Semestre3 PDF

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. There are 24 lab activities in Semester 3. 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 and Equipment List for Semester 3 is the combination of the Ideal Toolkits for
Semesters 1 and 2, plus any additional switches and routers (above and beyond the standard
equipment bundle) that you can obtain.
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 suggested skills-based router configuration final exam is included. While your implementation
of this exam may vary somewhat from ours, your students, at the end of Semester 3, should be
able to perform a basic router configuration and add IGRP, ACLs, and IPX to that configuration.
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 3 Version 2.1 differ from Semester 3 Version 1.1? Why wasn't
there a Semester 3 version 2.0?
1. The version numbers for Semester 3 jumped from Version 1.1 to 2.1 to indicate
consistency with Semester 1, Version 2.1, in terms of look and feel, Flash graphics,
content enhancements, an improved editing process, and Instructor's notes integrated
into every Target Indicator.
2. The number of hands-on labs has been increased. However, some of these are switching
labs, so if you only have one lab switch, you will have to account for this in how you
present those labs to your students. Every lab has been rewritten and improved. All labs
are integrated into the curriculum; all lab answers are integrated into the Instructor's
version of the curriculum.
3. The required Threaded Case Study (TCS), including student prompts and assignments,
has been integrated throughout the semester. Suggested TCS solutions are included in
the Instructor's version.
4. A new chapter on network management has been added.
5. The tone of the course is LAN Design and the TCS.
6. Added details on Switching, VLANs, IGRP, and ACLs have been added.
7. Web links have been added.
8. Version 2.1 is structured around "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 2.1, all assessment items (test questions) are traceable to a specific target
indicator.
9. In version 2.1, the topics and basic order of presentation of 1.1 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 1.1
graphics and movies, leading to a much improved visual presentation and far more
interactivity. Version 2.1 contains much more explanatory text than version 1.1.
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, correcting grammatical mistakes,
improving the GUI, and improving the labs.
2. You said we should. Feedback from many Local Academy, Regional Academy, and
CATC training courses pointed out strengths and weaknesses of the previous version of
Semester 3 (Version 1.1).
3. The field of networking is constantly changing - you will notice a greater emphasis on
practical implementation of VLANs, IGRP, and ