologies
7.1 Basics of Token Ring
7.1.1 Overview of Token Ring and its variants

The purpose of this target indicator is to give the student an introduction to Token Ring LANs.
While decreasing in popularity, they have a large installed base and remain conceptually
important (FDDI is a fiber optic token ring). The IEEE standards are introduced; here is a
summary of them.
IEEE Standard Title and Comments

802 Standards for Local and Metropolitan Area Networks
802.1 LAN and MAN Bridging and Management (including Spanning Tree Protocol)
802.2 Logical Link Control
802.3 Carrier Sense Multiple Access/ Collision Detect (CSMA/CD) Access Method
802.3u Fast Ethernet
802.3z Gigabit Ethernet
802.4 Token Passing Bus Access Method
802.5 Token Ring Access Method
802.6 Distributed Queue Dual Bus Access Method (for WANs)
802.7 Broadband Local Area Networks
802.8 Fiber-Optic Local and Metropolitan Area Networks
802.9 Integrated Services (internetworking between subnetworks)
802.10 LAN/MAN Security
802.11 Wireless LANs (one baseband IR and 2 microwave signals in the 2400-2500 MHz band)
802.12 High-speed LANs (100 Mbps signals using Demand Priority Access Method)
802.14 Cable TV Access Method
7.1.2 Token Ring frame format

In Chapter 6 the generic frame format was presented. The purpose of this target indicator is to
concretize the generic frame -- the first specific frame to be presented is the Token ring frame. It
is not crucial that the students memorize all of the frame fields. But they should be able to read
these frame format diagrams. Note that the 'token" that is passed consists of a "flag" bit within the
token ring frame; this bit indicates that the transmitting station possesses the token and that other
stations are not to transmit until they receive the token.
7.1.3 Token Ring MAC

As described in Chapter 6, one of the primary Layer 2 data link issues is how access to the
shared media is controlled. In Token Ring technologies, token passing is the Media Access
Control (MAC) method. Have the students act out a token ring kinesthetically. The only person
who may speak must possess the "talking stick", or token. This will help them visualize the
graphic.
7.1.4 Token Ring signaling

The purpose of this target indicator is to remind students that part of any LAN technology, really a
Layer 1 issue, is the signaling used. In general, when discussing a LAN technology (Token Ring,
FDDI, Ethernet), we are not just talking about Layer 2 technologies but technologies that have
both Layer 2 AND Layer 1 specifications. Token Ring uses differential Manchester encoding, a
variation on Manchester encoding.
7.1.5 Token Ring media and physical topologies
The purpose of this target indicator is to show the physical media (STP and UTP) used by token
ring and the physical topology (star wiring) used. It should be noted that token ring is a logical ring
topology (in other words, information flow is controlled in a ring) but a physical star topology (in
other words, it is wired as a star). This distinction between logical and physical topologies should
be made explicit to the students.
7.2 Basics of Fiber Distributed Data Interface (FDDI)
7.2.1 Overview of FDDI and its variants

The purpose of this target indicator is to introduce the LAN technology called Fiber Distributed
Data Interface (FDDI, pronounced "fiddee"). FDDI is particularly popular as a campus backbone
technology or in Internet-critical applications where faults cannot be tolerated. FDDI's
specifications should be reviewed with the students.
7.2.2 FDDI format

Again, building upon the generic frame format in Chapter 6 and the Token Ring Frame Format
just introduced, present the FDDI frame format. Again a Token flag is present; all the typical
aspects of frames are present as well. Emphasize that frame formats are the basic Layer 2 PDUs
and thus contain a lot of information about how a given Layer 2 technology works.
7.2.3 FDDI MAC

The details of FDDI's MAC method are presented. Note that while FDDI relies on Token Passing,
with its dual ring there are more variations possible than with typical Token Ring networks. FDDI's
MAC method is one of the reasons for its reliability.
7.2.4 FDDI signaling

This target indicator describes the Layer 1 issue of how FDDI encodes bits. The scheme (4B/5B)
is somewhat abstract and presented for background purposes only. It is not crucial that the
students at this level deeply understand 4B/5B. For your information, 4B/5B incorporates the
desirable features of Manchester Encoding (the clock signal is encoded along with the data,
hence making the clock easier for the receiving computer to recover) along with an avoidance of
long durations of high or low signals (which can cause loss of clock signal and susceptibility to
errors).
7.2.5 FDDI media

The purpose of this target indicator is to provide an in-depth look at FDDI's fiber-optic media.
Single-mode and multimode optical fiber are explained; students should understand the
difference. Optical fiber is exploding in popularity as a networking medium, being installed at a
rate of 4000 miles per day in the United States. Also presented is the interesting problem of how
to attach stations to FDDI's physical dual ring structure.

7.3 Ethernet and IEEE 802.3
7.3.1 Comparing Ethernet and IEEE 802.3

The purpose of this target indicator is to introduce both Ethernet and the IEEE 802.3 standard.
The Ethernet family is the most popular LAN technology in use today and students should
develop a solid understanding of it. The graphic presents the details of the lower 2 levels of the
OSI model as they pertain to Ethernet.
7.3.2 Ethernet family tree

The purpose of this target indicator is to avoid students saying just "Ethernet" in response to a
question about naming a LAN technology. Ethernet is an incredibly diverse family of technologies.
First, try and have the students make sense of the naming conventions for Ethernet -- this will be
of some help, but not completely helpful. Amongst the diversity of Ethernet technologies, there
are some that stand out in terms of legacy networks, existing installed technology, and the future
evolution of LANs. In terms of legacy networks and the historical development of Ethernet,
10BASE2 and 10BASE5 Coaxial technologies are most important. In terms of current installed
base, 10BASE-T, 100BASE-TX (Fast Ethernet), and 100BASE-FX are the most important. And in
terms of the future growth of Ethernet, 1000BASE-T (Gigabit Ethernet over UTP), 1000BASE-SX
(Gigabit Ethernet over optical fiber with short-wavelength laser source), and 1000BASE-LX
(Gigabit Ethernet over optical fiber with long-wavelength laser source).
7.3.3 Ethernet frame format

The purpose of this target indicator is to present to the student the subtle difference between the
Ethernet (Digital Intel Xerox, or DIX standard) and 802.3 frame format. Again, build upon the
generic frame format presented in Chapter 6, the Token Ring frame format, and the FDDI frame
format, to reinforce what types of information are contained in frames. Students need not
memorize the frame format, but hopefully by now they can describe what typically is present in
frames. The frame format provides a lot of insight into the operation of a given networking
technology.
7.3.4 Ethernet MAC

The Ethernet MAC method -- carrier sense multiple access collision detect (CSMA/CD) -- is the
purpose of this target indicator. At first this method may seem like chaos to the students, but
hopefully they remember its presentation from Chapter 6 CSMA/CD is actually a very efficient
solution to the issue of having multiple hosts share the same medium. Again, having the students
act out the algorithm [summarized in the flowchart in graphic 9] is recommended.
This TI relates to CCNA Certification Exam Objectives #52.
7.3.5 Ethernet signaling

As with all LAN technologies, a signaling method must be chosen. The most common varieties of
Ethernet use Manchester encoding (though the newer, faster varieties use more complex
encoding schemes). Again, the point for the students is that a particular technology has a
particular way of putting signals on the medium.
7.3.6 Ethernet 10BASE-T media and topologies
A common Ethernet variety is 10BASE-T. So the media and topologies typically used for
10BASE-T are presented in some detail. The students should be told that other forms of Ethernet
may or may not use the same media and topologies. But Cat 5 UTP media is used up to Gigabit
per second speeds, as are extended star topologies. So this is a basic configuration for the
students to learn.
7.4 Layer 2 Devices
7.4.1 NICs
The purpose of this target indicator is to have the students give a detailed description of a
10BASE-T NIC. In Chapter 3, all the devices were introduced. The purpose here is to go deeper,
both for understanding and retention. Note that the half-duplex diagram indicates some actual
electrical circuits used in sending signals; much of this detail has not been previously introduced.
Relate this diagram to the actual pinouts used on the RJ-45 terminations and the actual wires in a
Cat 5 cable: pin 1 is TD+ (transmit data), pin 2 is TD (transmit data), pin 3 is RD + (receive
data), pin 6 is RD (receive data) and pins 4, 5, 7, and 8 are unused.
7.4.2 NIC Layer 2 operations

The purpose of this target indicator is to explain how a NIC works in more detail and to make
plausible its classification as primarily a Layer 2 and Layer 1device. The NIC has a MAC address
burned in. Hence it is where the network hardware data link layer name of the computer resides.
The NIC circuitry handles the transition from the upper level encapsulated data to a frame of bits
ready to be put on the networking medium. The NICs circuitry is where the MAC algorithm
resides. And the NIC handles the placing of bits on the media; in other words, the job of signaling.
7.4.3 Bridges
The purpose of this target indicator is to have the students give a detailed description of a bridge.
In Chapter 3, all the devices were introduced. The purpose here is to go deeper, both for
understanding and retention. While bridges themselves are becoming less common as stand-
alone networking devices, the concept of bridging is extremely important in understanding
switching and routing.
Bridging concepts are the basis for switching technology. Thus this TI provides background to
CCNA Certification Exam Objectives #46 through #60.
7.4.4 Bridge Layer 2 operations

The purpose of this target indicator is to explain how a bridge works in more detail and to make
plausible its classification as primarily a Layer 2 device. Have the students act out the bridges
filtering properties in a kinesthetic activity. For example, use five students one student in the
middle playing the role of a bridge, 2 students on the left portraying hosts on one network
segment, and 2 students on the right portraying hosts on a different network segment. Label the
hosts with MAC addresses A, B, C, D. Have the bridge create a bridging table, which shows each
bridge interface and the MAC addresses of the hosts that are accessible through that interface.
Have the hosts send frames to each other and have the bridge person explain their filtering and
forwarding decisions.
Switching is an extremely important topic on the CCNA Certification Exam. This TI relates to
7.4.5 Switches
The purpose of this target indicator is to have the students give a detailed description of a switch.
In Chapter 3, all the devices were introduced. The purpose here is to go deeper, both for
understanding and retention.
7.4.6 Switch Layer 2 operations

Have the students act out the switches filtering and forwarding properties in a kinesthetic activity.
For example, use five students one student in the middle playing the role of a switch, 2 students
on the left portraying hosts on one subnet, and 2 students on the right portraying host on a
different subnet. Label the hosts with MAC addresses A, B, C, D. Have the switch create a
switching table, which shows each switch interface and the MAC addresses of the hosts that are
accessible through that interface. Have the hosts send frames to each other and have the switch
person explain their filtering and forwarding decisions.
7.5 Effects of Layer 2 Devices on Data Flow
7.5.1 Ethernet LAN segmentation

A crucial concept in understanding how real networks are designed is segmentation.
Segmentation is also an important concept on the CCNA exam. This introduction to segmentation
presents three devices for segmenting a network -- the bridge, the multi-port bridging device (or
switch), and the router. Note that repeaters, hubs, transceivers, and connectors -- all being Layer
1 devices. -- cannot provide segmentation.
7.5.2 Bridge segmentation of a collision domain

The purpose of this target indicator is to the show the use of a bridge in context. In other words,
instead of just learning the abstract properties of a bridge, how a bridge helps segment a real
network is presented. Have the students copy this topology, circling collision domains in one
color, and broadcast domains in another color.
This TI relates to CCNA Certification Exam Objective #49 and #53.
7.5.3 Switch segmentation of a collision domain

The purpose of this target indicator is to the show the use of a switch in context. In other words,
instead of just learning the abstract properties of a bridge, how a switch helps segment a real
network is presented. Have the students copy this topology, circling collision domains in one color
and broadcast domains in another color.
7.5.4 Router segmentation of a collision domain

The purpose of this target indicator is to the show the use of a router in context. In other words,
instead of just learning the abstract properties of a router, how a router helps segment a real
network is presented. Have the students copy this topology, circling collision domains in one color
and broadcast domains in another color.

7.5.5 Teaching topology segmentation by bridges, switches, and routers
The purpose of this target indicator is for the student to demonstrate what they have learned in
the preceding section. Have the students copy this topology, circling collision domains in one
color and broadcast domains in another color. Have the students explain data flow through all
parts of the teaching topology.
Router 1 has 4 interfaces.
The T0 interface is connected to a Token Ring Network, which is one broadcast domain and no
collision domains (Token Rings don't have collisions).
The F0 interface is connected to a FDDI backbone network; this is a separate broadcast domain
with no collision domains (FDDI is a fiber-optic Token Ring, with no collisions).
The E1 interface is connected to an Ethernet segment. This segment is extended by a repeater

and by a bridge. Hosts P and O on one side of the bridge are in one collision domain; hosts N, M,
L, and K are a second collision domain (the repeater simply extends collision domains). All of the
hosts (O, P, M, N, L, K) are in the same broadcast domain (since neither bridges nor repeaters
break up broadcast domains). So there should be two collision domains and one broadcast
domain circled.
The EO interface is connected to a different Ethernet segment. Since neither switches nor hubs
break up broadcast domain, this is one large broadcast domain. The collision domains are
trickier. Each connection off of the switch is a separate collision domain. For example, there are 4
collision domains formed between the main switch and its connections one to the main server,
one to host G, one to the workgroup switch, and one to the hub. The workgroup switch, in turn,
forms separate collision domains with everything connected to it: the server, the printer, host D,
host E, and host F. The hub (a multiport repeater) simply extends collision domains so hosts A,
B, C, and the hub are all in one collision domain.
7.6 Basic Ethernet 10BASE-T Troubleshooting
7.6.1 Troubleshooting workstations

The purpose of this target indicator is to present the students an approach to problem-solving
based on the OSI model. Often lower layer problems (Layer 1, Layer 2) underlie our inability to
use Layer 7 network applications. Working from the wires up can help us rule out, systematically,
different categories of problems.
7.6.2 Network Inspector discovery lab

The purpose of this lab is to discover the features of the Network Inspector (or equivalent)
software. Network Inspector provides many advanced network administration capabilities.
However, the focus in this lab is the Network Discovery feature, which, among other things,
discovers the MAC addresses of all connected devices.
7.6.3 Network Inspector problem log lab

The purpose of this lab is to introduce some of the troubleshooting capabilities of the Network
Inspector software. Again, the software has many advanced capabilities but the purpose here is
to simply familiarize the students with the errors, warnings, and changes features.
7.6.4 Protocol Inspector frame statistics
The purpose of this lab is to introduce network analysis (sniffing) software, either the Fluke
Protocol Inspector or equivalent. Throughout chapters 6 and 7 frames are discussed. The
Protocol Inspector can help bring these frames to life by making showing frame flow as the
heartbeat of the LAN. The transmission and reception of frames can be captured, counted, and
analyzed by this software.

Chapter 8: Design and Documentation
8.1 Basic Network Design and Documentation
8.1.1 General design process

The purpose of this target indicator is to present an overview of Layer 1, 2, and 3 design issues.
The actual design activities in the semester 1 project in chapters 8 and 9 are primarily Layer 1
issues. Layer 2 and Layer 3 design issues are paramount in the Threaded Case Study in
semester 3. First, a Layer 1 topology is decided upon. This is the part of the design process the
students will be implementing in their structured cabling project. The process continues on,
adding a Layer 2 topology (primarily switching) to the Layer 1 topology. Finally, a Layer 3
topology a network layer addressing scheme would be implemented. The Layer 3 topology
also involves the placement of routers for segmentation of collision domains, segmentation of
broadcast domains, and connection to WAN links. Again, the emphasis for the students should be
on contextualizing their structured cabling project within the OSI model.
8.1.2 Network design issues

The purpose of this target indicator is to assist the students with some preliminary questions they
should be asking when beginning a network design project.
8.1.3 General network design process

The purpose of this target indicator is to introduce the students to a general approach to design.
There are many general design methodologies. A method taught by Dartmouth as a particularly
good problem-solving approach for high school students is briefly introduced.
There are three key aspects to the "Dartmouth method". First, there is the problem solving cycle,
which consists of:
Original problem statement.
Redefine problem.
Develop general specifications.
Brainstorm alternatives.
Select most viable alternative.
Check problem definition.
Redefine and add specifications.
Brainstorm again if necessary.
Reiterate until problem is appropriate.

The key here is iteration -- engineering and technical design proceeds over and over again until
the problem is adequately solved. The second key aspect to their approach is the problem-
solving matrix. This is a graphical organizer; it need not be an obstacle to students learning.
Simply list alternatives (choices) down the horizontal rows; list specifications across the vertical
columns. In a real design process, many of these matrices would be created. You can teach the
creation of these matrices with some simple choices the students would have to make, such as
buying a car or choosing a college. The car or college with the highest score would presumably
be the one they choose. If they still choose something with a lower score, that simply means
there is a specification (a preference) that they have not made explicit. The matrix is a graphical
organizer to help the design process and also serves as documentation of how a given design
decision was reached.
A third key aspect of design is brainstorming. This word is greatly overused; by brainstorming we
mean a special 2 to 10 minute session which follows these rules:
1. quantity of ideas
2. no censorship of ideas
3. building upon others ideas
4. wildest ideas possible

While the students will not use the full design method until semesters 3 and 4, they will be
planning a structured cabling project and some of these techniques may prove useful.
One activity relating to design is to brainstorm the meaning of the word design -- which means
everything from fashion to architecture to aircraft to computer networks.
8.1.4 Network design documents

As the instructor, you will ultimately have to decide what written (or electronic) work you want
from your students. Here are some suggestions as to what you might want from a structured
cabling installation.
engineering journal -- preliminary documentation of user needs, preliminary
sketches of cable runs, pin outs, color codes, special safety precautions,
reflections on key points in the installation are some of what might be kept in an
engineering journal
logical topology -- how does data flow? What is the location of key networking
devices?
physical topology -- how is the network actually wired? A series of diagrams,

from floor-plan views of cable runs and patch cords to PCs to detailed diagrams
of patch panels would all be considered part of the physical topology
documentation
cut sheets -- in the selection of wiring closet location, catchment areas must be
drawn to see where repeaters and hubs might be needed
problem-solving matrices -- a matrix should ideally be created everytime there is

a choice with several options to be made. Placement of wiring closets, the use of
Cat 5 versus fiber versus coax for a given network segment, and paths to IDFs
and MDFs for specific cable runs are all common decisions when doing a
structured cabling installation
labeled outlets -- actual outlets should be labeled in a consistent manner
labeled cable runs -- cable runs should be labeled in a consistent manner
summary of outlets and cable runs -- a database or spreadsheet of outlets and

cable runs should be created
summary of devices, MAC addresses, and IP addresses -- once devices are

attached, IP and MAC addresses should be recorded for the various networking
devices
We strongly recommend a rubric for documentation be created. This way every student group
knows exactly what is expected of them. You cannot overemphasize the importance of
documentation to the students. It is an integral part of their professional training. Virtually every
institution and every network has a horror story to tell as the result of improper or nonexistent
documentation.
What follows are a set of activities, which could be done at once or spread out over several
weeks, to address some of the drawing and model-making techniques which might help students
visualize various networking issues.
Architectural Drawings for the Networking Technician Objectives:
Students will be able to:

1. Draw the floor plan of an existing room to scale
2. Visualize a room or a set of rooms expressed in an architectural floor plan
3. Estimate the length of a cable run using only a floor plan (optional)
Rationale:
Many networking students usually have little drawing experience and no experience with standard
architectural drawing projections. This is a disadvantage to a practicing Technician, as they must
be able to accurately interpret floor plans and cross sections of the building that contains the
network. This is so that they can make informed decisions about network topologies, the amount
of materials needed for a particular job, and the equipment required for installation. Furthermore,
they must be able to accurately annotate such drawings for future reference.
Abstract:
During this activity, students will measure for and build a three-dimensional model of their
networking classroom using simple materials. They will then draw a scaled floorplan, and will use
their model as a guide. The model and drawing can then be used to stimulate discussion about
means of representing in two dimensions the complex three-dimensional path that a networking
cable must follow. If time permits, there is the opportunity to link together many students' models
to help them see the horizontal and vertical wire routing problems that must be solved in setting
up a network in a large building with dozens of computers, multiple servers, and a variety of
networking equipment.
Procedure:
1. Give students, in small groups, access to a full-scale architectural floor plans of a

whole-building network installation to provide them a context for their lesson
2. Have them locate the drawings legend and identify as many of the symbols and
lines on the drawing as they can
3. Have student groups measure the outline shape of the room using a variety of
methods (tape measure, ruler, heel-to-toe, counting floor tiles, string, etc.).
Students should then draw on a sheet of cardboard (at least 10" by 12") using
the scale of 1 inch = 3 feet. Provide them with rulers and stress the accuracy of
their drawing.
4. Have students cut out their cardboard along the outlines they have drawn.
5. Provide the students with 3"x5" index cards, transparent tape, and scissors so
that they may construct the walls around the edge of the outline (use the card's
3" dimension to represent the height of the walls). Be sure that they cut out doors
and windows and construct large features of their room like columns, tables,
equipment racks, etc.
6. Check that their models are well attached to the cardboard bases and that all
cuts are clean and accurate.
7. Provide the students with a sheet of overhead transparency and a transparency

marker. Have them cover the top of their models completely with the transparent
sheet and have them tape it to the walls (from underneath) temporarily in two
places.
8. Using the transparency pens and looking down from above, students should
draw the traces where the tops of the walls touch the sheet. Next they should
draw other features that they see, such as tables and racks. Also have them note
the locations and extent of door openings and windows (show them examples of
this from the professional drawings).
9. Have students remove the floor plans that they have thus produced, and
compare them with the professional drawings. Point out similarities and
differences, including scale, level of detail, and wall thickness. Also have
students compare their drawings with each other, and discuss issues of accuracy
of measurement and care and precision of drawing.
Optional Activities.
10. Arrange the students "rooms" on a tabletop as they would be in a real building.
Allow space for corridors, and stack some vertically to help illustrate vertical
wiring problems. You may wish to fasten them to the tabletop with tape.
11. Pose networking problems for students to solve by suggesting the locations of
PCs, wiring closets, networking equipment, jacks and the like. Their solutions
could be expressed by drawing cable routes directly on the models with a felt tip
pen, or for more realism, by having them tape lengths of string, scaled to the
maximum possible run for the particular medium (UTP, coax, fiber) along their
proposed cable routes. For showing runs across ceilings, have the students
attach transparent sheets to the top of their room; these sheets should be hinged
with tape along one side for easy access to the interior.
Orienting Students to Orthographic Projections (top, front, and side views at a minimum)
1. Show students examples of orthographic drawings of familiar objects. Some
good objects are a car, a person standing, a person sitting, a basketball, or a
house.
2. Have students make an orthographic drawing (with at least a top, a side, and a
front view) of a simple object they have with them, such as a book, pen, key, ring,
or trinket.
3. Point out the limitations that external views have in representing the entirety of an
object. Show examples of section views and cut-away views.
4. Have students make some cross-sectional views using objects they are familiar
with or that you have on hand to be disassembled. Good examples are a house,
an egg, an orange, a person (MRI and CAT scans are good examples of cross-
sections), a marking pen, a computer, or a sneaker.
5. Show students the x, y, and z axes
6. Show students how to draw three dimensional cubes
7. Show students how to draw three dimensional rectangular boxes
8. Show students how to draw multi-tiered three dimensional rectangular objects
9. Show students how to remove cubic and rectangular volumes from already
drawn rectangular objects
10. Show students how use of shading can enhance these basic drawing techniques.
8.2 Planning Structured Cabling: Wiring Closet Specifications
8.2.1 Overview of wiring closet selection

No Instructor Notes for this TI.
8.2.2 Size
The purpose of this target indicator is to introduce the size standards for wiring closets. In your
structured cabling installation, the wiring closets may have already been determined or may
already exist. In this case you can have the students verify that the closets meet the standard.
8.2.3 Environmental specifications

The purpose of this target indicator is to emphasize that not just any old unused space in a
building is suitable for use as a wiring closet. There are basic environmental specifications which
must be met. If the students ask why, emphasize that a typical wiring closet will have networking
devices, optical fiber and other sensitive components, large numbers of conducting wires, and
must accommodate things like racks and patch panels.
8.2.4 Walls, floors, and ceilings

The purpose of this target indicator is to explain the structural components necessary for a good
wiring closet. If this sounds a lot like building code, it essentially is.
8.2.5 Temperature and humidity

The purpose of this target indicator is to introduce the actual temperature and humidity
specifications for a wiring closet. Again, if these do not seem immediately obvious to students,
emphasize that networking equipment and cabling do not perform well in the presence of heat
and water.
8.2.6 Lighting fixtures and power outlets

The purpose of this target indicator is that wiring closets must have adequate lighting and power.
8.2.7 Room and equipment access

The purpose of this target indicator is that wiring closets must have adequate space and
clearance for access to the networking equipment and cabling.
8.2.8 Cable access and support
The purpose of this page is to specify the requirements for raceway and conduit within the wiring
closet.
8.3 Planning Structured Cabling: Identifying Potential Wiring Closets
8.3.1 Topology as floor plan

The first step in locating a wiring closet is to obtain, or create, to-scale floor-plans of the area the
network will service. You may use the diagram given in the curriculum. However, you may want to
decide the wiring closet location for the actual area of your structured cabling installation project.
If floor plan documents are not readily available, it is a worthwhile exercise to have students
measure and draw such documents. Many students may show reluctance to drawing; coach them
along, show them some drawing tips, and remind them that sketches and drawings are an
important part of the networking professional's skill set. Note the standards for Cat 5 horizontal
cable run (shown in the graphic) are 3m maximum for workstation cable, 90m maximum for the
horizontal cable, and 6m maximum for the patch cord/jumpers -- this gives us the 100m rule.
8.3.2 Selecting potential locations

Criteria for selecting potential wiring closet locations are described. The concept of the POP is
introduced; emphasize that at least one wiring closet will hopefully be near the POP.
8.3.3 Determining number of wiring closets

A procedure for determining the number of wiring closets is described.
8.3.4 Identification practice

Based on the catchment area process, the locations of the wiring closets should be selected.
8.4 Planning Structured Cabling: Selection Practice
8.4.1 Building description

The purpose of this target indicator is to give the student more practice in determining the location
of wiring closets. Note that the overall dimensions of the building are rather small. This is
advantageous since we do not get near the 100m rule for horizontal cable runs. While several of
the potential wiring closets could work (most notably if more electric power and restricted access
were installed), D would seem to be a good choice to serve as the MDF. Again, given the small
size of the building, it is not clear that IDFs would be necessary.
8.4.2 Closet A
8.4.3 Closet B
8.4.4 Closet C
8.4.5 Closet D
8.4.6 Closet E
8.4.7 Closet F
8.4.8 Closet G
8.4.9 Closet H
8.4.10 Closet I
8.4.11 Closet J
8.5 Planning Structured Cabling: Horizontal and Backbone Cabling
8.5.1 Catchment area problems

The purpose of this target indicator is to introduce what happens in larger buildings. Unlike the
prior example for choosing a wiring closet, many buildings will require cable runs greater than
100meters. This necessitates the use of repeaters, or multi-port repeaters called hubs, and the
use of IDFs. Emphasize to the students that these requirements are a matter of both technology
(the network will not work properly if the rules are violated) and standards (networks must be built
according to various standards).
8.5.2 MDF location in multi-story building

The purpose of this page is to illustrate typical locations for MDFs and IDFs in a multistory
building. If possible, take the students on a tour of such locations within your school. The topology
is an extended star. Note the distinction between horizontal and vertical cabling, which are
governed by different standards and often may be different media.
8.5.3 Example of where you would use multiple wiring closets

The situation of multiple buildings -- a campus LAN -- is introduced. As with the multi-story
building, an extended star topology is used.
8.5.4 Cabling for MDF and IDF connections

The IDF to MDF connections are called "backbone" cabling. There are specific TIA/EIA-568-A
and TIA/EIA-569 standards for backbone cabling.
8.5.5 Backbone cabling media

Acceptable choices for backbone cabling are UTP or optical fiber. Most backbones installed today
use optical fiber, for its immunity to EMI/RFI, lack of grounding problems, extremely long cable
runs, and extremely high bandwidth.
8.5.6 TIA/EIA-568-A requirements for backbone cabling

Three more acronyms -- MCC (Main Cross Connect), ICC (Intermediate Cross Connect), and
HCC (horizontal cross connect) -- are introduced in the context of the TIA/EIA-568-A standards.
8.5.7 Maximum distance for backbone cabling
The maximum backbone lengths for single-mode optical fiber (3000m), multimode optical fiber
(2500m), and UTP (90m) are presented. Note the 3km distance of optical fiber allows it to be
used, in an Ethernet extended star topology, in a area greater than many high school and junior
college campuses. On the other extreme, note that the use of UTP as a backbone cable has
severe length restrictions.
8.6 Planning Structured Cabling: Electricity and Grounding
8.6.1 Differences between AC and DC

Jumping back to electrical topics may seem to be redundant. . But in our discussions of where to
put wiring closets, where to run cable, which backbone cabling to use, and others, electrical
issues play an important role.
8.6.2 AC line noise

One of the ways AC power line noise creates problems is by coupling into the media and
distorting digital signals. Other forms of noise also cause problems on the networking medium.
8.6.3 Electrostatic discharge

The problem of electrostatic discharge is briefly described. If students are to be installing NICs or
RAM they should be particularly aware of the potential problem of ESD.
8.6.4 Grounding electrical current in computer equipment

The hot, neutral, and ground connections of a wall outlet are introduced. If possible, pass some
wall sockets (easily obtainable from a hardware store) around and have the students dissect
them.
8.6.5 Purpose of grounding computer equipment

The necessity of grounding computer and networking equipment is briefly justified.
8.6.6 Safety ground connections

What should be emphasized here is that electricity presents a hazard to a person should that
person become part of an electrical circuit. Human beings conduct electricity, and if they should
accidentally become part of a live electrical circuit, they can be harmed. The purpose of safety
ground connections is to hopeful form a different circuit, of less resistance the unfortunate human,
so that electron take the path of least resistance (to ground) and not through the human's body.
8.6.7 Safety ground connection problems

The interesting situation of multiple grounds is introduced. Although the complete theory of how
this occurs is beyond the scope of the class, there are a few key features to note. Ground is our
reference voltage, that which we call zero volts. All voltages are electric potential measurements
from one point relative to another; typically relative to ground since that is our chosen reference
point. But what happens when there is a voltage between two physically distinct areas (two
buildings or two floors in a building) that we are calling ground? Well nothing would occur if no
circuits where formed involving these two different grounds. However, recall we are often running
long conducting copper cables around the floors of the building or between buildings to build our
network. These provide ways to form complex circuits involving the different grounds and
conducting human beings or conducting electronic devices. Hence the problem.
8.7 Planning Structured Cabling: Cabling and Grounding
8.7.1 Causes of ground potential problems

Another way to visualize the problem of differing earth grounds is presented. Again, they key is
that a person or a device can become part of an unintended circuit.
8.7.2 Networking devices and dangerous circuits

The way that Cat 5 UTP (or any copper-based conductor) causes different earth grounds to be a
problem is illustrated.
8.7.3 Faulty ground wiring problems

The scenario where a difference in voltage exists between the network cabling and the chassis of
an electronic device is described. Again, the problem is a human becoming part of an unintended
circuit.
8.7.4 Avoiding potentially dangerous circuits between buildings

The use of optical fiber -- which is electrically insulating (non-conducting) -- is proposed as a way
to avoid creating potentially dangerous circuits between building. Since inter-building cabling is
typically backbone cabling anyway, and since today most installations choose optical fiber as
their backbone medium, this requirement does not present much of a problem.
8.7.5 How fiber optic cable can prevent electrical shocks

The use of optical fiber -- which is electrically insulating (non-conducting) -- is proposed as a way
to avoid creating potentially dangerous circuits between floors of a building. Since inter-floor
cabling is typically backbone cabling anyway, and since today most installations choose optical
fiber as their backbone medium, this requirement does not present much of a problem.
8.7.6 Reasons for using UTP for backbone cabling between buildings
As if the earth ground issue wasn't enough reason to discourage the use of copper-based media
between buildings, another reason is presented. Lightning strikes can more efficiently couple into
buildings, their networks, and their power systems if there is a copper conductor between
buildings. The lesson is to just use fiber between buildings!
8.8 Design Practice No. 1: Wiring Plan for Ethernet Star Topology LAN
8.8.1 Overview
The purpose of this target indicator and subsequent pages is to give the students more practice
on some of the basic choices of network design: backbone cabling and the location of MDFs and
IDFs.
8.8.2 Main building: first floor

8.8.3 Main building: second floor

8.8.4 East building: first floor

8.8.5 East building: second floor

8.8.6 West building: first floor
8.8.7 West building: second floor

8.9 Design Practice No. 2: Multiple Earth Ground Problems
8.9.1 Overview
The purpose of this target indicator is to give the students additional design practice. Treat 8.9.1
through 8.9.10 as a classroom activity or as a homework assignment.
8.9.2 Company A: MDF location

8.9.3 Company A: backbone media

8.9.4 Company A: IDFs and ICCs

8.9.5 Company A: HCC locations

8.9.6 Company A: drawing horizontal cabling runs

8.9.7 Company B: MDF location

8.9.8 Company B: backbone media

8.9.9 Company B: drawing horizontal cabling runs

8.10 Network Power Supply Issues: Power Line Problems
8.10.1 Power problem classifications

The definitions of normal mode and common mode electrical problems are introduced.
Remember that all voltages (electrical potential differences) are measured between two points, so
you must define what those two points (hot and ground; hot and neutral; neutral and ground) are
when discussing potential voltage problems.
8.10.2 Normal mode and common mode

Common mode problems are identified as the more serious of the two types of power connection
problems.
8.10.3 Typical power line problems
Ideally the AC power would be 120 V, 60 Hz in the US and 240 V, 50 Hz in many other places in
the world. That is, the AC power would be a pure sine wave of fixed amplitude and frequency.
This is unfortunately not the case a can wreak havoc on networks. Surges, spikes, sags, and
oscillations are introduced as deviations to the pure sine wave our devices depend upon.
8.10.4 Sources of surges and spikes

8.10.5 Surge and spike damage

8.10.6 Surge and spike solutions

8.10.7 Sag and brownout solutions

8.10.8 Oscillation solution

8.11 Network Power Supply Issues: Surge Suppressors and Uninterruptible Power Supply
(UPS) Functions
8.11.1 Surge Suppressors: networking device locations

One particular type of surge protector, and its effectiveness, are presented.
8.11.2 Surge suppressors: for power panel locations

A commercial grade surge suppressor installed at the power distribution panel is the
recommended solution to surges and spikes.
8.11.3 UPS: for certain LAN devices

Basic applications for UPS are described.
8.11.4 UPS: for certain electrical problems

The utility of UPS for short-duration power events is described. Longer-term power disruptions
typically exceed the capacity of UPS, so a backup generator would be required as well. For most
LANs, the protection offered by a UPS will be more than accurate. But if a network had human
lives, important government communications, or financial transactions travelling on it, then it may
be intolerable to have a few hours of network downtime and a backup generator would be
necessary.
8.11.5 UPS: components

The key components of a UPS are described.
8.11.6 UPS: differences in UPS features

The differences between UPS are briefly described. In any major computer store and on the
World Wide Web there will be a wide variety of surge suppression and UPS equipment available.
8.11.7 UPS: description and operation

More features of UPS are introduced.
Chapter 9: Structured Cabling Project
9.1 Project Planning
9.1.1 Network installation safety procedures

What is the project? The purpose of the structured cabling project is to allow students to apply
individual skills learned in class to a real-world network installation. There are several ways to go
about the project.
First, you could work through chapter 9, skill-building for all the students simultaneously so they
can do the individual components of a cable installation prior to the actual installation. This is the
preferred method. Or you could teach the skills to a subset of the class and have one member of
the group teach the others. Or you could teach the skills on an as-needed basis during the
project. Only you can decide what will work best in your classroom.
There are many ideas for projects. You could wire the back of your classroom, the area where the
semester 2 routers and rack are located. If there is another room or wiring project within your
school, you could get permission to perform that project. You could adopt a nearby school that
needs wiring and do the work on a Saturday or after school. Or you could participate in local "Net
Day" activities if they are available. It is not so much the actual project but the fact that the
students do a project -- from start to finish -- that is so vitally important.
When wiring in the real world safety must be a priority. First, you will need your principal's
permission and possibly permission from the school district or local union representative. Second,
you may need permission slips for the students themselves, especially if the project is off-site.
Here are some electrical safety tips; you should brainstorm with your students the electrical safety
rules you will follow during your installation. Never work on a device (like a hub, switch, router, or
PC) with the case open and the line voltage (power cord) plugged in. Test electrical sockets with
an appropriate voltage tester or multimeter. Be sure to find the location of electrical conduit and
power wires before trying to install any networking cable. Properly ground all networking
equipment. Take care never to nick or cut a live 120 VAC line. These are just some of the
precautions you should take.
There are also mechanical precautions. Whenever drilling or cutting, wear safety class. Be careful
with bits and blades. Measure twice, cut once is an old saying; it means you should carefully
measure before using a tool. Make sure you and your teacher have investigated what you are
drilling or cutting into before you drill or cut; you do not want your power tools to come in contact
with electrical wiring or other utilities in the wall. Follow practices of general cleanliness; for
example, minimizing dust since you will be installing sensitive networking devices. If you must
use a ladder, follow proper ladder precautions. Brainstorm with your students other mechanical
precautions you can take.
If proper precautions are taken, the structured cabling installation can be an extremely fun and
rewarding project. But up front you must have strict classroom and team management, for there
are plenty of potential hazards given the nature of the work.
9.1.2 Network documentation
It is an old adage that you will get from your students what you expect of them. This appears to
be true of network documentation. Many students and networking folks alike do not like
documentation, but is an integral part of any professional structured cabling installation. It is best
to develop a rubric around the following components:
Engineering journal
logical topology
physical topology
cut sheets
problem-solving matrices
labeled outlets
labeled cable runs
summary of outlets and cable runs
summary of devices, MAC addresses, and IP addresses
9.1.3 Network installation teams

The structured cabling project is ideal for group work. As always with group work, there is a
balance between group and individual responsibility. One way to achieve this is to assign different
group members different jobs, and give them both a group and an individual grade for their work
during the project. There are many ways to create groups and group roles; one suggestion
follows.
Materials and tools manager: responsible for tool kits, cable, connector, testers.
Cable Runner: responsible for planning and running cable safely and according to specifications,
and testing the cable run.
Jack and Patch Panel Terminator: responsible for performing quality punch downs, jack
installations, and testing them.
Project manager -- responsible for safety. Responsible for keeping other team members focused.
Responsible for seeing that all documentation is performed. Responsible for communicating with
the instructor.
Take turns at each job so you can develop all of your skills. Networking professionals often work
in teams and often have to perform very diverse tasks, so be flexible.
9.1.4 Work flow

A structured cabling project of any magnitude involves a complex sequence of events. Without
proper planning on the part of you, the instructor, and the individual groups, you can have a lot of
students standing around waiting for something to happen. This is, of course, a prescription for
classroom management and safety issues.
We recommend you assist the students in creating a timeline of what work they will be doing and
who will be doing. After having worked through Chapter 9, and after having studied the site of the
wiring job, students should have a reasonable expectation of the tasks and their sequence. This
also leads right into a discussion of materials flow.
9.1.5 Scheduling materials flow

So what will you need to do a structured cabling installation? Quantities will vary widely with the
project you choose. One useful tool for estimated costs and quantities is the Academy Cost
Calculator, a spreadsheet available on the community server. Also, we recommend two vendors
who have recently partnered with the Academy Program: The Siemon Company (The Siemon
Structured Cabling System) and the 3M Company (Volition Cabling Systems). Also, making
personal connections with local network design and cable installation firms and professionals can
be a great assistance with planning and executing your project.
Here is a list of basic materials:

Cat 5 UTP Plenum Cable (solid wire)
RJ-45 Plugs (Connectors)
RJ-45 jacks
RJ-45 Flush or surface mounting boxes and related hardware to hold the jacks
RJ-45 patch panels
Cable ties
Velcro
Raceway, gutter, and/or conduit
Tools you will probably need:

Some form of cable tester -- Fluke 620 or equivalent
Wire cutters/strippers
RJ-45 Crimping Tool
RJ-45 Punchdown Tool
Hacksaw
Key saw
Vacuum cleaner
Safety glasses
9.2 RJ-45 Jack and Outlet Installation
9.2.1 TIA/EIA-568-A standards

The diagram for the TIA/EIA-568-A and TIA/EIA-569 standards is repeated from an earlier
chapter. Convey to the students that each "link in the chain" is governed by standards. In this
section the standards which apply to the jack are our focus. Note the standards for Cat 5
horizontal cable run (shown in the graphic) are 3m maximum for workstation cable, 90m
maximum for the horizontal cable, and 6m maximum for the patch cord/jumpers -- this gives us
the 100m rule.
9.2.2 RJ-45 jack

A TIA/EIA-568-A compliant jack is described in detail. While students may already be familiar with
them, it is helpful to pass around the jacks and review the pin assignments, conducting paths,
and color codes with the students.
9.2.3 Two methods for mounting an RJ-45 jack

The two major types of mounting for RJ-45 jacks are described -- surface mounting and flush
mounting. Again, if you have the materials available, passing samples around will help the
students visualize what they are learning.
9.2.4 Surface-mounting an RJ-45 jack

Screw-mounted and adhesive mounted boxes are introduced as two ways to surface mount an
RJ-45 jack.
9.2.5 Advantages of surface-mounting an RJ-45 jack

The advantages of adhesive surface mounted jacks are discussed: they are faster to install
(reducing labor costs) and they are the only option in some cases. However, once affixed, you
can't move them.
9.2.6 Factors to consider before flush-mounting an RJ-45 jack

This target indicator describes the factors that go in to a decision to flush mount an RJ-45 jack.
9.2.7 Preparing a drywall surface for a flush-mounted jack

We suggest that for the next 3 target indicators you create a mock wall. Using two by fours, you
can create a frame on which to mount sections of drywall, plaster, and/or wood. The mock wall
will allow students to practice flush mounting without fearing damage to any real walls. The frame
of the mock wall can be reused; you will need to periodically replace the wall sections. If you are
lucky enough to have a shop, perhaps they can fabricate this for you. If you are lucky enough to
have the construction trades offered at your institution, you might form a joint project to install
wiring in some of their construction projects.
9.2.8 Preparing a plaster surface for a flush-mounted jack

Use the mock wall to practice this skill.
9.2.9 Preparing a wood surface for a flush-mounted jack

9.2.10 Flush mounting a jack in a wall

9.2.11 Procedure for placing the copper wires into a jack
This target indicator is best mastered by giving an RJ-45 jack to everyone and a segment of Cat 5
UTP cable with the jacket stripped. It takes a bit of manual dexterity to position the wires in the
jack correctly without creating too much untwist (which can cause noise problems). Common
errors include not following the color code properly and too much (> 0.5 ", or 13 mm) untwisting.
9.2.12 Procedure for punching wires down into a jack

The punch-down procedure is described. The most common error is that students will have the
blade facing the wrong way, and cut off the wire inside the jack instead of trimming the excess
wire from outside the jack. You may want to point out that this same procedure is used to punch
down into a patch panel, another necessary skill for cable installation.
9.2.13 Installing RJ-45 jack and outlet

This is simply a mastery target indicator to assure that everyone in the class has actually
performed the lab tasks.
9.3 Basics of Cable Installation
9.3.1 Basics of installing UTP cable

This target indicator presents the "Dos" and "Don'ts" of installing UTP cable. It is best to
demonstrate the various correct and incorrect procedures so the students are clear on how to
treat the cable.
9.3.2 Documenting cable runs

Cut sheets, floor plans, physical and logical topologies, cable labels, and journal entries are just
some of the techniques for properly documenting cable runs. Do not present this as an optional
part of cable installation but rather as an integral part of a professional installation job.
9.3.3 TIA/EIA-606 specifications for labeling cable

The importance (and necessity of adhering to standards) of labeling cable terminations (jacks,
patch panels) should be stressed to the students.
9.3.4 Types of labels

A systematic alphanumeric labeling system should be used to label cable runs and terminations.
Ultimately this information should be stored in a spreadsheet and database for reference and
maintenance purposes.
9.3.5 Preparing cable for routing and labeling

An efficient way for installing multiple runs of cable is described.
9.3.6 Labeling cable ends

The importance of labeling cables at each end is introduced. The need to label cables increases
rapidly with the number of cables you are bundling. You can save a lot of troubleshooting time
later by labeling the cables properly when they are installed.
9.4 Structured Cable Run Installation
9.4.1 Easiest procedure for routing cable

Several less desirable methods for routing cable are described. First of all, stapling is
unacceptable. Duct taping is unacceptable. Unattractive but easy is the method of tie-wrapping
the cable together and then screw-mounting the tie-wraps to the wall.
9.4.2 Mounting cable in raceway

Raceway and gutter are introduced as two preferred ways of routing cable. However, this drives
up cost as raceway can have considerable cost especially as your cable runs get long. In some
areas of the world raceway is the only standards-compliant option.
9.4.3 Running cable through existing raceway

There are generally two concerns with routing cable in existing raceway. First, is there room? The
new bundle of cable you want to route in the raceway may exceed the capacity of the raceway.
Second, it is preferabe not to route cable in a raceway with power wiring. This can potentially
cause noise problems.
9.4.4 Personal safety precautions before installing cable

Again, safety precautions are reviewed. Do not attempt cable installations until you have
adequately trained and mature students and sufficient adult supervision. Cable installations can
be incredibly fun and rewarding, but since they are essentially construction projects, there are
many precautions that must be taken. Perhaps on the days you do your structured cabling project
you could invite some parents to assist, some of whom may be employed in the electrical or
construction trades.
9.4.5 Building safety

It is not only the individual who needs to take precautions to protect themselves and others. The
building should also be considered.
9.4.6 Supporting horizontal cabling

Options for routing cable above dropped ceilings are discussed. The one unacceptable option is
to simply lay the cable on top of the dropped ceiling.
9.4.7 Stringing cable in an attic, or room with a dropped ceilling

The utility of a telepole for fishing cable through difficult to reach spaces is discussed.
9.4.8 Fishing cable from above a wall

Fishing cable through walls using fish tape is described.
9.4.9 Fishing cable from below a wall

Fishing cable from below a wall (as in the case of basement access) is described.
9.5 Stringing, Running, and Mounting Cable
9.5.1 Installation tasks

Using a mock wall, a location in your building, or the actual location of your structured cabling
project, have the students demonstrate a variety of cable stringing, running, and mounting skills.

9.6 Basics of Wiring Closets and Patch Panels
9.6.1 Wiring closet

Wiring closets, covered extensively in Chapter 8, are reviewed
9.6.2 Reason for MDFs and IDFs

The concepts of MDFs and IDFs, covered extensively in Chapter 8, are reviewed.
9.6.3 Patch panel

The structure and importance of patch panels is introduced. It is helpful if you have some
unmounted patch panels to pass around to allow the students to see them in detail.
9.6.4 Structure of a patch panel

Remind students the back of the patch panel is built similarly to the back of the RJ-45 jacks they
worked with earlier.
9.6.5 Laying wires in a patch panel

Remind the students that wires are laid down on a patch panel in a manner similar to the RJ-45
jacks that they already know how to do. The 0.5" (13 mm) maximum untwisting must be strictly
adhered to and can be difficult unless the student is careful.
9.6.6 Punch tools

Remind the students that they already know how to use a punchdown tool from their work with
RJ-45 jacks and that the same procedure applies with patch panels.
9.6.7 Mounting a patch panel

Mounting of patch panels on brackets, racks, and cabinets is discussed. Emphasize that all of this
is part of keeping the cabling structured and easy to manage.
9.7 Range of Equipment for Testing Structured Cabling Projects
9.7.1 Procedures for testing cable already installed

A simple troubleshooting model for cable testing is presented. Layer 1 is the cause of large
numbers of network problems and troubleshooting Layer 1 is a key part of any networking
professional's skill set.
9.7.2 Network operation testing

The importance of a baseline measurement of network performance is introduced. The baseline
is the set of data about your network that you check periodically to ensure the network is still
functioning properly.
An outstanding, brand-new, all-purpose tool from Fluke is shown in the Figure. Undoubtedly other
vendors will be following suit. The idea is to have a "Swiss Army Knife" for a wide range of basic
network tests. Emphasize to students the utility and versatility of a very portable device for doing
basic network troubleshooting at layers 1, 2 and 3. This tool is available to Academies, in various
quantities and at a discount, on the Academy Store. It will also be available for purchase by
students as well. Upcoming lab activities will be written to teach the wide range of uses for this
tool.
9.7.3 Cable testing equipment
You might think that testing cable is simply a matter of substituting one cable for another. This
does not, however, provide certain proof of anything, since a common problem can effect all
cables on a LAN. For this reason, it is recommended that you use a cable tester to measure
network performance.
A cable tester is a hand held device that can certify that cable meets the required IEEE and
TIA/EIA standards. Cable testers vary in the types of testing functions they provide. Some can
provide printouts, others can be attached to a PC to create a data file. Little or no special training
is required to use the cable testers that are currently available on the market today. Most
competent network administrators or installers find that the operating manuals, supplied by the
cable tester manufacturers, provide sufficient instruction.
9.7.4 Tests performed by cable testers

Some basic parameters that cable testers measure are introduced. One example is the Fluke 620
Cablemeter (or equivalent), which can determine cable continuity and pinout, perform cable
identification, cable distance, locate bad connections, provide wire maps for detecting crossed
pairs, detect split pairs, and trace cable behind walls.
9.7.5 Cable testers and distance measurements

Distance measurements using TDR -- time domain reflectometry -- are described. Using the
formula distance = rate x time, and knowing the rate at which signals travel down a particular
medium (which can be measured and calculated, is called the nominal velocity of propagation or
NVP, and is entered into the meter by the manufacturer), the meter sends out a pulse and waits
for the return "echo" reflection. One half of this time is the time of propagation of the pulse down
the cable, and when multiplied by the velocity of signal propagation gives the cable distance. You
might think of this a cable radar.
9.7.6 TDRs (time domain reflectometers)

The utility of distance measurements in verifying jack, cable run, and patch panel connectivity is
discussed.
9.7.7 Wire maps

Crossed pairs, a common wiring error, are introduced.
9.7.8 Split pairs

Simple wire mapping meters will not detect split wire pairs; a more sophisticated meter is
required. A more sophisticated meter -- such as the Fluke 620 -- is required.
9.7.9 Signal attenuation

It generally requires a fairly expensive cable meter (over $1000) to test signal attenuation. These
measurements are described. One such device is the Fluke DSP-2000.
9.7.10 Causes of near-end crosstalk

It generally requires a fairly expensive cable meter (over $1000) to test near-end cross talk
(NEXT). These measurements are described. One such device is the Fluke DSP-2000.
9.7.11 Problem detected by a noise level test

Common noise sources are listed.
9.7.12 Using a cable tester to locate sources of outside interference

It generally requires a fairly expensive cable meter (over $1000) to test perform noise level tests..
These measurements are described. One such device is the Fluke DSP-2000.
9.7.13 Cable testing procedures
Students should demonstrate the ability to use simple continuity-level cable testers. Instructors
should at least demonstrate cable testing to the level of a Fluke 620 Cablemeter or equivalent. If
more Fluke meters (or equivalent) are available, then training all students on these meters will
give them enhanced professional skills. If available (perhaps on loan from your regional academy
or a local cable installation company), demonstrate the use of the higher end cable testers -- they
are truly remarkable devices which measure many of the cable parameters discussed throughout
the curriculum.

Chapter 10: Layer 3 - Routing and Addressing
10.1 Importance of a Network Layer
10.1.1 Identifiers
The purpose of this target indicator is to justify the necessity of Layer 3 addresses. The key
distinction to make for the students is that MAC addresses represent a flat address space. That
is, they are non-hierarchical like national personal identification (e.g., social security) numbers.
MAC addressing -- the naming of computers with hexadecimal numbers -- works fine in a LAN
environment, but they don't scale well. As the number of computers and separate networks
grows, the necessity of some kind of hierarchical addressing scheme becomes apparent.
Telephone and Postal codes are routing codes which are analogous to Layer 3 addressing
schemes. As an activity you might have the students drawing a diagram for n = 30 computers
might help. Label them A, B, C, etc. and then relabel and reorganize the computers hierarchically
with two-part numerical codes. Discuss the implications of both addressing schemes.
This TI is related to CCNA Certification Exam Objective #3.
10.1.2 Segmentation and autonomous systems

There are two main points to this target indicator. First, that multiple networks are desirable (we
create them to segment our networks into smaller networks for traffic management) and that
multiple networks already exist (the Internet is a WAN comprised of millions of smaller networks
all of which want to be somewhat connected). Secondly, this target indicator makes use of the
highway analogy for networking. This analogy was introduced in Chapter 1 and is a rich analogy
for many aspects of networking. Particularly important is that routing takes place in highway
systems (perhaps have the students brainstorm how this occurs -- i.e., maps, traffic signs and
signals, people getting directions, etc) and that large data networks need routing information as
well.
10.1.3 Communication between separate networks

The importance of this target indicator can be rephrased as "why would we want to have an
Internet." The world is just beginning to answer this question; every day some new purpose is
found for the world-wide interconnection of networks known as the Internet. The knowledge
sharing, the commerce, the near instantaneous personalized communications, and many other
reasons are why separate networks would "need" to communicate. Perhaps you can challenge
members of your class to come up with new ways to use the Internet!
10.1.4 Layer 3 network devices

There are three key points to this target indicator: routers connect separate networks, routers
make best path decisions based on Layer 3 information, and routers actually switch packets from
incoming ports to appropriate outgoing ports. You cannot stress these three points enough --
everything that follows in Chapters 10 and 11 is in some way justified so the router can perform
one of these functions. Without routers you could not connect separate networks efficiently, there
would be no devices intelligent enough to route packets along a best path nor to switch them to
that best path.

10.2 Path Determination
10.2.1 Path determination

Of course you can make more complicated kinesthetic activities with multiple students acting as
multiple routers with multiple paths, but the highway analogy is probably better. In other words,
pose the problem to the students -- how do we get from point A to point B in a city at rush hour
when there's been an accident on the main highway? This will illustrate the notion of best path
selection. Having a map of the city and having the students choose best paths is a simple and
illustrative activity. You can then compare this to routing processes. Having students discuss best
paths simulates routing protocols (about which they will learn later). Again, the idea is to make as
many of the abstractions as tangible as possible.
10.2.2 Network layer addressing

We have made the distinction between "naming" a computer with a MAC address and
"addressing" a computer with a network layer address. This target indicator strives to emphasize
the difference. You might pose the problem to the students -- would routing be possible if we just
had names (MAC addresses) for computers? What problems would arise and what would such
Layer 2 "routing" devices have to look like (amongst other problems they would have to
remember the name of every single device on all networks in order to route any information,
hence the Layer 2 routing tables would be ridiculously large). Then emphasize how hierarchical
addressing, when combined with naming, gives us efficient local delivery but also efficient world-
wide routing and delivery of information.
10.2.3 Layer 3 and computer mobility

The purpose of this target indicator is to emphasize another benefit of a two-tiered, hierarchical
addressing scheme: computers can be moved and the network can accommodate moves with a
minimum of disruption. Computers keep their name (their MAC address) but can change their
address (their network layer address).
10.2.4 Comparing flat and hierarchical addressing

The purpose of this target indicator is both summary and introduction. Flat and hierarchical
addressing schemes have been extensively mentioned in prior target indicators. So this
summarizes the main points of those target indicators. But a grand introduction is made: the
network layer addressing scheme, the Layer 3 protocol to be used in the class -- Internet
Protocol, or IP -- is introduced. IP addressing is one of the most important topics throughout all
four semesters of the curriculum and on the CCNA exam.

10.3 IP Address within the IP Header
10.3.1 Network layer datagrams

The purpose of this target indicator is to subdivide the IP datagram into two major sections: the
header information, needed for delivery, and the actual data from the upper layers. World-Wide-
Web references are included to allow remediation and extension on the topic of IP addressing.
With difficult topics such as IP addressing, multiple presentations on the topic, from different
perspectives, may be helpful for some students.
This TI is related to CCNA Certification Exam Objectives #2, #29, and #36.
10.3.2 Network layer fields

The purpose of this target indicator is that the student be able to explain, in detail, what
comprises the IP datagram. Relate this datagram -- a Layer 3 PDU -- to the frame format
diagrams that students studied when learning about Layer 2. This will make the concepts of
headers and fields more plausible. Have the students pay particular attention to the source and
destination IP addresses. Also point out that while the IP datagram looks complicated, all of this
"overhead" information is necessary for routing and "best effort delivery" of packets. Also note
that the total length in bytes of this "overhead" is typically a small fraction of the total length of the
entire packet -- it is mostly carrying upper layer encapsulated data.
Call attention to the fact that this seemingly large Layer 3 PDU (datagram, packet) acts as "data"
for the Layer 2 PDU (frames). That is, packets are encapsulated into frames.
10.3.3 IP header source and destination fields

The purpose of this target indicator is to focus on the source and destination fields of the IP
datagram. Their length in IP version 4 is 32 bits; this concept is introduced and the fact that these
addresses are necessary for routing is emphasized.
10.3.4 IP address as a 32-bit binary number

The purpose of this target indicator is to show the binary format of an IP address. Draw upon the
binary math that was taught in Chapter 1. Spend enough time on this diagram to assure that all
students have mastered it; all future work involving IP addressing presupposes a complete
understanding of the binary format and powers of two involved.
10.3.5 IP address component fields
This target indicator introduces two important IP addressing concepts: dotted decimal notation,
and the classification of parts of the address as "network" numbers and parts of the address as
"host" numbers. Relate the network numbers to the earlier discussion of hierarchical addressing,
including the analogy to zip codes. Practicing binary to decimal and decimal to binary conversions
would be appropriate here, using the dotted decimal notation.
Practice Problems:
1. Convert 1101 0101.1100 0011.0000 1111.0101 0101 to dotted decimal notation.
2. Convert 156.1.149.9 to binary notation.

10.4 IP Address Classes
10.4.1 IP address classes

The purpose of this target indicator is that the students recognize class A, B, and C IP addresses.
Students should be able to classify IP addresses as A, B, or C. They should also be able to label
the octets "network" and "host" as appropriate for that address class. Emphasize that the network
numbers are assigned by an external agency; only the host numbers can be assigned locally.
While you may have heard of other class-less IP addressing schemes (such as CIDR, classless
interdomain routing), the concepts of A, B, and C addresses are still widely used. And many
questions on the CCNA exam assume classful addressing.
The "lab", a paper-based activity, requires approximately 30 minutes. This TI is related to CCNA
Certification Exam Objectives #29, #30, and #36.
10.4.2 IP address as decimal numbers

The graphic summarizes the first octet rule, which allows quick identification of class A, B, and C
addresses, written in binary, based on the first bits in the first octet.
10.4.3 Binary and decimal conversion review

In chapter 1, students were taught the binary number system. Review the techniques for
converting between the two systems. Use of calculators is discouraged for two reasons. First,
practitioners of networking often need to make quick, "back-of-the-envelope" conversions
between decimal and binary numbers. Second, no calculators are allowed on the CCNA exam.
10.4.4 Converting decimal IP addresses to binary equivalents

The purpose of this target indicator is practice of decimal to binary conversions in the context of
IP addressing.
10.4.5 Converting binary IP addresses to decimal equivalents

The purpose of this target indicator is practice of binary to decimal conversions in the context of
IP addressing.
10.5 Reserved Address Space
10.5.1 Purposes for network IDS and broadcast addresses

The purpose of this target indicator is to introduce the concept of specially reserved IP addresses.
Have the students work out the basic network numbers for all three classes of IP address. For
example, for a class A address 99.0.0.0 would be a reserved network number and
99.255.255.255 would be a broadcast number. For a class B address 156.1.0.0 would be a
reserved network "wire" number and 156.1.255.255 would be a broadcast number. For a class C
address 203.1.17.0 would be a reserved network number and 203.1.17.255 would be a broadcast
number.
Also be forewarned that once subnetworks are created, the reserved network numbers and
broadcast numbers become less obvious and require more work to compute.
10.5.2 Network ID
The importance of this target indicator is identifying the importance of network id numbers.
Network ID numbers provide a convenient way to refer to all of the addresses on a particular
network or subnetwork. Two hosts with differing network id numbers require a device, typically a
router, in order to communicate.
10.5.3 Network ID analogy

The purpose of this target indicator is to use the postal analogy for networking. Both the postal
system and the Internet use routing, the routing codes for the postal system are analogous to the
routing network id numbers used on the Internet.
10.5.4 Broadcast address analogy

The purpose of this target indicator is to use the postal analogy for networking. Both the postal
system and internetworks use a form of "collective" addressing. In the postal system, a bulk
mailing goes to everyone with a particular postal code (typically a geographical region). In
internetworks, a broadcast goes to every host with a particular network id number (typically a
region of a logical network topology).
10.5.5 Hosts for classes of IP addresses

There are two purposes of this target indicator. First, students must recognize the number of bits
in the network and host portions of all three classes of IP addresses. If they can recognize this,
then it is a matter of powers of two to determine how many hosts are intrinsically part of classful
IP addressing.
10.6 Basics of Subnetting
10.6.1 Classical IP addressing

The purpose of this target indicator is to show the wastefulness of classical, classful, non-
subnetted IP addressing. The problem may be phrased as follows. A certain amount of large
address blocks -- 127 class As -- were created, with over 16 million hosts per network. Few if any
of these large address blocks use all 16 million host numbers -- wasting IP addresses.
A different, fairly large number, of medium sized address blocks -- over 65,000 class B addresses
-- were created, with 65,000 hosts per network. This is still a large amount of hosts per network
number -- again too many, wasting many hosts per network number.
The largest amount of addresses -- the over 16 million class Cs -- only have 256 hosts per
network number -- which is often too FEW hosts per network. So the division of networks into the
sizes of classes A, B, and C, none of which is of optimum size for network administration, can be
very wasteful in the assignment of hierarchical IP addresses. These inconvenient sizes for
address classes are a remnant of an earlier day in the Internet's history, when it seemed
unimaginable that any of the address classes would be almost completely assigned. But the
proliferation of networks and hosts has made these classes limiting, and in advanced networking
courses various ways of dealing with the consumption of addresses are taught (for example,
VLSM (variable length subnet masking), private networks and network address translation, and IP
version 6).
10.6.2 Subnetwork
The purpose of this target indicator is to introduce the abstract but vitally important topic of
subnetting. Emphasize that we desire to give network administrators more flexibility, so we will
allow them to extend the network number by a certain number of bits. Of course, this extension of
the network number comes at the expense of the number of host bits. But this is not really
harmful in the case of class A and class B addresses, which tend to have blocks of host
addresses that are too large. The terminology is often that subnet bits are "borrowed" or "stolen"--
it is important to emphasize that the bits are being re-purposed.
The notion of subnet mask is introduced -- the mask allows decoding of the subnetted network
number. Without a subnet mask, the subnetwork number cannot be used to route data.
10.6.3 Purpose for subnetting

Besides the wastefulness of classical IP addressing and the improved efficiency of subnetting
networks, there is another reason for using them. Smaller networks -- and remember, subnets are
fully addressed networks to the "outside" world -- makes for smaller broadcast domains, an
important consideration in network design.
10.6.4 Subnet mask

The purpose of this target indicator is to provide the details of subnet masks. The longer name for
subnet mask is instructive -- "extended network prefix". The mask's ones show how far we are
extending the network number (at the expense of the host numbers).
10.6.5 Boolean operation: AND, OR, and NOT
There are three fundamental operations in Boolean algebra. These three functions are crucial in
the design of all digital circuits, and important in programming. These functions are often used in
"Boolean searches" to use Internet search engines to narrow the range of hits for a search. In
internetworking, the AND function is particularly important part of the routing process. Teach one-
bit Boolean AND as similar to multiplication ( 0 AND 0 = 0, 0 AND 1 = 0, 1 AND 0 = 0, 1 AND 1 =
1); one-bit Boolean OR as similar to addition (0 OR 0 = 0, 0 OR 1 = 1, 1 OR 0 = 1, 1 OR 1 = 1);
and one-bit Boolean NOT as simply inversion of the bit (NOT 0 = 1 and NOT 1 = 0). This is also a
good time to review the different ways 1s and 0s are sometimes represented -- ones as TRUE,
ON, SHORT CIRCUIT, +5 Volts and zeros as FALSE, OFF, OPEN Circuit, or 0 Volts. For
multiple-bit binary numbers, (anything AND 1111 1111) yields (anything).
10.6.6 Performing the AND function

There are two keys to getting these types of problems correct. First, the student must be able to
perform decimal to binary conversions. Secondly, they must understand the AND operation.
Neatness is encouraged (lining up the bits and performing the bit-wise AND). Tricks are
encouraged, like the idea that when AND is involved, any mask bits with a 1 copy the network id
bits and any mask bits with a 0 result in a zero in the answer.
Certification Exam Objectives #29, #30, and #36.
10.7 Creating a Subnet
10.7.1 Range of bits needed to create subnets

The purpose of this target indicator is to correctly discern how many bits may be "stolen" or
"borrowed" from the host fields to extend the network number. The first step in this process is
identifying the IP address as class A (thus a default subnet mask of 255.0.0.0), class B (thus a
default subnet mask of 255.255.0.0), or class C (thus a default subnet mask of 255.255.255.0).
This establishes the "minimum" mask. The maximum mask must leave at least 2 bits for
numbering hosts.
This TI is related to CCNA Certification Exam Objectives #7, #29, #30, and #36.
10.7.2 Determining subnet mask size

The more bits stolen, the more possible combinations of those bits. More combinations means
more subnetwork numbers.
10.7.3 Computing subnet mask and IP address

There are several techniques for calculating the number of subnets when given the subnet mask
and IP address. From the IP address, you can determine its class and hence the default subnet
mask. Find how many bits beyond the default mask the actual subnet mask has been extended.
This is the number of bits "borrowed" or stolen to create subnetworks.
n
The formula 2 - 2, where n is the number of bits stolen, gives the number of USABLE
subnetworks created. Another way to see this is to write out the powers of two, and find the
exponent of two that matches the number of bits stolen. Whatever that power of two equals (less
the 2 reserved numbers) gives the number of subnets.
10.7.4 Computing hosts per subnetwork
There are several techniques for calculating the number of subnets when given the subnet mask
and IP address. From the IP address, you can determine its class and hence the default subnet
mask. Find how many bits beyond the default mask the actual subnet mask has been extended.
This is the number of bits "borrowed" or stolen to create subnetworks.
m
The formula 2 - 2, where m is the number of bits NOT stolen, gives the number of USABLE host
numbers created. Another way to see this is to write out the powers of two, and find the exponent
of two that matches the number of bits NOT stolen. Whatever that power of two equals (less the 2
reserved numbers) gives the number of hosts per subnetwork.
10.7.5 Boolean AND operation

The key to understanding the result of the Boolean ANDing of an IP address and a subnet mask
is to realize that once created, subnetworks are valid network numbers as far as the "outside"
world is concerned. So as with the earlier calculation, the bit-by-bit ANDing of the IP address and
the subnet mask gives the subnetwork number.
Certification Exam Objectives #7, #29, #30, and #36.
10.7.6 IP configuration on a network diagram

The importance of this target indicator is to relate IP address configuration involving subnets to
actual logical network topologies. As an activity, have the students assign IP address to the
teaching topology.
Types of IP Addressing Problems
Problem:
Given 195.137.92.0 and needing 8 usable subnets, find the subnetwork numbers, the ranges of
host numbers, and subnetwork broadcast numbers.
Solution:
IP Address is a class C. Default subnet mask is 255.255.255.0. We need to extend the network
number by enough bits to give 8 usable subnets. Stealing 2 bits yields 2 usable subnets, stealing
3 bits yields 6 usable subnets, so we must steal 4 bits to get 14 usable subnets, of which we
needed 8. This makes the subnet mask 255.255.255.240. So the Network number is
195.137.92.NNNN HHHH where Ns stand for network extension bits (subnets) and Hs stand for
host numbers. Next we must number the subnets; there are 16 combinations of 4 bit binary
numbers but they retain their place value within the last octet.
10.7.7 Host/subnet schemes

An unfortunate by-product of creating subnetworks is that the reserved network and broadcast
numbers now exist for each and every subnetwork created. Thus entire blocks of IP addresses,
which begin with these subnetwork id and subnetwork broadcast numbers, are wasted. So the
network administrator must strike a balance between the number of subnets required, the hosts
per subnet that is acceptable, and the resulting waste of addresses.
Certification Exam Objectives #7, #29, #30, and #36.
10.7.8 Private addresses
There are certain IP address ranges reserved for private IP addressing schemes. Not everyone
needs connectivity to the Internet. Another relevant discussion is IP address depletion. Various
schemes are being pursued to deal with IP address depletion. First there is NAT. Second there is
CIDR. Third there is IP v6. While all of these have there benefits, students should be well-
grounded in classful IP addresses.
Chapter 11: Layer 3 - Protocols
11.1 Layer 3 Devices
11.1.1 Routers
This target indicator reviews a simple definition of router functionality -- a device which makes
best path routing decisions based on Layer 3 addressing. The students have just finished
studying the dominant Layer 3 Addressing scheme -- IP addressing. The purpose of this chapter
is to illuminate how those best path decisions are made.
11.1.2 Layer 3 addresses

The purpose of this target indicator is to compare and contrast bridges, switches, and routers. It
should be noted that while routers make their decisions based on Layer 3 addresses, Layer 2
addresses remain important. For example, the router will strip off Layer 2 source addresses and
replace them with its OWN Layer 2 source address when forwarding a packet. Also, some routers
can perform bridging functions.
11.1.3 Unique network numbers

This seemingly simple example -- one router connecting two simple LANs -- must be fully
understood if the student is to progress very far in their understanding of more complex and
realistic networks. The router switches packets to the appropriate interface based on the
destination IP address. It should also be noted that the router interfaces themselves must have
addresses. A very appropriate kinesthetic activity is to have students play the roles of hosts and
router and pass packets -- with Layer 2 and Layer 3 addresses -- back and forth across the
network. The person portraying the router should remove the Layer 2 source address and replace
it with its own.
11.1.4 Router interface/port

This target indicator stresses the point that routers connect separate networks and that each of
the connections to those network -- called interfaces or ports -- must have its own IP address. If
this seems odd, make the point that just as hosts need NICs to connect to the network, the router
has NIC-like modules in it, called interfaces, to put signals onto the media. Show-and-tell is in
order here; pass the second semester routers around and have students examine the interfaces
closely.
11.2 Network-to-Network Communications
11.2.1 Methods for assigning an IP address

By now the students have probably been convinced of the importance of IP addresses. But an
important question about them has been left unaddressed -- how does a host obtain its IP
address? Four different methods for obtaining an IP addressed are described.
11.2.2 DHCP initialization sequence
This target indicator explains the DHCP process in greater detail. Since DHCP is so commonly
used, it is important for students to be familiar with this network process.
11.2.3 IP key components

This target indicator provides an overview of the key components of the Internet Protocol -- the IP
datagram, the Address Resolution Protocol, and the Internet Control Message Protocol. Students
may be bewildered by all of the acronyms introduced in first semester; help them differentiate
them. IP, ARP, and ICMP are all related Layer 3 protocols which a fundamental to understanding
how the entire Internet works.
11.2.4 Function of the address resolution protocol (ARP)

This target indicator explains the details of ARP. ARP, as a basic network process, should be
well-understood by the students.
11.2.5 ARP operation within a subnet

This target indicator further explains the ARP process. One way to present this material is again
by kinesthetically acting out the process. Have several students portraying several hosts. One of
the hosts knows the IP address, but not the MAC address, of a destination computer. So it sends
out a broadcast ARP request. The destination computer sends an ARP reply with its MAC
address in the destination MAC field. Then IP communication between the two hosts can
proceed.
11.3 Advanced ARP Concepts
11.3.1 Default gateway

The concept of default gateway is introduced to continue the detailed description of the
functioning of a router. You might have the students discover the default gateway IP address for
their own machines by looking at the TCP/IP properties tab in Windows.
11.3.2 Problems with sending data to nodes on different subnets

The purpose of this target indicator is to highlight two general problems of internetworking. For
both delivery and handling after delivery, hosts on different subnetworks must have protocols that
have features beyond the LAN protocols discussed earlier in the course.
11.3.3 How ARP sends data to remote networks

This target indicator has many aspects to it. First, there is the notion that ARP uses broadcast
packets in order to find a destination MAC address. Review with the students what an ARP
broadcast is. But routers do not forward broadcast packets and thus a destination host on another
subnetwork will not receive the ARP broadcast.
This is actually a desirable property of routers; they create separate, smaller broadcast domains.
If they didn't, the different networks attached to the router would become flooded with each
other's broadcasts. So the host cannot rely on ARP to directly get information about other
networks and hosts.
Instead, the host relies on the router interface which is the default gateway for the host. The
default gateway router will reply to the host's ARP. When the packet is delivered to the router, it
then uses its routing tables to determine which network and hence which interface to which the
packet will be delivered.
11.3.4 Proxy ARP

The purpose of this target indicator is to introduce more vocabulary to the students. Proxy ARP is
another important protocol with which they should be familiar.
11.3.5 Four Layer 3 flowcharts

As a review of the concepts learned, the students should be asked to create flowcharts for ARP,
RARP, BOOTP, and DHCP. The flowchart for ARP is given as an example. Flowcharting was
introduced in Chapter 1, and should be reviewed periodically. It is a concise way to express the
complex networking processes the students are learning.
11.4 Routable Protocols
11.4.1 Routed protocols

The concept of routed protocols is introduced. Without routable protocols, internetworking is
impossible. Students should be reminded that all of these discussions of addressing and
protocols are Layer 3 issues.
11.4.2 Other routed protocols

Three important routable protocols, IP, IPX, and AppleTalk, are introduced. IP is the "official"
protocol of the Internet and part of the TCP/IP protocol stack, therefore it is the most important.
11.4.3 Routable and non-routable protocols

Students may begin to think that all layer protocols are routable, so a counter-example -- the
common NetBEUI, is presented.
11.4.4 Characteristics of a routable protocol

In order to be routable protocols, IP, IPX, and AppleTalk all have Layer 3 addressing schemes in
addition to physical hardware addresses. Thus Layer 3, hierarchical addressing, and routing are
all intimately related.
11.5 Routing Protocols
11.5.1 Examples of routing protocols

The concept of routing protocols is introduced. Students should be encouraged not to confuse
routing protocols with routed protocols -- routed protocols allow packets to be routed; routing
protocols are languages routers speak to each other to constantly keep each other informed
about the topology of the network.
11.5.2 Definition of routing protocol

Routing protocol is defined. To make the example concrete, the long-established and widely
available routing protocol RIP is studied as a simple example of a routing protocol. RIP
represents some of the major aspects of routing protocols: use of a metric to make routing
decisions (in RIPs case, hop count) and an update process (to ensure timely communication
amongst the routers).
Emphasize to students that without routing protocols to update each other about the state of the
network topology, disruptions in that topology (which grow more likely as the internetwork grows
larger) become fatal to packets (they become undeliverable for lack of a path) trying to traverse
the network. Routing protocols, when properly running, assure the routers have a consistent and
up-to-date way to decide how to choose the best path.
11.5.3 Routing encapsulation sequence

It is important for students to realize that the router de-encapsulates packets up to the network
layer to examine the destination network layer address. Students should be familiar with de-
encapsulation for chapter 2, since all receiving (destination) hosts have to go through this
process. If it finds the address in its routing table, it chooses the best path to get to that
destination, switches the packet to the proper interface, re-encapsulates the packet and sends it
on its way. However, if there is no match in the routing table, the packet is dropped.
11.5.4 Multi-protocol routing

The students are introduced to the definition of multi-protocol routing. This flexible feature of
routers allows them to inter-connect a diverse array of networks. The reality of the computing
world is diversity -- many different vendors and protocols -- so it is important for routers to be able
to process. The analogy is that the router is "multilingual."

11.6 Other Network Layer Services
11.6.1 Connectionless network services

The concept of connectionless network services is introduced. This is a fundamental property of
the Internet -- packets can take various paths to get to their destination. This helps ensure
delivery if one path becomes unavailable for some reason. Using the diagram, simply erase one
of the links or one of routers and have the students note that multiple (redundant) paths to a
destination is a very desirable feature of an internetwork. The students should be reminded of the
postal system analogy, where zip codes are like IP addresses and where the post office performs
the routing functions.
11.6.2 Connection-oriented network services

The concept of connection-oriented network services is introduced. The telephone system, which
relies on connection -- real physical circuits between source and destination -- is given as an
example. Some data networking technologies are connection-oriented, but they will not be
focused upon until later semesters. Point out to students a potential flaw in connection-oriented
systems -- if at any point the circuit is disrupted, the communication stops.
11.6.3 Comparing connectionless and connection-oriented network processes

This target indicator identifies another contrast between connectionless and connection-oriented
network processes -- information can arrive out of order in a connectionless system, whereas
information arrives sequentially in a connection-oriented system. Thus connectionless systems
must have some provision for correctly ordering data as it arrives at the destination host.
11.6.4 IP and transport layer

IP is identified as a connectionless network service. This has as its historical roots the fact the
Department of Defense wanted a network that could survive a war which destroyed parts of the
network. For such a network to ensure that messages could still be delivered as parts of the
network were being destroyed, the concept of packet-switching and the specific implementation
of IP were developed.
11.7 ARP Tables
11.7.1 Internetworking devices that have ARP tables

The purpose of this target indicator is to emphasize that routers, like individual hosts, have arp
tables which are built by ARP requests and replies. This is important for understanding how the
router participates in network processes.

11.7.2 Comparing router ARP tables with ARP tables kept by other networking devices
There are two differences as to how router ARP tables differ from other ARP tables. First, router
ARP tables contain MAC Address -- IP Address pairs from multiple networks (whereas a given
host will keep ARP tables of the hosts on its network only). Secondly, the router ARP table keeps
track of which interface is the path to a given MAC Address -- IP Address pair. This is of course
necessary for the router to perform its jobs of best path selection and switching of packets.
11.7.3 Other router table addresses

The purpose of this target indicator is to remind the student that there are MAC Address -- IP
Address entries in the router's ARP table other than those of hosts. There are also entries for
other ROUTERS. This is a crucial aspect of internetworking. Even if a given router does not know
the exact location of the destination, it can forward a packet to other routers likely to have that
information. The Internet is built on a complex hierarchy of routers which pass packets along until
a router is found that can help deliver the packet.
11.7.4 ARP requests and ARP replies

The purpose of this target indicator is to describe another service that routers can perform. You
may want to have the students make a flowchart or a timeline for how these indirect routing
services are performed.
11.7.5 Proxy ARP

A host on one network cannot send ARP request to devices on other networks because ARP
requests are broadcasts and hence are not forwarded by routers. Recall that the connection of
separate networks must be achieved by a router.
11.7.6 Indirect routing

The purpose of this target indicator is to review the concept of default gateway, introduced earlier
in the chapter.
11.8 Interior Gateway Protocols (IGP) and Exterior Gateway Protocol (EGP)
11.8.1 Routed protocols and routing protocols

The purpose of this target indicator is to review routed and routing protocols.
11.8.2 IGPs and EGPs

The purpose of this target indicator is to introduce the basic classification of routing protocols into
Interior and Exterior Gateway Protocols. Interior Gateway protocols (RIP, IGRP, EIGRP, OSPF)
are used within an autonomous system (a network of routers under one administration, like a
corporate network, a school district's network, or a government agency's network). The routers
within the autonomous system speak to each other using IGPs.
Exterior Gateway Protocols (EGP, BGP) are used to route packets between autonomous
systems. Since the Internet is a complex combination of autonomous systems, EGPs are used by
routers which form the Internet backbone. At some point in every corporate, school district, and
government network there are routers which must speak EGPs (generally now BGP) to connect
to the Internet backbone.
11.8.3 RIP
The purpose of this target indicator is to describe in some detail the early and conceptually
important routing protocol called RIP.
11.8.4 IGRP and EIGRP

Two other routing protocols, IGRP and EIGRP, will broaden the student's internetworking
vocabulary. Due to the preponderance of Cisco routers, it is important to know of these two
proprietary protocols.
11.8.5 OSPF
Again, the purpose of introducing OSPF is to broaden the student's internetworking vocabulary.
OSPF is a widely used and conceptually important routing protocol which students will study in
depth if they pursue more advanced Cisco certifications.
11.8.6 How routers recognize networks

The two basic ways routers recognize networks -- by static and dynamic routing -- are introduced.
This distinction will be studied in greater depth in Semester 2.
11.8.7 Examples of static routing

The purposes of static routing are the goals of this target indicator. In later semesters the student
will learn that static routes are often used for security reasons as well as for stub networks.
11.8.8 Example of dynamic routing

11.8.9 How routers use RIP to route data through a network

The purpose of this target indicator is to apply all of the terminology and knowledge of processes
to a real network example. Take the students through the example so that they have at least a
crude understanding of how routers process packets. This will be the focus of semester 2, but the
topic is introduced here. Emphasize to students that routing protocols must be used to exchange
information between routers.
11.9 Protocol Analyzer Software
11.9.1 Using protocol analyzer software for ARPs and broadcasts

The purpose of this target indicator is to expose the students to a fun and informative network
troubleshooting tool, that is protocol analyzer software. We recommend the Fluke Protocol
Analyzer or Equivalent. The protocol analyzer will let the students peer in the dynamic nature of
networks, as the watch ARP requests and many other network processes happen before their
eyes. A wide variety of labs can be done with the protocol analyzer software. For semester 1
purposes, it is enough to have the students use the protocol analyzer software simply to watch
their own network over a given period of time when they are sending email or acquiring web
pages with a browser.
Objective #36.
Chapter 12: Layer 4 - The Transport Layer
12.1 The Transport Layer
12.1.1 Purpose of the transport layer

The purpose of this target indicator is to start to justify the need for Layer 4. Layer 1 allows bit
streams to be created and to travel; Layer 2 packages those data packets into frames to be
converted to bit streams and makes LAN delivery possible; Layer 3 packages data from upper
layers in packets and makes routing and WAN delivery possible. But we have made no provision
for assuring our data reliably travels end-to-end across the often vast network path. Layer 4
performs multiple functions to provide this "quality of service."
Another purpose of this target indicator to is assist the student in visualizing one of the somewhat
abstract but absolutely crucial functions of Layer 4 -- flow control. You can have the students act
this out, with one student speaking very quickly and the other student trying to keep up, using
their native or second languages.
12.1.2 Layer 4 protocols

The Layer 4 protocol data unit (PDU), the segment, is introduced. Two particularly important
Layer 4 protocols -- Transmission Control Protocol (TCP) and User Datagram Protocol (UDP) are
introduced and briefly described.
12.1.3 Comparing TCP and IP

The curriculum explicitly refers to and students may have heard from others about TCP/IP. So in
many students' minds they are correctly related. But they are not the same -- most obviously TCP
is a Layer 4 protocol and IP is a Layer 3 protocol. Less obvious is that TCP is connection-oriented
and ensures reliability and IP is connection-less with best effort attempts at delivery.
Objectives #1, #6, and #35.
12.2 TCP and UDP
12.2.1 TCP
The purpose of this target indicator is to identify the key properties of TCP. It also locates TCP on
the protocol graph of the TCP/IP stack.
The purpose of this target indicator is not that the student memorize all of the fields of a TCP
segment. Rather, if they can describe the most important features of segments that is sufficient.
Also, it is important to relate segments to the other PDUs -- segments are encapsulated into
packets which are encapsulated into frames which are converted to a bit stream on the media.
The students have already seen Ethernet, Token Ring, and FDDI frame formats; and IP
datagrams -- relate the TCP segment format explicitly to those diagrams.
This TI relates to CCNA Certification Exam Objectives #1, #2, #6, and #35.
12.2.2 UDP segment format
The purpose of this target indicator is to identify the key properties of UDP. It also locates UDP on
the protocol graph of the TCP/IP stack.
The purpose of this target indicator is not that the student memorize all of the fields of a UDP
segment. Rather, if they can describe the most important features of segments that is sufficient.
Also, it is important to relate segments to the other PDUs -- segments are encapsulated into
packets which are encapsulated into frames which are converted to a bit stream on the media.
The students have already seen Ethernet, Token Ring, and FDDI frame formats; and IP
datagrams -- relate the TCP segment format explicitly to those diagrams.
Students should know the port numbers for ftp, telnet, smtp, dns, tftp and snmp.
This TI relates to CCNA Certification Exam Objectives #1, #2, #6, and #35.
12.3 TCP Connection Methods
12.3.1 Port numbers

The purpose of this target indicator is NOT that students memorize all of the TCP port numbers.
The purpose is to illustrate that the way TCP provides software services to upper layers is
through these numbers -- they are a menu of services. Students should know the port numbers
for ftp, telnet, smtp, dns, tftp and snmp.
12.3.2 Three-way handshake/open connection

Understanding the important TCP process of a three-way handshake is the purpose of this target
indicator. Emphasize that that the vertical axis is time, and that horizontal lines are not permitted
since they imply zero time for a message to travel. A kinesthetic activity -- with 2 students playing
the roles of two hosts and acting out a three-way handshake with large numbers on pieces of
paper -- will help students visualize this process.
Understanding the important TCP process of acknowledgment is another purpose of this target
indicator. Again emphasize that that the vertical axis is time, and that horizontal lines are not
permitted since they imply zero time for a message to travel. A kinesthetic activity -- with 2
students playing the roles of two hosts and acting out a simple acknowledgment with large
numbers on pieces of paper -- will help them visualize this process.
Since the segments are encapsulated in packets, and since packets travel connectionless paths
through internetworks, sequence and acknowledgment numbers become necessary for TCP to
track them. Two successive IP packets may, in many instances, NOT travel the same path and
therefore arrive at the destination host out of order.
Chapter 13: Layer 5 - The Session Layer
13.1 The Session Layer
13.1.1 The session layer overview

The purpose of this target indicator is to provide an understanding of how the session layer
manages sessions.
13.1.2 The session layer in terms of analogies

The purpose of this TI is to introduce a second analogy for how the session layer manages
sessions. The first analogy, described in TI 13.1.1, describes an Internet "chat" session. The
second analogy (see graphic), introduced in this TI, is of letters "passing each other" while in the
mail.
13.1.3 Dialogue control

The purpose of this target indicator is that the student develop a clear understanding of the two
major forms of dialog control -- two-way alternate and two-way simultaneous. As an activity, first
toss a paper (representing data) back and forth to one of the students. This represents two-way
alternate communication. Then have each person throwing a piece of paper simultaneously (it
may require some concentration to keep this going!) -- this represents two-way simultaneous
communication. In reference to Layer 2 communications, the terms half-duplex and full-duplex
are used instead of two-way-alternate and two-way-simultaneous.
13.1.4 Dialogue separation

The purpose of this target indicator is to convey the somewhat abstract idea of minor (one way)
and major (two way) synchronizations. Point out that the vertical axis is time. Emphasize that
there should be no horizontal lines -- this would imply a message traveled in zero time from one
host to another. We recommend a kinesthetic activity where two students with watches sending
messages to each other and periodically sharing their watch readings as checkpoints within the
communication.
13.1.5 Layer 5 protocols

The purpose of this target indicator is to make tangible Layer 5 with some real protocols. None of
these are studied in depth in the CCNA curriculum, but it would be preferable if students
recognized these as Layer 5 protocols.
Chapter 14: Layer 6 - The Presentation Layer
14.1 The Presentation Layer
14.1.1 The presentation layer functions and standards

The purpose of this target indicator is to justify the existence of Layer 6. This should be a fairly
tangible layer for students to understand, given their experience with different file extensions.
The purpose of this target indicator is to introduce the types of issues raised by Layer 6 formats
and techniques. The three main functions of the presentation layer -- data formatting, data
compression, and data encryption are presented.
There are a variety of activities to help the students understand these three topics. For example,
you might have them write their names or some text in ASCII or Morse Code. Then they could
transform the data via some sort of key (encryption). Finally, they could pick a recurring bit
pattern and represent it with a special, shorter number of bits (compression). You could even try
encapsulating such data and giving the encryption key and the compression algorithm to a
receiving host to see if they can decode the message.
14.1.2 File formats

The purpose of this target indicator is an overview of the variety of file formats with which the
presentation layer deals. The list grows longer often as different technologies become instantly
and widely popular (for example, the MP3 music format). The point to emphasize with the
students is that the presentation layer is performing some very important functions in the process
of data communications between computers.
The purpose of this target indicator is also to go into more depth into text representations.
The purpose of this target indicator is also to go into more depth into graphical and audio
representations.
The purpose of this target indicator is also to go into more depth into multimedia representations.
The purpose of this target indicator is to describe the universal language of the Internet and the
World Wide Web -- Hypertext Markup Language or html. Again, this is to emphasize the diversity
of presentation layer issues. When in a browser viewing the curriculum, have the students do a
VIEW -- SOURCE and look at the html representation of the page they were viewing.
14.1.3 Data encryption and compression

The purpose of this target indicator is for the student to identify encryption as a function of the
presentation layer. You can spice up the topic of encryption with real life references to hacking,
which many young students will find fascinating and inviting. A serious discussion of network
security and ethics might be appropriate here. As an activity, you have the students encrypt some
messages according to some algorithm that you or they invent.
The purpose of this target indicator is for the student to identify compression as a function of the
presentation layer. An activity you might use is to have the student write a paragraph, and then
create a compression key for frequently used words or letter combinations.

Chapter 15: Layer 7 - The Application Layer
15.1 Basics of the Application Layer
15.1.1 Application processes

The purpose of this target indicator is to relate common application layer protocols to the
protocols of other layers. This provides an overview of the chain of processes invoked by a
particular application layer request.
15.1.2 Direct network applications

The purpose of this target indicator is to introduce the concept of direct network applications.
Most direct network applications use the client-server model. The same model which evolved for
LANs -- client and server -- applies to the WAN knows as the Internet. When you request an URL
from a browser, you are enacting the client server model. As an activity, have the students
download some file of interest and ask them to consider what is visible and what is not visible as
the download proceeds. Heighten their awareness of all the back-and-forth communication that is
involved in a simple download. Web browsers are compared to TV remote controls.
15.1.3 Indirect network support

The purpose of this target indicator is to give more details about the client-server model as
applied to LANs. Server file storage and server print operations are detailed. The notion of
indirect network application support, using redirector protocols, is introduced.
15.1.4 Making and breaking a connection

The purpose of this target indicator is to show the common cycle -- make a connection, breaking
a connection, between client and server, that underlies all Web Page requests.
15.2 Domain Name System
15.2.1 Problems with using IP addresses

The process of packet transfer depends on IP addresses. This target indicator emphasizes the
user-unfriendliness of IP address (which will only get worse when IP addresses are extended, as
in IP v. 6). This is why DNS names are necessary.
The details of DNS are explored. Students will probably be familiar with the more common
domain names. Emphasize the importance of these both for ease of use by humans and for
imposing some hierarchical structure on Internet naming. You may want to have the students do
some browsing in different domains to explore this topic in a practical context.
15.2.2 The domain name server

The purpose of this target indicator is for the student to appreciate the sequence of actions
involved in a simple DNS lookup. Even within Layer 7, networks involve complex sequences of
actions.

15.3 Network Applications
15.3.1 Internet applications

The purpose of this target indicator is to make a subtle distinction between computer applications
particularly Internet applications -- and OSI application layer protocols. Computer applications --
Eudora for email, Netscape Navigator and Internet Explorer as browsers -- are classified "above"
the 7 layers of the OSI model. It is only when such programs make network requests and require
network services that they are dealing with OSI Layer 7 protocols such as POP3, DNS, http, and
ftp. Not everything fits within the OSI model.
15.3.2 E-mail message

This target indicator introduces the beginning of an e-mail process by comparing the e-mail
server to a post office. Again, the postal analogy is useful at many layers within the OSI model.
The purpose of this target indicator is to have the students do a simple activity they probably
done many times -- send an email -- but to begin thinking about it in much greater detail.
15.3.3 DNS function

The purpose of this target indicator is to relate email to a prior topic, DNS. DNS assists in the mail
delivery process.
Just as an e-mail message begins at an e-mail server (post office), it must end at an e-mail server
(another post office). Then local delivery of the e-mail can be performed.
Again, the common process of entering a password to retrieve your email is explained.
E-mail is related to a prior topic, encapsulation, as it is a key theme of the entire semester and of
the OSI model. Sending and receiving an e-mail involve encapsulation at all seven layers of the
OSI model. This is an excellent opportunity to review the entire OSI model and what functions
each layer performs.
This target indicator describes in detail what a mail server does.
This target indicator describes the file formats typically used with email. This is an excellent
opportunity to review Layer 6 topics.
15.4 Application Layer Examples
15.4.1 Telnet
One purpose of telnet is described. Another purpose, common as a second semester
troubleshooting tool, is to telnet into various routers. As a simple activity, you may want to have
the students telnet into another computer via your LAN.
This target indicator describes the details of the Telnet process. Emphasis is on the client-server
model and the 7 OSI layers.

15.4.2 File transfer protocol
The purposes of ftp are described. As a simple activity, you may want to have the students
download a small file using ftp.
This target indicator describes the details of the Telnet process. Emphasis is on the client-server
model and the 7 OSI layers.
15.4.3 Hypertext transfer protocol

The purpose of http and its relation to the WWW are explained. it is very important to "uncover"
the mystery behind this ubiquitous protocol. Students use it every day, but few can describe what
is going on when http is typed. This makes cyberspace a little less magical.
The purpose of this target indicator is to give the student a precise definition of hyperlinks. For
those with a fair amount of programming background, you might want to compare hyperlinks to
pointer variables and linked lists.
The purpose of this target indicator is to have a student dissect a URL. the students use URLs
every day but rarely take the time to understand them in detail. This makes cyberspace a little
less magical.
A short definition of and examples of redirectors are presented.

Best Practices*
Ideas to help you when
implementing Best Practices in the
Cisco Network Academy Program
Best Practices Introduction
Best Practices have always been an important component in the CNAP. Short
explanations were included in the old Teachers Guide 1.50 and are now
included in the preface for each semester. The following quote comes from the
preface of Semester 1 version 2.1:
A list of Academy Best Teaching Practices has been compiled. It is

imperative that you use a wide variety of these Best Practices to present
the Cisco Networking Academy Curriculum; these practices have been
demonstrated to be successful with a wide variety of learners. The Best
Practices include Challenges, Design Activities, Graphical Organizers,
Group Work, Journals, Kinesthetic Activities, Lab Exams, Mini-Lectures,
Online Study, Oral Exams, Portfolios, Presentations, Rubrics, Study
Guides, Troubleshooting, and Web ResearchNote that lecture (and
PowerPoint or other such leader-led presentations) comprises just a tiny
fraction of how Cisco intends the curriculum to be presented. The subject
matter, our goals for our graduates, and good pedagogy all dictate that a
mixture of these Best Practices be used. Especially important are the
hands-on labs and lab exams, project-based learning (challenges), and
troubleshooting. For example, all Academies are required to have their
students build simple LANs, use multimeters and cable test meters,
terminate Cat 5 Cabling, and perform a Structured Cabling Project as part
of their first semester skill-building.
Feedback from instructor trainees indicates that the greater use of Best Practices
means better comprehension of the concepts. The Best Practices provide a
variety of opportunities to learn as explained through the following:
See the processes through kinesthetic activities;
Apply the processes through labs, challenges, troubleshooting, presentations,
etc.;
Obtain the knowledge through online study, mini-lectures, and discussion;
Think about the processes and concepts through study guides, reflection,
portfolios, and journals;
Organize the components and ideas through graphical organizers,
presentations, and study guides; and
Discuss ideas and concepts with others through group work.
This handout contains additional information to assist you in understanding and

applying the Best Practices. The handout has three components.
The first component has a short explanation of Blooms Taxonomy as it is applied
to CNAP.
The second component is a chart that demonstrates the main and secondary
purposes of each Best Practice as well as the class structure generally used
during implementation.
The third component is an expanded explanation of most of the Best Practices.

Each explanation has a description, a brief statement of research, some
implementation ideas and a rubric for assessing the quality of the trainee/student
work.
The following Best Practices are included:

Challenges
Graphic Organizers
Group Work
Journals
Kinesthetic Activities
Lab Exams/Activities
Mini-Lecture
Portfolios
PowerPoint Presentations
Presentations
Reflection
Rubrics
Troubleshooting/problem solving
It is important that the CATC and Regional Academy instructors use and
understand the Best Practices, as they are the link to the Local Academy
instructors who work directly with students. The students will have a more
effective educational opportunity if Best Practices are used to assist their
learning.
The handout is a draft and a beginning of the support that will be offered
regarding Best Practices. Any suggestions or comments are welcome.
Blooms Taxonomy
Blooms Taxonomy is simply a hierarchical framework designed by Benjamin

Bloom that instructors and trainers can use to analyze and develop questions
and activities that encourage different types of thinking. They may be used as
guidelines for developing assessments that measure multiple levels of thinking.
The goal is to include questions of differing levels in each lesson and to help
students improve their critical thinking skills at the top levels of the hierarchy.
The six levels beginning with the lowest level of thinking are as follows:
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Definitions are included for each level with examples from the networking
curriculum.
Level 1 Knowledge
Knowledge allows students to define, describe, list, identify, label, outline, select
and state facts regarding content. The objective is to have students know
common terms, specific facts, methods and procedures, basic concepts and
principles.
Examples:
List the full names for the acronyms-ARP, RARP, IOS, RIP, IGRP, ACL,
ISDN, etc.
Identify how many bits comprise an IP address. (Sem 1)
Level 2 Comprehension
Comprehension allows students to paraphrase, defend, estimate, explain,
distinguish, give examples, infer, predict, or summarize. It requires the ability to
grasp the meaning of material, understand facts and principles, interpret verbal
material, and justify methods and procedures.
Examples:
Distinguish between standard and extended Access Control Lists (Sem 3)
Give examples of IOS commands useful for examining different router
components (Sem 2)
Paraphrase the function of each of the 7 layers (Sem 1)
Classify 191.52.7.1 as either a class A, B, and C IP address (As begin with
0 to 127; Bs begin with 128 to 191; Cs with 192 to 223. (Sem 1)
Level 3 Application
Application allows students to demonstrate, relate, show, modify, prepare, solve,
give examples, manipulate, or generalize. It requires them to use ideas and
material they have learned in new situations, apply theories to practical
situations, and demonstrate correct methods or procedures.
Examples:
Demonstrate the construction of a patch cable (Sem 1)
Modify the following IOS statement so that it assigns 193.1.7.5 as the static
route for all packets on 199.4.5.0: ip route 193.1.7.5 255.255.255.0 199.4.5.0
(Sem2)
Level 4 Analysis
Analysis allows students to brainstorm, point out, differentiate, separate, and
discriminate. Its the purpose of breaking material into its components so that the
organizational structure is understood; recognizing unstated assumptions and
logical fallacies; distinguishing between fact and inference; and evaluating
relevancy of data.
Examples:
Brainstorm the problems tha t can cause a PING to fail (Sem 2)
You are troubleshooting the 5-router network. Distinguish between
observable network symptoms and what problems you might infer are
causing those symptoms.
Level 5 Synthesis
Synthesis allows students to combine, devise, compose, organize, plan,
reorganize, revise, rewrite, and generate. It involves the ability to put parts
together to form a whole item; write a well-organized essay; write creatively;
integrate learning from different areas in to a plan for solving a problem or form a
new scheme for classifying ideas and events.
Examples:
Generate a design for an elementary school LAN. (Sem 3) Generate a design
for a School District WAN. (Sem 4)
Plan a school-wide structured cabling installation for Net Day. (Sem 1)
Compose a subnetted IP address scheme for a class C network (192.18.9.0)
which leads to
Level 6 Evaluation
Evaluation requires students to appraise, compare, contrast, criticize, support,
conclude, or interpret. Its the ability to judge the value of material for a given
purpose and to evaluate logical consistency of written material and the adequacy
of conclusions. Judgements should be based on specific criteria given by the
instructor of determined by the students.
Examples:
Your company has decided to use Category 6 UTP (instead of CAT 5, 5e, or
7) support their decision.
Interpret the following result of a show ip interface command: Serial 0 is
administratively down; line protocol is down.
Contrast the metrics used by RIP with the metrics used by IGRP (Sem 2).
Use a rubric to compare the Threaded Case Studies LAN and WAN solutions
designed by the class groups. (Sem 3 and Sem 4)
Compare the following two LAN technologies for use in a high school
environment on a limited budget: 10BASE-T Ethernet and 100BASE-TX Fast
Ethernet (Sem 1 and Sem 3).
Compare the following two WAN technologies for a high school on a limited
budget: ISDN and Frame Relay. (Sem 4)
Best Practices
Challenges
Description:
Challenges are problem-based labs or projects, advocated by AAAS Project
2061 (a science education reform project). These exercises are the opposite of
cookbook, or step-by-step, labs. Instead, they encourage students to work on
their own to develop solutions to various problems or challenges.
The challenges vary in content and duration (from fifty minutes to three weeks),
and are comprised of two basic parts. First, the lab asks students to solve a
given problem. Second, it asks the students to create a product. For example, a
simple 50-minute challenge lab for the first semester might be titled Make a
Patch Cable that Works Successfully. A three-week challenge that could teach
more complex tasks might be called Wire the School Computer Lab.
Research:
While little research deals with challenges per se, many of the components that
make up a challenge have been thoroughly studied and have consistently
shown positive results. Research shows that the most effective learning patterns
occur when students are closely involved with the curriculum such as what
happens when an assignment translates theoretical learning to a hands-on
setting. Tasks that require students to do the following:
apply previously mastered basic learning to a new situation
use both analysis and synthesis to create a workable product
evaluate both the process and product
are demanding and allow the assessment of higher order thinking skills.
Challenges are a part of the category of active learning that has been explored
for use with almost any subject matter and with any population. Numerous
strategies have been devised to successfully promote active learning with any
age level, but is most successful with older children and young adults.
Implementation:
The degree of independence in solving challenges should vary according to the
level of knowledge and the complexity of the task. Begin using the less complex
and shorter challenges with the students. Have them work in pairs until they are
familiar with the process and gain confidence in their skills. Make certain that
they record key ideas in their journals as a record of their progress. After each
challenge, discuss the process and what they learned in completing it. Have
them identify strategies that would be helpful when they complete the next
challenge.
As students gain in knowledge there should be less guidance and more
individual solving of the problem. When they become proficient, the students
could be placed in competitive teams to solve a challenge. This is especially
appropriate during Semesters 2, 3 and 4.
Students can record information regarding their successes and failures in solving
challenges in their journals. Periodically, have the students review their journals
for comments regarding challenges. Have them look for evidence of growth in
solving them, improved strategies, and general increase in content knowledge.
Some students may wish to include their challenges in their portfolios.
Rubric:
A quality challenge solution will meet the following criteria:
Use a problem solving format
Use a logical process
Solve the challenge correctly
Demonstrate the thinking process
Show evidence of critical thinking including analysis, comparison, synthesis
and evaluation
Show thorough understanding of content
Use references effectively (web research or instructional manual)
Best Practices
Graphic Organizers
Description:
These terms refer to a large group of visual tools (diagrams and schematics)
used to represent concepts and ideas. They are implemented to facilitate
comprehension of expository text. They seek to replicate the patterns used by
the brain to recall linked information or detail.
Some types of graphic organizers include semantic maps, summary sheets,

concept maps, semantic feature analysis grids, story maps, structured note
taking, PERT charts, Venn diagrams, webbing, main ideas, cause and effect
frameworks, fact/opinion frameworks, classification frameworks, flowcharts, story
mapping, brainstorming webs, pictures maps and graphs.
Those especially useful in electronics and engineering are cluster diagrams,

problem-solving matrices, flowcharts, block diagrams, topological diagrams,
voltage versus time graphs, voltage versus frequency graphs, layered
communication diagrams, frame format diagrams, and standard internetworking
symbols. These graphic organizers are discussed in detail in the Instructors'
Guide.
Research:
Research indicates that the use of organizers benefits all learners in all content
areas. In addition, specific testing was completed to study visually/spatially
talented and visually/spatially challenged student learners to determine who
benefited most as a result of using visual tools. It was found that both groups
benefited. A secondary outcome was a more positive outlook toward the subject
matter with greater gains by the challenged learners. Instructors have indicated
in studies that their instruction was improved through the use of graphic
organizers
Implementation:
Each type of organizer has its unique purposes and uses. These are described
for ten of the organizers in an in-depth explanation in the instructors' guide. One
main guide is that the graphical organizer chosen should be congruent with the
instructors' purpose and enhance the concepts of the topic being discussed.
Organizers can be copied and given to each learner or presented electronically

for them to sketch. Some instructors complete the organizer on a chart,
whiteboard or poster while explaining the information. This provides a visual
model for learners to copy and should be used when first using organizers or
when presenting exceptionally complex concepts.
Learners can use the graphical organizers to review with a partner or group
before a project or a test. These could be placed in their journal or portfolio.
The most effective graphic organizers have been those made by the instructor for
the specific material being presented. Instructors and learners can often design
a graphic organizer together. Certainly, critiquing a completed organizer for its
effectiveness for learning the content encourages learners to design their own
tools for understanding new content.
Rubric:
An effective graphic organizer should meet the following criteria:
Provides an appropriate and logical visual for the content and concepts
presented
Shows relationships among concepts
Utilizes a design that is easily understood by all learners
Focuses the learners in the content through questions and/or clearly stated
objectives
Results in a organized plan, processes, and/or a product that demonstrates
learning
Provides for analysis and redirection of learning
Bests Practices
Groupwork
Description:
Groupwork refers to using a variety of trainee/student groups to enhance
learning. Learners can be grouped for reviewing, questioning, learning content,
doing performance labs, designing projects, assessing their learning and other
suitable tasks. Within cooperative teams, individuals seek outcomes that are
beneficial to themselves and other members of the group. Working together,
students and trainees are able to maximize their own and each other's learning.
Groups can be pairs or partners, small groups of 3-5 or larger, teams or

competitive teams, large groups of 9 to 15, and whole class groups.
Research:
Numerous research studies have been conducted on ways to improve learner
motivation, attendance, and academic growth through grouping for learning
activities. Cooperative and integrated learning groups have been found to
enhance inter-group relations and team building. For the Networking program,
the ability to work together is beneficial to future employment.
Prior to the 90s, it was generally believed that the most effective classes were
those that had a low number of students. Current educational philosophers look
instead to styles of grouping within the classroom where dimensions such as
group problem solving has been measured more effective than other modes of
instruction for higher order thinking tasks. Various modes of small groups are
shown to make a significant difference in learning patterns. Studies in Great
Britain, Canada, Australia, and the United States have revealed the same results
related to the benefits of grouping for learning.
Implementation:
Trainees and student learners can be assigned to groups or they can choose
their own group. As a class, the rubric (criteria) for effective groupwork should be
discussed prior to the activity. The difference between individual and group effort
should be emphasized. It is useful to discuss group roles such a leader,
recorder, timer, etc.
Have the groups clarify the task or assignment to be accomplished. During the
group work, the instructor can move around the classroom to answer questions,
assist in maintaining focus, and ensure that all group members are actively
engaged.
After the group presents projects, plans or ideas, use the rubrics to assess how
well the group process worked. Group work for organizing, planning,
researching, and focusing is beneficial. Individual responsibilities for learning,
presenting, producing, can be established with specific criteria for the
presentation or product that provides evidence of the individual learning.
Rubrics:
Group Effort
Utilizes individual strengths to enhance the process
Reaches consensus through negotiation and compromise
Collaborates effectively and efficiently
Utilizes resources and materials to maximum advantage
Keeps within timelines and meets all set deadlines
Individual Effort
Performs multiple roles and responsibilities within the group
Respects other members feelings, abilities, opinions, contributions
Contributes equitably within the group
Enhances the strength of the group
Utilizes resources and materials effectively and efficiently
Meets set deadlines
(Rubrics are also available for group planning and group problem solving.)
Best Practices
Journals
Description:
Typically, a journal is a paper, bound, composition book in which pages are not
added or subtracted, but dated. The purposes of a journal are to document the
process and progress of learning and work and to develop a reference of
solutions that have worked in the past.
Engineering journals come in part from patent law. Most corporations have their
technical employees keep a journal (dated, signed, bound and kept in ink) to
resolve patent issues. It is a legal document and may be used in audits.
In the field of networking, engineers keep journals in which they record their
thoughts regarding the many activities in which they are engaged. Journals in
general are a record of an individuals thoughts regarding a specific topic. These
thoughts, overtime, allow the learner to analyze and chart his/he r progress in
understanding the topic. The journal will include events that failed as well as
those that succeeded.
The types of journal entries most applicable for Networking Academies students
include:
daily reflections
troubleshooting details
lab procedures and observations
equipment logs
hardware and software notes
router configurations
contacts & resources
questions
designs
While the journal becomes much more important as the students do more
network design and installation work, good habits can be developed by starting
with a journal the first day of the first semester.
Research:
Journals were "reinvented" within the last few decades not for the value of the
content, but for the value to the author as a response to the prevailing attitudes of
learners that were reported by researchers. Learners felt that the success or
failure of their learning program was outside of their control. Assessments were
done "on them"--their role was passive rather than as an active learner.
Students were found to lack a sense of ownership, were not self-directed, lacked
the ability to self-reflect and exhibited low expectations of themselves. Where
these attitudes were most prevalent, it was noted that students were excluded
from the conferencing, the portfolio selection, and the criteria setting processes.
Some of the strategies implemented to address the problem were using

alternative assessments, increasing student ownership and responsibility and
creating opportunities for student self-assessment. This came about largely
through the use of journals where they were recognized as a powerful tool both
for content and process.
Implementation:
Each student is responsible for maintaining his/her journal. Often, instructors
may provide a specific time in class for the students to make notes in their
journals. Students may also record their ideas as they read, listen, or complete
activities. For example, during a mini-lecture, the students may record analogies
that help them understand a concept. During a lab activity they may record their
procedures with results. After an exam, they may write the concepts that they do
not understand. Questions that they want to explore may be written at any time.
Students may use their journals to assist in reviewing for an exam. Periodically,
they may review their journals to analyze their progress in learning the content
and record reflections.
Students who are able to develop the habit of using a journal may be more
successful in networking or whatever technical career is in their future.
Rubric:
A quality journal will meet the following criteria:
Demonstrate organizational skills

Use real life examples and analogies
Show independent thinking by providing own solutions; synthesizing major
concepts; and demonstrating connections between major concepts and
content
Use sketches, diagrams, analogies and notes to clarify meaning
Include important content
Can be used to solve problems and as a resource for further learning
Include reflections and evidence of self-analysis
Cross-references with other problems, solutions, and ideas in the journal
Best Practices
Description:
Kinesthetic activities literally refer to those activities that use the body to act out,
or to communicate some process, concept or idea. Role-playing and skits are
examples of kinesthetic activities. Showing a process by having individuals
perform the steps of the process with materials such as slips of paper, boxes,
rope, etc is another example. Immediate feedback by the group and instructor is
necessary to make certain that the processes and concepts are presented clearly
and correctly.
Kinesthetic activities are designed to meet the needs of some students to

express and view their learning in other methods than the predominantly
cognitive form of the school setting. It is one of the multiple intelligences
identified for inclusion to meet the needs of all students.
In the CNAP, the kinesthetic activities also apply to many of the hands-on
learning activities whose real life situations and labs are used to provide
learning experiences. Many of the protocols and devices involved in networking
are resolvable into distinct algorithms that can be very difficult to read about or
visualize. Acting out algorithms is particularly helpful during the introduction to
these complex processes and devices. A classic pedagogical technique in
computer science is to have students act out a bubble sort algorithm. These
fun, interactive activities are a needed variation from online learning.
Research:
Activities that promote kinesthetic learning are often grouped with active or
performance learning although they are a specialized form of this total group.
Researchers report activities in this category often need revision as programs
seek greater inclusion of individuals with special health, cultural or learning
needs.
For students to assimilate information and realize their maximum potential, they
must do more than listen.
Implementation:
To help students begin learning how to use this type of activity, have them
demonstrate a simple activity. Discuss how the activity makes the concept more
visible and therefore more understandable. For example, choose topology.
Demonstrate by putting a message in a box and passing between students with
each person designated as parts of the system. Select two or more types of
topology to demonstrate and compare. Have the students suggest other ways
this could be shown.
For other concepts, have the students design their own kinesthetic activity.
Kinesthetic activities can be especially helpful when introducing some of the
basic networking concepts. For example, during semester 1, have the students
act out any or all of the following:
The encapsulation process
The handling of data by repeaters, hubs, bridges and routers
The functioning processes of ARP and RARP
During Semester 2, kinesthetic activities can be particularly helpful when trying to

explain the following concepts:
TCP/IP protocols (e.g., handshakes, windowing, flow control)
Routing loops
Distance-vector routing
Link-state routing
Any concept that students may have difficulty understanding is a logical topic for
a kinesthetic activity. If it can be made visible to the class, more will
understand.
Note: Some trainees may be reluctant to use kinesthetic activities to demonstrate

concepts or processes. It is important that they experience and practice the
process during their training so they can use it more effectively with trainees and
students.
Rubric:
A quality kinesthetic activity meets the following criteria:
Represent the key elements of the concept, process or idea
Require the participants to use their bodies in the demonstration
Is logical in its presentation
Show a correct sequence if it is a process
Use correct vocabulary, terms and explanations
Is engaging and interesting
Contribute to the understanding of a concept, process or idea
Best Practices
Lab Exams/Activities
Description:
Examples of lab exams include all of the following:
practical exams
performance exams
demonstration labs
skill-based and performance assessments
authentic assessments
mastery learning.
They are assessments of the students knowledge in a particular subject using a
hands-on, demonstration method. The student is able to apply his/her
knowledge of content to a task that is or simulates a real life activity. Vocational
subjects have long included labs to ensure that students know how to use their
knowledge. Networking is a perfect example of a subject that benefits from an
emphasis on labs and lab exams.
_______________________________________________________________
Research:
Relevant performance labs and activities are emphasized to promote student
understanding of science and applied science content. Research has shown that
reading and hearing about the content provides only a portion of the learning
required for these contents. Lab activities and exams allow the student to
practice and demonstrate the application of principles learned. Multiple studies
have demonstrated the added comprehension of these activities.
______________________________________________________________
Implementation:
Start with simple labs to acquaint the students with the process of solving them.
Some labs may be step-by-step activities that require the students to follow
directions to reach a planned solution. Students may work in pairs or small
groups until the students gain confidence in the process.
Discuss problem-solving techniques before assigning labs. After the labs are
completed, discuss the problems encountered and the final results. Identify the
problem solving techniques that helped in the solution. Lab activities should be
designed to practice the skills tested in the lab exams.
During semester 1, lab exams sho uld be assigned for the following:
Making patch cables
Configuring IP addresses
Punching down jacks and patch panels
Testing cable runs and using test equipment
Simple hardware and software procedures
Assign a pass/fail grade and allow retakes of the exams.
During Semester 2, the focus of the labs should be on developing proficiency in

configuring routers and then groups of routers and networks.
Some students may be able to design their own labs and lab exams for the class.
Rubric:
A quality lab acti vity or exam should meet the following criteria:
Shows understanding of an important concept or process
Demonstrates the connections between and among the various components
of networking
Shows knowledge of basic networking vocabulary
Demonstrates the ability to construct simple materials, repair, connect, design
and/or use materials or equipment
Provides evidence of learning
Results in a product or completed process
Best Practices
Mini-lecture
Description:
A mini-lecture is a 5-15 minute presentation intended to supplement the online,
written, or demonstrated information. It is used as a precursor to a small group
or individual learning activity. It is a modification of the commonly used lecture,
during which the instructor presents all the information to the trainees or
students. The mini-lecture has evolved from identifying the types of lectures and
strategies used that are most effective and incorporating them into a shorter
format. A mini-lecture is used to present information, clarify concepts, discuss
issues, setup a performance lab, summarize ideas and assess performances,
and connect to prior knowledge. It provides a context for the content to be
learned and is used in conjunction with activities that allow trainees/students to
apply and clarify ideas.
Relatively short, engaging, mini-lectures with demonstrations are excellent
adjuncts to the online curriculum and lab activities that are the backbone of the 4-
semester curriculum
Research:
Researchers have pointed out the advantages and disadvantages of lecturing.
Advantages are as follows:
ideas can be presented and/or clarified quickly;
the same information is heard by all;
it helps to focus the group on goals and objectives;
lectures can be recorded or taped for review.
Some of the disadvantages are as follows:
if abstract information is presented, the listeners may have difficulty
comprehending;
the training instructors receive in public speaking is limited and insufficient;
lack of the lecturer's focus and organization is often common, resulting in just
"covering" the material;
trainees/students reach a saturation point of listening during extended
lectures.
Using a mini-lecture with additional strategies such as those indicated in the

Implementation section helps eliminate the disadvantages and emphasizes the
advantages.
Implementation:
A mini-lecture is especially appropriate to accomplish the following:
provide a motivational introduction to a topic;
discuss a focus question to test for understanding;
clarify understanding of a concept;
explain how previous lessons/content/concepts, etc. connect to the new
information.
Strategies to make a mini-lecture more effective include demonstrations, graphic

organizers, differential questioning, and computer assisted instruction.
Demonstrations are excellent for providing models for learning and

understanding content. Using kinesthetic or modeling strategies, demonstrations
provide another way to teach concepts.
Graphic organizers provide a structure for instructor and trainees/students to

connect the ideas and information presented in a min-lecture. They can be
presented to the class prior to a mini-lecture so that the individuals can review to
activate prior knowledge. They can be used for note taking during the
presentation to keep focus on the context and major content points.
Asking questions at each of the higher level of thought processes referred to in

Bloom's Taxonomy increases the effectiveness of the mini-lecture. Preparing a
list of questions during planning has been found to increase the use of higher
level questions by instructors.
Computer-assisted instructional techniques such as PowerPoint presentations

have been found effective in mini-lectures. Projecting the main ideas and
relationships via computers combines visual and listening strategies to enhance
learning.
Rubric:
A quality mini-lecture will meet the following criteria:
Focuses on one concept or topic
Organizes the topic so that it is easily understood
Engages the trainees/students in the topic
Accomplishes the purpose for which it is intended
Utilizes a variety of strategies to assist in the organization and retention of
ideas and concepts
Maintains focus through the short presentation
Uses questioning to focus and enhance learning
Provides for multiple learning modalities through the use of demonstrations,
graphic organizers, visuals, audio, PowerPoint presentation or graphs
Best Practices
Portfolios
Description:
Portfolios are systematic, purposeful, meaningful collections of student work that
reveal the result of learning. They exhibit the students efforts, progress, and
achievement Criteria are defined in the portfolio and the work demonstrates a
students progress in meeting the criteria through various learning or
performance tasks. The collections can be in paper or online form and can
represent the work of a limited period of time such as one semester or be
cumulative over a period of years.
Cumulative portfolios can be part of the graduation or certification assessment

and be an excellent product to display to potential employers who are often
seeking proof of capability. Many secondary school districts are encouraging
portfolio based assessment, for which the Academies Curriculum is well suited.
Research:
The last ten years of educational literature includes more thinking about and
research on assessment than any other topic. Understandably so, since as
education has changed there has been more criticism about teaching style and
curriculum than in the past. Teachers and administrators have found it essential
to measure what has been learned, however, as learning and teaching styles
have changed so have patterns of assessment.
One of the most successful of the newer assessment methods has been the
portfolio.
Studies looking at the viability of portfolio assessment found a strong positive

factor in that all students could see progress and with some assistance could set
goals for themselves. Many students expanded what was required and included
out of schoolwork in their portfolios. Student populations that had previously been
oppressed by traditional test-taking evaluation methods, such as special
education and at-risk students, felt that they could shine through portfolio
assessments. If they qua lified for alternative assessments, the portfolio
standards could easily be amended as appropriate.
Cushman reported on a study that is especially applicable to instructors

maintaining a portfolio. She reports on a study from the National School Reform
Faculty called the Critical Friends Group. Results indicated that using portfolios
for self and peer assessment resulted in increased knowledge regarding content
and pedagogy.
Further research needs to be conducted to determine if there are best age
levels or subject content for portfolio use.
Implementation:
Trainees and students begin the portfolio process by designing a web site based
on the requirements for Semester 1. The Semester 1 requirements for trainees
are as follows:
A syllabus for traini ng classes, if you are a CATC or Regional Instructor, and
a syllabus for student classes, if you are a Local Academy instructor.
The lesson plan developed by your group
Some practice wiring diagrams
Examples of your use of the decision matrix
A plan for a wiring project
A flowchart of a Semester 1 topic
Local instructors may set requirements for their students. Requirements might
include diagrams and explanations of specific concepts, practice wiring
diagrams, a plan for a wiring project, reflection on lab exercises, designs,
examples of graphic organizers, and other materials that the instructors may
assign.
Discuss the requirements and the scope of CNAP to assist the trainees and
students in including all the items they might need, e.g., elements of the
Threaded Case Study. Note: A list of the elements will be included in the final
version of this document.
Trainees or students may wish to work in pairs as they design each of their web
site portfolios. The results can be presented to the class. Students in high
school settings can present their portfolios as part of the parent/student/instructor
conference.
Rubric:
A quality portfolio meets the following criteria:
Contains examples of all the requirements for the Semester
Contains materials that demonstrate understanding of specific skills/concepts
learned
Uses explanations for those items that are self-selected
Explains progress toward goals for the Semester
Shows evidence of organizational skills
Provides evidence of growth and progress
Demonstrates excellent work, format and design
Best Practices
PowerPoint Presentation
Description:
A PowerPoint presentation is a 5 to 45 minute presentation utilizing an overhead
projector, an In-focus projector, a Proxima projector, or another form of
equipment that allows a pre-written set of documents, charts, graphs, outlines,
etc. to be projected on a wall or screen. It is usually used to present information
for a small or large group so that all can see. The PowerPoint presentation may
be an outline of talk points or a series of words, phrases, diagrams, charts, etc.
that helps to facilitate a lecture or mini-lecture. It can be used to generate
questions, facilitate discussion, show answers to questions, or present
information. It provides a conte xt for the content that is to be learned and is used
in conjunction with either an oral presentation or discussion. Animation may be
used (if projecting from a computer) to specify points of discussion or to make the
presentation more engaging.
Research:
Researchers have pointed out the advantages and disadvantages of using
PowerPoint presentations.
Advantages are as follows:
ideas and information can be viewed by a large number of participants
note taking is facilitated by using talk points or an outline form, particularly
when using the PowerPoint handouts (either 3 or 6 slides to a page.)
presentations may be developed in advance, can be modified easily, and can
duplicated for handouts or use by other persons
provides a framework or structure to assist students in connecting ideas and
concepts
Some of the disadvantages are as follows:
such presentations cannot contain all of the information to be
learned/presented when used in this way they are very ineffective
too much lecture for each talk point can distract from the content
is best used for brief periods of time for introduction, review, or a brief
presentation of important information
may not be as effective if used in a passive presentation, i.e., students listen
and instructor talks
Using a PowerPoint presentation is an effective way to communicate ideas and

information when focused on specific content. It facilitates discussion and
understanding when used effectively.
Implementation:
A PowerPoint presentation is especially appropriate when used to accomplish
the following:
provide an outline of content as an introduction or summary
pose focus questions that will be addressed and/or discussed
clarify understanding through graphs, diagrams, or descriptions
provide an outline of main topics or points for note taking
show connections between one element and others
Strategies to make the PowerPoint presentation more effective include the

following:
using animation to focus major points
using analogies and real-life stories to engage students
providing handouts of each slide with space for note taking
keeping the presentation to as few slides as possible
timing and reviewing the presentation and notes prior to audience use
using a reflection question at the end of the presentation.
The design and content of the PowerPoint presentation should encourage
discussion and interaction by participants.
Animation, as long as it does not detract the viewer, can be very effective for
focusing the participant on the important point being made. It can engage the
participants by creating interest and can focus attention to both the screen and
the speaker.
Handouts (with three or six slides per page) can assist the participant.
Connections to prior knowledge and new content can be made with notes that
participants take. Handouts help the participant to keep focused on important
concepts and facilitate summary discussions and questions.
Using the concept of less is more with the number of slides helps the presenter
focus only on the important issues and helps the participant clarify the learning.
Brief presentations used at the beginning or as a summary of content
presentation can help connect important concepts and can generate and hold
participant interest. PowerPoint presentations are not to be a replication of
information provided in another media (IE. Textbook, on-line material, etc.)
Practicing and reviewing the PowerPoint presentation with an audience of one or

more persons prior to the actual presentation can help the presenter clarify the
learning objectives and make certain that all major points are made. Getting an
idea of the length of the presentation will assist in the total lesson or session
plan.
Using a reflection question throughout the presentation but particularly at the end
of the presentation assists the participants in their understanding of what was
learned. A question focusing on the content, process, a product, or their
progress in learning can lead to small group discussions, a brief summary to be
submitted, a self-reflection to be recorded in their journal, or as a brief reflective
thought by each individual. Reflection questions can generate other questions
from the participants and can provide the instructor/presenter with learning
feedback.
Rubric:
A quality PowerPoint presentation will meet the following criteria:
Focuses on one concept or specific content
Organizes information for ease of understanding
Shows relationships among content elements using animation, diagrams,
charts, etc.
Provides an overview or framework of understanding
Outlines talk points and major learning points
Includes questions or poses problems that engage participants
Uses reflection questions to enhance learning
Is used as a supplement to clarify and enhance content and not to present all
of the content
Best Practices
Presentations
Description:
A presentation allows the trainee/student learner to demonstrate content
knowledge by presenting the findings of an inquiry regarding a specific topic to
an audience. Presenting allows the learner to explain the methods that were
used, to report the results of the inquiry, to present his/her analysis of the
findings and to state importance of the findings to the audience. It requires the
learners to synthesize and organize data in a way that increases understanding.
In this context, a presentation refers to the presenting of individual or small group

knowledge regarding specific content of the curriculum. That knowledge can be
a suggested lesson plan including all strategies for the content as implemented
by trainees or a presentation illustrating challenging concepts as demonstrated
by students.
A key element of the presentation is the opportunity it allows the speaker to

respond to questions from the audience. This process helps the speaker and
audience clarify concepts and become aware of connections to other content.
For networking students, a presentation provides experience in explaining a

design, a project, or a solution. As a networking associate, this practice will
enhance presentations to potential customers and will ensure more
professionalism
Research:
Research suggests that clearly expected outcomes of a presentation prior to the
preparation period are essential for presenters and listeners. Most studies
encourage the development of a rubric to deal with both content of the
presentation and the process of the presentation. These rubrics provide a clear
expectation for preparing the presentation and for assessing the quality of the
presentation. Rubrics become the standard by which instructors and
trainees/student learners diagnose growth in applying the content knowledge and
skills.
Implementation:
Prior to a presentation, the instructor and class members should establish and
review rubrics regarding the content of the presentation and the process of
presenting. The use of rubrics not only gives guidance to the presenter, but also
increases the engagement of the listeners. The role of the audience or listeners
during presentations should be identified prior to the development of the
presentations.
Listeners can use a rubric form to record their opinions regarding the degree to
which the presentation met the rubrics. The form should include an area for
"evidence" so that they can be specific regarding the various aspects of the
presentation. These completed forms can be used as references during the post-
presentation discussion or during small group discussions to help analyze
successful elements of a presentation and determine the degree to which the
presentation met the rubric criteria.
Presenters may wish to do a self-assessment reflection prior to the class

discussion or goal-setting reflection following the discussion.
Rubric:
An effective presentation should meet the following criteria:
Shows evidence of organization, focus, and a clear understanding of the topic
Uses proper body language, voice volume, vocabulary, eye contact, "energy"
and audience awareness
Utilizes demonstrations, kinesthetic activities, and visual or technological
tools, when appropriate
Demonstrates higher level thinking (analyzing, synthesizing, evaluating),
answers questions effectively
Presents sound and logical content/ideas that engage and are understood by
the audience
(See the rubric below for content to be used by trainees.)
Rubric for the content of Lesson Plan:

An effective lesson plan design meets the following criteria:
Provides clear objectives for the lesson
Connects to prior learning through focus questions or review
Selects appropriate Best Practices and strategies to deliver instruction
Selects effective performance labs, demonstrations, kinesthetic activities,
and/or multimedia, as appropriate
Uses appropriate assessment strategies to determine learning
Provides reflection questions regarding at least one of the following: content,
process, progress, or product
Selects appropriate homework or follow-up activity (optional)
Lesson Plan Presentations (Teachbacks)
Rubric Criteria Rate Brief explanation/observation

1- 4
Presentation:
Shows evidence of organization, focus, and
clear understanding of the topic
Uses proper body language, voice volume,

vocabulary, eye contact, "energy", and
audience awareness
Utilizes demonstrations, kinesthetic activities,
and visual or technological tools, when
appropriate
Demonstrates higher level thinking
(analyzing, synthesizing, evaluating),
answers questions effectively
Presents sound and logical content/ideas that
engage and are understood by the audience
Content (Lesson Plan):

Provides clear objectives for the lesson
Connects to prior learning through focus

questions or review
Selects appropriate Best Practices and

strategies to deliver instruction
Selects effective performance labs,

demonstrations, kinesthetic activities, and/or
multimedia, as appropriate
Uses appropriate assessment strategies to
determine learning
Provides reflection questions regarding at

least one of the following: content, process,
progress, or product
Selects appropriate homework or follow-up
activity (optional)
This form can be used by the instructor and other trainees during the
presentation to guide the discussion of the teachback.
Best Practices
Reflection
Description:
Reflection is an important element of instruction that takes only a brief amount of
time but helps the students analyze their own learning and become responsible
for their learning. During reflection the student thinks back upon some aspect of
the lesson and expresses or writes a reaction to that aspect. This inte rnalization
of the learning assists the student in making sense of the learning process and
linking prior learning to the present as well as future learning in the way of goal
setting. Reflections assist the student in moving the learning from short term to
long term memory. Reflection can be done using any of the following categories:
content, product, process, and progress. Goal setting for future learning is often
the result of reflection.
A question or statement is used to focus the students on their learning.

Examples are as follows:
(Content)The most important concept/s I learned in this lesson was
(Process) Strategies that worked well in doing this performance task/product
were
(Product) This product demonstrates my skills in the following wa ys
(Progress) I can apply what I have learned in
Research:
In studies dealing with primary aged children through adult learners, there are
references to student reflection. Reflection can be promoted through surveys,
journals, portfolios, self-evalua tion, inventories, self-portraits and conferences.
Students are encouraged to think about their learning experience. Researchers
have linked these self-reflective ideas to a greater depth of understanding of the
learning experience and of the students taking greater responsibility for their
school or trainee program.
Students developed their metacognitive skills and developed a way to assess

and chart their own progress. Despite the limited time involved in these activities
evidence shows that students went beyond the basics to a deeper understanding
of content.
Implementation:
Reflections can be entered into a journal or just jotted down during the lesson.
Longer reflections can be used regarding major projects and labs. Short
exercises in reflection can be effective when focused on important concepts in
the course. For example, when the students are trying to gain the knowledge
base required in Semester 1, it would be useful to stress the content through
daily reflections. Reflections could include any of the following:
From this assignment I learned
What I needed to know better before I started was
What I need to learn more about is
This content helps me understand the connection from__ to___
Allow about 2-3 minutes for students to complete the statements. Occasionally,
have them share responses with a partner.
Periodically, have the student complete statement focused on the process used
or their progress learning the content. The statements below are suggested for
each category.
Process:
Strategies that did not work well for me in doing this were
Working in a small group was ____ because
The instructor helped/hindered my learning by
If I had done _________, I would understand
I learn best by
Product:
This product demonstrates my skills in the following ways
This product would have been better if
A better way to demonstrate my skills might have been
Progress:
Some goals for further learning include
I still need to work on
I am more able to
By doing this lesson I now know that I
At the end of a chapter or several chapters, have the students review their
reflections and think about their progress.
Rubric: (This rubric is a guideline for learners since each students reflection is
a personal expression of their learning.)
Contains key ideas from class presentations, discussions, lesson content,
and activities in terms of content, process, product or progress
Is a personal analysis showing a connection with the content purpose
Questions or statements which indicate a need for further clarification or
inquiry
Attention to the process involved in accomplishing an important task or
product
Specific applications of what is being learned to other content or subjects
demonstrating the connections between concepts or content
Thoughtfulness as reflected in goals for improvement and/or another action that
demonstrate the application of learning to self
Best Practices
Rubrics
Description:
Rubrics are specific criteria used to assess the quality of a performance. The
performance may be a lab activity, a presentation or any task that requires the
learner to tell, write or demonstrate their understanding of ideas or concepts. A
scale, based on 4-6 points (0 to 6) that specifies the performance objectives,
content, and skills to be demonstrated is provided for each task. A rubric contains
the criteria that define what key elements are needed to assess the learning.
Examples of rubrics are the criteria used to judge certain Olympic events. Some
events are measured in quantitative terms such as the height gained by high
jumpers, the distance reached by discus throwers, and the order of finish in races
Diving, gymnastics, and figure skating are judged on criteria that describe the
best performance for the event. These criteria are known to the judges and the
performers and have been formulated after the observation of many
performances.
Everyone uses rubrics in everyday life, especially teachers. They are constantly
making sophisticated, weighted assessments and making decisions based upon
that weighting. Rubrics simply attempt to make more explicit, and hence more
fair and transparent to the learner, what schema the assessor or instructor is
using.
The Best Practices are performances that can be assessed by rubrics.

Completing a lab, participating in group work, keeping a journal and reflecting on
learning can all use rubrics to assess the quality of the performance.
Learner and instructor development of the rubric together is encouraged so that

all learners know and have a part in developing the " grading scale" of their
performance lab or activity.
Development of the rubrics with the class helps learners prepare and organize
for the learning by knowing the assessment expectations.
Research:
Studies of classroom projects show tha t instructors are better at developing
interesting tasks than they are at developing the criteria that describe quality
performance, however both components must exist. Another issue to be faced is
when to assess performance activities. It is not necessary to assess each trial for
grading purposes, but learners will benefit from self-assessment and class
discussion regarding their progress in meeting the criteria. The final judgment of
when to assess for grading purposes rests with the instructor. Certain groups of
learners, often those who have not met with great success in their past learning
experiences, may need more frequent feedback. More independent learners may
benefit from more practice time.
Rubrics can be created that will assess cross-curricular projects. When such
rubrics were used there was greater disagreement as to which scores to award
the various components. As with all other types of learning it may be better to
begin with a simple rubric on a single dimensional activity until the group has had
practice in using the technique. It is worthwhile to provide the group with practice
since it is often the rubric itself that will help learners focus on the content to be
learned.
The most appropriate rubrics are the ones created by the instructor in
collaboration with the learners for specific criteria. There are, however,
commercially prepared books on rubrics that can be helpful to the teacher who
has had less experience in developing these scales. Several studies are looking
at rubrics being developed and used in primary grade classroom with success,
showing that rubrics can be comfortably used by even very young learners.
________________________________________________________________
Implementation:
The first step in using rubrics is to discuss them with the trainees or students.
The characteristics of the task should be discussed and the essential elements of
the task identified.
Each of the Best Practices has rubrics for use in the CNAP. When the task is
assigned, each criterion and how it would look in a quality performance should be
discussed. The class may choose to modify the rubric during this discussion.
During the preparation for the performance, the trainees or students should use
the rubric to guide their work. They may work with a partner to receive feedback
prior to the actual performance.
The performance may be assessed by the trainee or student, the class, small
groups of trainees or students, or by the instructor only. For example, the writer
or the instructor may assess journals and the class may assess presentations.
During the assessment, each criterion of the rubric should be considered in
deciding the quality of the performance.
The goal is to use the rubrics to improve the performance. In the case of a
troubleshooting activity, the trainee or student should be working toward more
effective and efficient ways of solving the problem. During group work, the goal
should be to learn how to be a positive member of a group activity.
These rubrics provide a standard for learners. It may take several learning
opportunities before the learners have reached the highest level of competence
on the rubric scale for a specific process or product.
In determining the level within a grading rubric that designates a satisfactory

performance there may be a difference of opinion between instructor and
learners in which case there may be room for negotiating a mutually agreeable
consensus. Studies point to the fact that when learners feel they are valued
participants in the assessment process they become motivated and strive toward
those criteria that designate high performance or mastery.
_______________________________________________________________
Rubrics:
The following criteria should be considered when assessing how well rubrics are
used with trainees or students:
All participants know and understand the criteria for the performance
The criteria are appropriate for the task
The criteria identify the essential elements of the task
Evidence regarding each criterion is identified
Instruction and support is provided to assist the trainees or students in
producing quality performances
Best Practices
Troubleshooting/Problem Solving
Description:
Troubleshooting refers to the location and elimination of the source of trouble in
any flow of work. In networking, an example is messages not being sent or
received. Troubleshooting is interchangeable with problem solving so the same
skills are required. Troubleshooting/problem solving is actually a composite of
several higher level thought processes such as analysis, synthesis, and
evaluation.
Analogies that may be helpful in understanding the importance of troubleshooting

are as follows:
Design is to engineering/technology as puzzle-solving/paradigm-shifting (in
the kuhnian sense) are to science;
Troubleshooting is to engineering and technology as inquiry is to science.
The National Science Standards emphasize inquiry, but its not so much the
scientific method as its cousins, design and troubleshooting that are used in
networking. Inquiring into the state of a technological system, interrogating it in a
systematic way, recording results, forming and testing hypotheses are all part of
the process used in troubleshooting.
Troubleshooting skills are an absolute necessity for students who seek to design,
install and maintain internetworks. It is the most empowering skill that you can
pass on to your students. Teaching troubleshooting typically requires that you
spend time on lab preparation; however, the overall benefit to the students is well
worth the time. Troubleshooting should be introduced troubleshooting early in
Semester1, and continued as an emphasis it throughout Semesters 2, 3, and 4.
Research:
Researchers have found that solving real life problems has been effective in
involving students so that content was mastered more thoroughly. The technique
was found to be effective for all ability groups and should not limited be to use
with gifted students. Schools that combined troubleshooting/problem solving with
cooperative groups reported that their students had high problem solving skills.
While some researchers looked for problem solving as the end product and
others looked at higher level thinking skills as the end product, there appeared to
be consensus that skills in one led to the other and that both were valuable
abilities for students.
Click Troubleshooting/Problem solving to read more about the success of the

technique.
Implementation:
There are a variety of ways to teach troubleshooting methods. One instructional
method involves deliberately introducing a finite number of problems into the
following areas:
host PC hardware setup
host software settings
host IP addresses
networking devices
cabling
After modeling the troubleshooting process, have the students identify the parts
of the process. Have the students work in pairs or small groups as they learn
troubleshooting skills. After the activities, discuss the process using the rubric for
troubleshooting. As the students gain in the skills, have them do some activities
individually.
With practice, students will be able to diagnose and fix the problems in a finite
amount of time. Of course, this method must be integrated with labs that do the
following:
expose students to a working system
demonstrate the typical failure modes of that system
allow students to experience first hand the symptoms of those failure modes
provide opportunities for student to practice diagnosis and repair.
Rubric:
A quality troubleshooting solution will meet the following criteria:
Shows thorough understanding of the content
Identifies factors that may be causing the problem
Uses logic to determine the factor/s that are most likely to be causing the
problem
Uses a problem solving format
Shows evidence of critical thinking including analysis, comparison synthesis
and evaluation
Solves the problem in a reasonable amount of time
Results in a solution
Guide for Using Best Practices
Purpose Structure
Build Conceptual
Best Practice Build Knowledge Apply Concepts Class Individual Small Group
Understanding
Mini-Lecture
x x x
Online Study
x x x
Student Learner
Presentations
x x x
Study Guide
x x x
Journal
x x x
Graphical Organizers x x x
Challenges x x x
Design Activities x x x
Group Work
x x x
Oral Exams
x x x
Lab Exams x x x
Reflection
x x x
Web Research
x x
Rubrics
x x x x x
PowerPoint
Presentations x x x
Labs x x x x
x x x x
Simulations x x x x
Portfolio
x x x
B. Study Guide Blank Template
Study Guide Template
STUDY GUIDE
Semester ____
LESSON NO. ______
1. Learning -
Vocabulary -
Notes/Ideas -
Activity -
2. Applying -
3. Reflecting -
C. Study Guide Example
Study Guide Example
STUDY GUIDE
Semester 1
LESSON NO. 2 - LANGUAGE OF NETWORKING
Suggestions - ISO, OSI Reference Model, interoperably, standards, source, destination,

data packets
Notes/Ideas - Sketch and/or write down important information from this lesson.
Suggested questions - What problem did ISO solve? Why was this important?
Activity - Complete the following activities:
Suggestion - Sketch, name and define the 7 layers of the OSI Reference Model.
2. Applying - Organize, plan, record process, draft, record findings, and/or show the results
of your task.
Suggestion - Write a brief paragraph summarizing your initial understanding of a

network. Use your notes and definitions to assist you.
3. Reflecting - Think about and respond to questions about your learning focusing on the
content, product, process and/or progress.
Suggestion -
Content Think about and respond to the following questions:
How have you or would you personally use a computer network?
Why would you choose to use one?

D. Scientific Inquiry Template
QUESTIONS
General
Focus
HYPOTHESIS
METHODS OF INVESTIGATION
Experiment
Research
Literature Search
Other
Define Performance Learning Task
SELECTING RESOURCES
DESIGNING STRATEGIES
DIVIDING RESPONSIBILITIES AND PLANNING TIME
ANALYZING INFORMATION
DESIGNING REPORTING FORMAT
APPLYING RUBRICS
E. Ideal Tool Kit
serves 4 students (recommend 8 toolkits for a class of 32)

see also the Cost Calculator on the Community Server
Item Purpose Vendor
Fluke 620 cable meter Wide variety of cable tests Fluke
including cable type, distance,
and wire-mapping capability
Paladin 1529 patch check Continuity tester - easy to use DataComm Warehouse
and very graphical display;
somewhat redundant (though far
less capable than Fluke 620),
but we recommend both.
Digital Multimeter Fluke 15 B Measures AC and DC voltages; Fluke
resistance; continuity
Fluke voltage alert Detects the presence of AC Fluke
voltage
RJ-45 crimping tool For terminations DataComm warehouse
Cyclops jacket stripping tool For terminations DataComm warehouse
Cable cutters/strippers For terminations DataComm warehouse
Wire Cutters All-purpose Local electronics store
PC tool kit with pliers & For terminations and all purpose Local electronics store
screwdrivers
Tool Box To hold everything Home Depot
RJ-45 inline coupler Convenient for lengthening Local electronics store
cables in a pinch
Test straight-through cable Troubleshooting purposes Made by students
Test console (rollover) cable Troubleshooting purposes Made by students
Test cross-connect cable Troubleshooting purposes Made by students
DB-9 to RJ-45 adapter Connections to serial port Local electronics store
DB-25 to RJ-45 adapter Connections to serial port Local electronics store
10Bas-T transceiver Connections to AUI port on DataComm warehouse
routers
RJ-45 Plugs For terminations DataComm warehouse
RJ-45 jack with color code and For examples during lecture, DataComm warehouse
directions online study, and lab
Tape measure Cable and length measurements Home Depot
Eye goggles Protection during various Home Depot
construction and assembly
projects
Consumables List
see Cost Calculator available on Community Server for more details
Quantity/Cost
Item Purpose
(approximate)
CAT 5 UTP cable (solid) Cable runs See Cost Calculator
CAT 5 UTP cable (stranded) Patch cables See Cost Calculator
RJ-45 plugs (connectors) Patch cables See Cost Calculator
RJ-45 jacks Cable installations See Cost Calculator
RJ-45 mounting boxes Cable installations See Cost Calculator
RJ-45 face plates Cable installations See Cost Calculator
Raceway/conduit Cable installations See Cost Calculator
Raceway cover Cable installations See Cost Calculator
Cable ties Cable installations See Cost Calculator
Fish tape Cable installations See Cost Calculator
Protective gloves Cable installations See Cost Calculator
Pull string spool Cable installations See Cost Calculator
Cable labels Cable installations See Cost Calculator
Sharpie pens Cable installations See Cost Calculator
Journals Engineering journal, used See Cost Calculator
throughout the semester
Recommended Software
Netscape 4.7 or Internet Explorer 5.0 (or more recent)
FlashPlayer 4
Word 7.0 (w/HTML saving capability)
configMaker (downloadable from Community Server)
Network Inspector (available as part of the Fluke Packages)
Protocol Inspector (available as part of the Fluke Packages)
F. Lesson Plan
Lesson Plan No.____

Headline [What catchy title summarizes this lesson plan?]
In Advance [What must the instructor prepare in advance?]
Review [curriculum, instructor's guide, web sites, books]
Materials [lab materials, tools and consumables]
Preparation for Learning [What do the students need? Note: This is also known as an anticipatory set.]
Target indicators [behavioral objectives]
Vocabulary [introduced in this lesson]
Focus questions [student assignment]
Delivery Of Instruction [How will the instruction be performed?]
Lecture [recommend10-minute topical mini-lectures]
Key graphics [a few that summarize the main points of the lecture]
Online [online assignments, extensive use of some form of study guide]

Lab/Activity [We advise doing as many labs and activities as is relevant and possible, along with
extensive use of the Engineering Journal.]
Assessment [Do you want to use the online practice quizzes, assessment server exams, skills-
based assessments, oral exams, or written quizzes?]
Reflection [Students should write in their journals.]
[Assign practice problems, online or printed reading assignments, lab and journal
Homework
revisions.]
Resources
Web sites [Which Web sites were particularly relevant to this lesson?]
Alternate lesson plan ideas [Which ideas from the Community Server, and from
other teachers, relate to this lesson?]
Books [Which reference books relate to this lesson?]

G. Skills-Based Exam and Oral Exam
Troubleshooting Problem: "We cannot run the movie in target indicator 1.4.2."
This troubleshooting exam requires inducing errors in a working network. If you cannot induce the
errors in your classroom (curriculum delivery) network (e.g. because your network administrator
would kill you, or there is another class coming into the lab immediately after the exam), use the
Semester 2, 10-PC, 5-router network on which to induce the errors. Decide upon a fixed time
interval (perhaps 15 minutes) for a team (perhaps of 3 or 4), armed with their Engineering
Journals and toolkits, to troubleshoot multiple problems (perhaps 3 or 4).
# Category Symptom Possible Problems Solution
-monitor displays nothing -power cord -plug the monitor into an

disconnected available power outlet
-video card damaged -open up the computer and
PC
1 -monitor not connected replace with working card
Hardware
to computer -take the cable connected to
the back of the monitor an join
it with the back of the computer
PC -PC wont boot -power cable -plug the PC into the nearest
2
Hardware disconnected outlet
-cant use the mouse or -mouse or keyboard -take either or both of the
PC keyboard disconnected devices and plug them into the
3
Hardware back of the PC. (theres only
one port they can fit into)
-cant hear sound from -speakers not plugged -take the connecting wire that
PC
4 QuickTime in comes from the speakers and
Hardware
connect it to the sound card
-cant hear QuickTime -multimedia sound is not -go to the control panel and
enabled add new hardware. Select
5 PC Software
sound card and install
software.
-cant navigate through -Java is not active in -find the preferences menu in
6 PC Software lessons your browser your browser and make sure
Java is setup.
-horrible colors or size -colors not set to 256 -change display settings
7 PC Software problems on lesson colors or pixels set to
incorrect resolution
-errors like "No DNS" or "No -patch cable -connect the patch cable to
Response ... Server Could disconnected either the workstation or to
Be Down" -wrong type of cable - make sure cable is proper
-no link light -patch cable is type
8 Patch Cable
intermittent - see if the cable connects and
-patch cable is damaged disconnects just by jiggling
somewhere -use the cable tester to test the
continuity of the cable
-cant use Internet - incorrect IP address Go into the control panel and
IP
9 applications given into network. Correct the IP
Addressing
address, or enable dynamic IP.
-network errors -wrong WINs -go to the control panel in "My
IP configuration Computer" and enter the
10
Addressing network settings; change the
IP in the WINs section
-network errors -wrong DNS IP address -under the control panel double
on your machine click on the network icon; go to
the network card that applies to
IP your workstation and click on
11
addressing the DNS section of the
configuration; find the correct
DNS entry from your teacher
and enter it
-errors like "No DNS" or "No -patch cable from patch -connect the cable to the two
Response .. Server Could panel to device (hub, ports in question
12 Device Be Down" switch, router,
-no link light; time out transceiver) is
network errors disconnected
-errors like "No DNS" or "No -patch cable from the -remake the patch cable and
Response .. Server Could device (hub, switch, connect it
Be Down" router, transceiver) to
13 Device -no link light; time out network is faulty or
network errors incorrect
-failure of Fluke 620 (or
equivalent meter) tests
errors like "No DNS" or "No -device (hub, router, -make sure the power cable is
Response .. Server Could switch, transceiver) is installed correctly
14 Device Be Down" off. -turn it on
-no link light; time out
network errors
-errors like "No DNS" or "No -bad punchdowns in -redo punchdown.
Response .. Server Could jack -snip the cable, restrip the
Be Down" cable and punchdown the
Structured
15 -no link light; time out wires to the jack. Hopefully
Cabling
network errors they installed a service loop so
-failure of Fluke 620 (or the cable is still long enough
-errors like "No DNS" or "No -cable problem -visually inspect cable run;
Response .. Server Could somewhere along cable then try using cable tester;
Be Down"; run eventually redo cable run (this
Structured
16 -no link light; time out may be a pain!)
Cabling
network errors
-errors like "No DNS" or "No -bad punchdowns in -redo punchdown
Response .. Server Could back of patch panel -snip the cable, restrip the
Be Down"; cable and punchdown the
Structured
17 -no link light; time out wires to the jack. Hopefully
Cabling
network errors they installed a service loop so
-failure of Fluke 620 (or the cable is still long enough
-errors like "No DNS" or "No -bad or incorrect patch -isolate the patch cable and
Response .. Server Could cable from patch panel replace it with the appropriate,
Be Down"; to next device or working patch cable
-no link light; time out network (for example,
Structured network errors cross-connects or
18
Cabling -failure of Fluke 620 (or rollover cables where
equivalent meter) tests straight-throughs are
needed, or a straight-
through where a cross-
connect is needed).
-errors like "No DNS" or "No -open, short, split pair, -reterminate the failing end of
Response .. Server Could or miswire (wire map the cable run
Be Down"; failures)
Structured -no link light; time out
19
Cabling network errors
-failure of wire map tests.
20 ? ? ? Add your own errors
ORAL EXAM and RUBRIC
Date/Time/Place:
Group Time Member Member Member Member Member
# (25 min slots) #1 #2 #3 #4 #5
1 3:00-3:25
2 3:30-3:55
3 4:00-4:25
4 4:30-4:55
5 5:00-5:25
6 5:30-5:55
NOTE: ANY MEMBER OF ANY GROUP MAY BE ASKED ANY OF THESE QUESTIONS!
ORAL EXAM and RUBRIC
Date/Time/Place:
Group Time Member Member Member
Member Member
# (25 min slots) #1 #2 #3
#4 #5
1 3:00-3:25
2 3:30-3:55
3 4:00-4:25
4 4:30-4:55
5 5:00-5:25
6 5:30-5:55
NOTE: ANY MEMBER OF ANY GROUP MAY BE ASKED ANY OF THESE QUESTIONS!
Learning Goals
Encouraging students' skills in quick recall of facts and concepts and "thinking on their
feet."
Assessing student understanding in ways deeper than multiple-choice questions.
Learning professional standards for answering questions and articulating concepts orally
under time pressure.
Engaging students' multiple intelligences and providing a prompt for group-based
studying and learning.
Demonstrating efficient, paperless way for teachers to assess student learning.
Team and Individual Grading

Take individual's score and multiply by 5. Add to that the team's total score. Or come up with your
own weighting system which includes individual and group accountability.
Typically we give the Exam questions and grading rubric out to the students ahead of time. There
are no surprises, other than which student will get which question (hence every student must
prepare for every question). You can ask additional questions if the student's knowledge seems
shaky; you can take shortcuts in your questioning if your sampling of their knowledge indicates
they really know the material well.
1. The OSI Model
Time Limit Prompt Point Sample Responses
#
[minutes] [exact wording given to student] Value [to earn that point value]
1 5 From memory, name, number, 4 + 3 if layers named and listed in proper
describe in detail the function of, order, described in some detail, and
and describe typical protocols and typical protocols named
formats for, each layer of the OSI + 1 if they describe encapsulation,
model peer-to-peer communication, and de-
Apply the OSI Model to describe encapsulation properly
data communication between 2
PCs
2. Networking Devices
#
1 5 Describe the evolution of 4 +4 = complete listing of devices;
networking devices. Draw a describes evolution from PCs and NIC
sample topology which includes all cards to repeaters and hubs to bridges
of the devices covered during the and switches to routers, including what
semester. Circle all collision layer each device works at, what
domains and all broadcast problems it solved, what problems it
domains. still has, and how packets are or are
not changed when passing through
that device; a believable topology with
all collision and broadcast domains
circled
+3 = fairly complete listing of devices
and fairly accurate descriptions and
reasonable topology
+2=incomplete list, descriptions, and
topology
+1=minimal correct information given
3. IP Addressing
#
1 5 Given a class C network number 4 +4= completes problem with correctly
(say 201.13.3.0) and requiring a identifed host address ranges,
certain number of subnets (say 6), subnetwork id addresses, and
give the network id numbers, broadcast addresses
range of possible host numbers, +3= mostly correct, 1 or 2 small errors
and broadcast numbers for all of +2= properly assigns subnets but not
the subnetworks. address ranges
+1= can do binary mathematics only
0= little or no effort or comprehension
4. LAN Technologies
Prompt
Time Limit Sample Responses
# [exact wording given to Point Value
[minutes] [to earn that point value]
student]
1 5 Compare and contrast Token 4 +1= Token Ring, 802.5, 4 or 16 Mbps
Ring, FDDI, and at least 5 typical; FDDI, ANSI standard, 100
major types of Ethernet. Mbps typical; Ethernet, defines lower 2
Include: OSI layers, 802.3 standard, XBaseY
Naming conventions and where X is Mbps and Y designates the
typical operating speeds media used and Base designates
Physical topology, logical baseband signaling; 10, 100, 1000
topology, and media used Mbps typical
MAC methods used +1= Ethernet is a logical bus but a
Frame Format physical star; Token Ring is logical ring
and physical star; FDDI is logical ring
and physical dual ring. Ethernet uses
coax(10BASE2, 10BASE5), UTP
(10BASE-T, 100BASE-TX, 1000BASE-
T), or fiber (100BASE-FX); Token Ring
uses UTP or STP; FDDI uses fiber
+1= Ethernet uses opportunistic
CSMA/CD; Token Ring and FDDI use
Token Passing
+1= all three technologies have source
& destination MAC addresses, some
form of start delimiter, data fields, and
an FCS field. Token Ring and FDDI
have Token related fields in their
frame; Ethernet has type/length fields
in its frame and ends in an FCS
5. Media, Design, and Structured Cabling
#
1 5 Give the student a situation (a 4 +1 for comparison of media choices
school to be wired or a project they and proper use of matrix
completed during the semester) +2 for reasonable locations and
Choose media, justifying your justifications
choice with a matrix +1 for a chart which include planning
Draw a simple physical topology, process, installing jacks, stringing
locating POP, MDF, IDF, MCC, cable, and using test equipment
ICC, HCC, backbone. Justify all
choices of locations.
Draw a simple flowchart of what
you would do to design, install, and
test the cabling. youve installed
CCNA Semester 1 Skills Based Final Part 1 Cable Build / Test
Name: _____________Date: _________
(Total possible Points: 20)
Objective:
Build an Ethernet 10BaseT straight thru cable to connect from a workstation to a hub or switch. Use
UTP cable and wire all eight conductors using the correct wire colors and pins for either a T568A or
T568B. Test the cable with a cable tester to verify continuity, correct pinouts and cable length. This
cable can be used to connect your workstation to the hub or switch for exam part 3.
Directions:
Obtain a piece of CAT 5 cable (depending on use) and two RJ45 connectors. Use a crimping tool to
attach the RJ 45 connectors to the cable. Use a cable tester to test the cable to verify that is
functional. Indicate which cabling pinout standard (T568A or T568B) you will use ___________
1) Are the correct wires pins in the correct position? Initial _______ (10 pts)
2) Does cable test OK with cable tester? Initial _______ (10 pts)
Points Scored: _______
Semester 1 Skills Based Final Part 2 Network Concepts

Objective:
Answer the 3 questions on networking concepts as assigned by the instructor. Write the questions
assigned in the space provided below. You may be asked to answer orally or write your answers on
the back of this sheet. Answers should be as detailed as possible for maximum credit.
Question 1: (10 pts):
_________________________________________________________________________________
_________________________________________________________________________________
Question 2: (10 pts)

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Points Scored: ____________

Semester 1 Skills Based Final Part 3 Network Connection
Workstation #: _______
WS1 WS2 WS3
Objective:
Connect your workstation to a LAN. Configure the network settings and troubleshoot as necessary.
Use your web browser to connect to router interface 152.20.71.237 and display the web interface.
After you have successfully connected to the router, the instructor will introduce problems into the
PC and/or network which must be resolved and documented in the space provided. Include the
following: symptoms, causes, details of tests done, detailed problem results (from layer 1 testing),
detailed solutions.
You will be assigned a workstation number that will become the useable subnet # with which you
will perform this assessment. Make sure you have an appropriate assigned subnet number
before starting.
You will be using a class C network 193.5.5.0 which is divided into subnets by borrowing 5 bits from
the network portion of the address. The subnet number assigned is the same usable subnet (1st , 2nd 3rd
etc.) as your workstation number. The proctor must initial each step as you answer the following
questions. The default gateway (nearside router port) for your host is 193.5.5.1.
Write the IP address of your workstation here: ____________________
1. What is the subnet mask? ____________________________ Initial ________ (5 pts)

2. Subnet host IP address range? _________________________ Initial ________ (5 pts)
3. Network address of your subnet? ______________________ Initial ________ (5 pts)
4. Broadcast address of your subnet? _____________________ Initial ________ (5 pts)
5. Ping the router default gateway Initial ________ (10 pts)
6. Open the web page at 152.20.71.237 with your browser. Initial ________ (10 pts)
7. Identify and resolve troubleshooting problems listed below Initial ________ (10 pts)
Total points _______
Troubleshooting Activity Record (use back if necessary)

Symptom / Cause Tests / Results Detailed Solutions
Points Scored: Part 1 ____ +Part 2 _____ +Part 3 _____ = Total ______
CCNA Semester 1 - Skills Based Final Exam - Student Training
Guidelines - Exam Overview and Administration
This exam is for use with regular CCNA classes taught by local academies to high school and college
students. The skills-based exam consists of three parts; 1) Cable Build and Test, 2) Network
Concepts and 3) Network Connection. All three should be completed (total possible of 100 points)
and the total score combined with the Semester 1 online assessment exam to establish a course grade.
Scores from chapter exams and completion of labs as well as points for participation and attendance
may also count toward the final grade.
The guidelines presented here are recommendations and instructors have flexibility in assigning point
values and administering the exam. Students should be made aware of what they will be tested on
early in the course in order to study and prepare adequately for the exam. The exam may be
administered by dividing the class into three groups with each group starting on a different part of the
exam and then rotating as they complete each portion.
Exam Part 1 Cable Build / Test (Practical hands-on, Est. time 25 min., 20 Points)
Objective: Build a straightwired Ethernet cable for connection of a PC to a hub or switch and test it
with a basic cable tester for correct pinouts and continuity. The cable should be CAT 5 and wired to
the T568A or B standards. Length will vary depending on physical conditions. This cable may be
used to connect the PC to the hub or switch used in Part 3 of this exam.
Preparation / Tools: Length of CAT 5 cable, (2) RJ45 connectors, Wire cutter/Stripper tool,
Crimping tool, Basic cable tester or Fluke LAN Cable meter 620.
Exam Part 2 - Network Concepts (Oral or Written, Est. time 25 min., 30 Points)
Objective: Answer 3 networking concepts questions from a pool of approved questions. Any student
may have to answer any question and will know the questions ahead of time. Responses may be
given verbally to the instructor / proctor or written depending on instructor and student preferences.
Preparation / Tools: List of questions and rubric for assessment. These are found in the instructors
version of the Semester 1 curriculum in the Preface, Chapter 0 under First Semester Finals. Rubrics
are also provided to help assess the accuracy and completeness of students answers.
Exam Part 3 - Network Connection (Practical hands-on, Est. time 25 min., 40 Points)
Objective: Connect a PC to a LAN and configure the IP network settings for attachment to an
Ethernet hub or switch that is attached to a router. Determine the subnet mask and host range given
the number of bits borrowed and the subnet number used. Demonstrate connectivity by pinging the
router and opening a web page on it. When the PC is successfully connected to the LAN, problems
will be introduced into the PC and/or network to demonstrate troubleshooting skills. Document the
problems encountered during troubleshooting and the steps taken to correct them.
Preparation / Tools: PC (Mac, Win 9x, NT or 2000) with access to a browser and Control Panel /
Network settings. Straight wired patch cable, hub or switch with router connected. 2514 Router
with IOS 12.0 attached to hub or switch and configured as indicated in the following instructor notes.
A list of potential problems and causes which can be found in the instructors version of the Semester
1 curriculum in the Preface, Chapter 0 under First Semester Finals.
Semester 1 Skills Based Final Part 1 Cable Build / Test
Name: _____________Date: _________
Objective:
Build an Ethernet 10BaseT straight thru cable to connect from a workstation to a hub or switch. Use
UTP cable and wire all eight conductors using the correct wire colors and pins for either a T568A or
T568B. Test the cable with a cable tester to verify continuity, correct pinouts and cable length. This
cable can be used to connect your workstation to the hub or switch for exam part 3.
Directions:
Obtain a piece of CAT 5 cable (depending on use) and two RJ45 connectors. Use a crimping tool to
attach the RJ 45 connectors to the cable. Use a cable tester to test the cable to verify that is
functional. Indicate which cabling pinout standard (T568A or T568B) you will use ___________
1) Are the correct wires in the correct position on pins 1 thru 8? Initial _______ (10 pts)
(Refer to the semester 1 labs for colors and correct pinout)
2) Does cable test OK with cable tester? Initial _______ (10 pts)
(Lights should come on or LCD readout should show continuity)
Points Scored: _______
Semester 1 Skills Based Final Part 2 Network Concepts

Objective:
Answer the 3 questions on networking concepts as assigned by the instructor from the pool of
questions. Sample questions are found in the instructors version of the Semester 1 curriculum in the
Preface, Chapter 0 under First Semester Finals. Rubrics are also provided to help assess the students
answers. Students will write the questions as assigned in the space provided below. Instructor may
have students answer orally or write answers on the back of this sheet.
Questions 1 (10 pts):
_________________________________________________________________________________
_________________________________________________________________________________

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Points Scored: ____________

Workstation #: _______
WS1 WS2 WS3
Objective:
Connect a workstation to LAN. Configure the network settings and troubleshoot as necessary. Use a
web browser to connect to router interface 152.20.71.237 and display the web interface. After the PC
is successfully connected to the network, the student should leave and the instructor will introduce
problems into the PC or network which must be resolved and documented in the space provided.
Include the following: symptoms, causes, details of tests done, detailed problem results (from layer 1
testing), detailed solutions.
Instructor notes: A list of potential problems and causes can be found in the instructors version of
the Semester 1 curriculum in the Preface, Chapter 0 under First Semester Finals.
Each student should be assigned a workstation number that will become the useable subnet # with
which they perform this assessment. Make sure each student has an appropriate assigned subnet
number before starting. Router configuration allows all workstations to maintain connectivity so
that you may test a class of up to 30 students simultaneously depending on your classroom
environment. Refer to the router configuration at the end of the instructor guidelines to set up the
router. Students must have the ability to alter the IP network settings on their workstations.
Students will be using a class C network 193.5.5.0 which is divided into subnets by borrowing 5 bits
from the network portion of the address. The subnet number assigned is the same usable subnet (1st ,
2nd 3rd etc.) as their workstation number. The proctor must initial each step. The following example
uses workstation / subnet 2. The default gateway for your host is 193.5.5.1.
Workstation / Subnet number assigned: 2 IP address of your workstation: 193.5.5.17
1. What is the subnet mask? 255.255.255.248 Initial ________ (5 pts)

2. Subnet host IP address range? 193.5.5.17 thru 193.5.5.22 Initial ________ (5 pts)
3. Network address of your subnet? 193.5.5.16 Initial ________ (5 pts)
4. Broadcast address of your subnet? 193.5.5.23 Initial ________ (5 pts)
5. Ping the router default gateway Initial ________ (10 pts)
6. Open the web page at 152.20.71.237 with your browser. Initial ________ (10 pts)
7. Identify and resolve troubleshooting problems listed below Initial ________ (10 pts)
Total points _______
Troubleshooting Activity Record (use back if necessary)

Symptom / Cause Tests / Results Detailed Solutions
Subnet Instructor Notes:
Table of subnets for Class C network with 5-bit subnet mask for total 32 subnets or 30 useable
subnets with 6 hosts per subnet. First useable subnet is 193.5.5.8. Do not use the Zero subnet.
Subnet / Subnet Subnet

Wkstn No. Network Address Broadcast Address Valid Host IP Address Range
1 193.5.5.8 193.5.5.15 193.5.5.9 - 193.5.5.14
2 193.5.5.16 193.5.5.23 193.5.5.17 - 193.5.5.22
3 193.5.5.24 193.5.5.31 193.5.5.25 - 193.5.5.30
4 193.5.5.32 193.5.5.39 193.5.5.33 - 193.5.5.38
5 193.5.5.40 193.5.5.47 193.5.5.41 - 193.5.5.46
6 193.5.5.48 193.5.5.55 193.5.5.49 - 193.5.5.54
7 193.5.5.56 193.5.5.63 193.5.5.57 - 193.5.5.62
8 193.5.5.64 193.5.5.71 193.5.5.65 - 193.5.5.70
9 193.5.5.72 193.5.5.79 193.5.5.73 - 193.5.5.78
10 193.5.5.80 193.5.5.87 193.5.5.81 - 193.5.5.86
11 193.5.5.88 193.5.5.95 193.5.5.89 - 193.5.5.94
12 193.5.5.96 193.5.5.103 193.5.5.97 - 193.5.5.102
13 193.5.5.104 193.5.5.111 193.5.5.105 - 193.5.5.110
14 193.5.5.112 193.5.5.119 193.5.5.113 - 193.5.5.118
15 193.5.5.120 193.5.5.127 193.5.5.121 - 193.5.5.126
16 193.5.5.128 193.5.5.135 193.5.5.129 - 193.5.5.134
17 193.5.5.136 193.5.5.143 193.5.5.137 - 193.5.5.142
18 193.5.5.144 193.5.5.151 193.5.5.145 - 193.5.5.150
19 193.5.5.152 193.5.5.159 193.5.5.153 - 193.5.5.158
20 193.5.5.160 193.5.5.167 193.5.5.161 - 193.5.5.166
21 193.5.5.168 193.5.5.175 193.5.5.169 - 193.5.5.174
22 193.5.5.176 193.5.5.183 193.5.5.177 - 193.5.5.182
23 193.5.5.184 193.5.5.191 193.5.5.185 - 193.5.5.190
24 193.5.5.192 193.5.5.199 193.5.5.193 - 193.5.5.198
25 193.5.5.200 193.5.5.207 193.5.5.201 - 193.5.5.206
26 193.5.5.208 193.5.5.215 193.5.5.209 - 193.5.5.214
27 193.5.5.216 193.5.5.223 193.5.5.217 - 193.5.5.222
28 193.5.5.224 193.5.5.231 193.5.5.225 - 193.5.5.230
29 193.5.5.232 193.5.5.239 193.5.5.233 - 193.5.5.238
30 193.5.5.240 193.5.5.247 193.5.5.241 - 193.5.5.246
Router Configuration Instructor Notes
Use the following configuration to set up the router for the skills test. Use a 2514 router with 2
Ethernet interfaces. ! Both interfaces e1 and e0 need to be connected to the hub. Router password is:
skills1. Router IOS should be at least version 11.2 but preferably version 12.
Students will be prompted for a password when accessing the router through the browser. This
indicates successful completion of the connectivity portion of the Sem 1 skills based assessment.
You may disable the password on the router if you wish for your students to see the web based
interface. (WARNING: this allows the students access to the router configuration) Therefore, you
may wish to wait until after testing is complete to disable the password and show the web-based
interface as a demo instead.
The following router configuration may be 1) keyed in manually at the router console, 2) entered via
the SETUP utility or 3) uploaded using the HyperTerminal Transfer / Send Text File option. Prior to
configuring the router, erase the existing startup configuration file.
Router> enable (Enter current enable password)

Router# erase start (Erases startup configuration file)
Router# reload (Dont save the existing configuration and let the router reload
Refer to semester 2 labs for the procedures for loading the configuration file from a tftp server or
from HyperTerminal. After the router reboots, you may use the default setup mode or enter config
mode with the following command. Router# config t
Router configuration commands for Semester 1 Skill-based exam

Router IOS Command Purpose / Function
ip http server Enables the web server function

Enable secret skills1 Sets secret password to skills1
router rip Enables RIP routing protocol service
network 152.20.0.0 Enables RIP advertisements to be broadcast and received
for network 152.20.0.0 (on interface E1)
network 193.5.5.0 Enables RIP advertisements to be broadcast and received
for network 193.5.5.0 (on interface E0)
int e0 Selects interface E0 for configuration
ip address 193.5.5.1 255.255.255.0 Sets IP address and subnet mask for E0
no shutdown Brings up interfaces E0
Copy the new running configuration to the startup NVRAM with the following command.
Router# copy run start
Router configuration commands for Semester 1 Skill-based exam
Router IOS Command Purpose / Function
ip http server Enables the web server function

Enable secret skills1 Sets secret password to skills1
router rip Enables RIP routing protocol service
network 152.20.0.0 Enables RIP advertisements to be broadcast and
received for network 152.20.0.0 (on interface E1)
network 193.5.5.0 Enables RIP advertisements to be broadcast and
received for network 193.5.5.0 (on interface E0)
ip address 152.20.71.237 Sets IP address and subnet mask for E1
255.255.0.0
Copy the new running configuration to the startup NVRAM with the following command.
Router# copy run start
J. CCNA Exam objectives
OSI Reference
1. Identify and describe the functions of each of the seven layers of the OSI reference
model.
2. Describe connection-oriented network service and connectionless network service, and

identify the key differences between them.
3. Describe data link addresses and network addresses, and identify the key differences
between them.
4. Identify at least 3 reasons why the industry uses a layered model.
5. Define and explain the 5 conversion steps of data encapsulation.
6. Define flow control and describe the three basic methods used in networking.
7. List the key internetworking functions of the OSI Network layer and how they are
performed in a router.
WAN Protocols
8. Differentiate between the following WAN services: Frame Relay, ISDN/LAPD, HDLC, &
PPP.
9. Recognize key Frame Relay terms and features.
10. List commands to configure Frame Relay LMIs, maps, and subinterfaces.
11. List commands to monitor Frame Relay operation in the router.
12. Identify PPP operations to encapsulate WAN data on Cisco routers.
13. State a relevant use and context for ISDN networking.
14. Identify ISDN protocols, function groups, reference points, and channels.
15. Describe Cisco's implementation of ISDN BRI.
IOS
16. Log into a router in both user and privileged modes.
17. Use the context-sensitive help facility.
18. Use the command history and editing features.
19. Examine router elements (RAM, ROM, CDP, show).
20. Manage configuration files from the privileged exec mode.
21. Control router passwords, identification, and banner.
22. Identify the main Cisco IOS commands for router startup.
23. Enter an initial configuration using the setup command.

24. Copy and manipulate configuration files.
25. List the commands to load Cisco IOS software from: flash memory, a TFTP server, or
ROM.
26. Prepare to backup, upgrade, and load a backup Cisco IOS software image.
27. Prepare the initial configuration of your router and enable IP.
Network Protocols
28. Monitor Novell IPX operation on the router.
29. Describe the two parts of network addressing, then identify the parts in specific protocol
address examples.
30. Create the different classes of IP addresses [and subnetting].
31. Configure IP addresses.
32. Verify IP addresses.
33. List the required IPX address and encapsulation type.
34. Enable the Novell IPX protocol and configure interfaces.
35. Identify the functions of the TCP/IP transport-layer protocols.
36. Identify the functions of the TCP/IP network-layer protocols.
37. Identify the functions performed by ICMP.
38. Configure IPX access lists and SAP filters to control basic Novell traffic.
Routing
39. Add the RIP routing protocol to your configuration.
40. Add the IGRP routing protocol to your configuration.
41. Explain the services of separate and integrated multiprotocol routing.
42. List problems that each routing type encounters when dealing with topology changes and
describe techniques to reduce the number of these problems.
43. Describe the benefits of network segmentation with routers.
Network Security
44. Configure standard and extended access lists to filter IP traffic.
45. Monitor and verify selected access list operations on the router.
LAN Switching
46. Describe the advantages of LAN segmentation.
47. Describe LAN segmentation using bridges.
48. Describe LAN segmentation using routers.
49. Describe LAN segmentation using switches.
50. Name and describe two switching methods.
51. Describe full- and half-duplex Ethernet operation.
52. Describe network congestion problems in Ethernet networks.
53. Describe the benefits of network segmentation with bridges.
54. Describe the benefits of network segmentation with switches.
55. Describe the features and benefits of Fast Ethernet.
56. Describe the guidelines and distance limitations of Fast Ethernet.
57. Distinguish between cut-through and store-and-forward LAN switching.
58. Describe the operation of the Spanning Tree Protocol and its benefits.
59. Describe the benefits of virtual LANs.
60. Define and describe the function of a MAC address.

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Preface

Frequently asked questions

Headline - starts each lesson plan

Lab/Activity - contains labs, demonstrations, and kinesthetic, design, or drill activities

Assessment - indicates whether you will grade on that day

Homework - often a prelab

Resources - books and Web sites

your students' performance on the online exams

whether everyone is enjoying the process

Chapter 7, especially Ethernet, is important in order to understand the dominant LAN

Chapter 10 on IP addressing is perhaps the most conceptually difficult, yet most

Chapter 2 is extremely important and must be covered in depth.

Chapters 4, 5, 6, and 7 contain fairly dense, important content.

Chapter 11 is also important, but not nearly as important as Chapter 10.

Chapters 12, 13, and 14 can be covered very rapidly.

Curriculum viewing - 16 PCs (2 students per PC)

Toolkits (ideal toolkits described elsewhere in this preface) - 8, plus sufficient

Q10. Must I purchase the Fluke equipment?

0.2.1 9-week and 18-week

D. Benchmark Questions and Skills

0.3 Best Practices

0.3.2 Design activities

Topological Diagrams (Logical and Physical Topologies)

Voltage Versus Time Graphs

Voltage Versus Frequency Graphs (Spectrum Diagrams)

Layered Communication Diagrams

Frame Format Diagrams

Standard Internetworking Symbols

0.3.4 Group work

2 - studying online curriculum

3 - doing cabling and lab activities

5 - taking oral exams, working as router teams

procedures and observations

hardware and software notes

More information on journal reflection is available under Teaching Strategies.

the encapsulation process

the handling of data by repeaters, hubs, bridges, and routers

the functioning processes of ARP and RARP

TCP/IP protocols (e.g., handshakes, windowing, flow control)

0.3.7 Lab exams

Lab exams include all of the following:

skills-based and performance assessments

making patch cables

punching down jacks and patch panels

testing cable runs and using test equipment

simple hardware and software procedures

A mini-lecture is a 10-minute lecture format that consists of the following elements:

a pre-test or focus question to test for understanding

the actual lecture

a short question or activity

a test for understanding (can be just a simple question)

0.3.9 Online study

0.3.10 Oral exams

0.3.14 Study guide

1. Learning - Knowledge is gained through vocabulary, content, and activities.

Vocabulary - List and define new terms using the Glossary.

Notes/Ideas - Jot down important information from this lesson.

Activity - Complete the activity assigned in class.

host PC hardware setup

host software settings

expose students to a working system

demonstrate the typical failure modes of that system

provide opportunities for students to practice diagnosis and repair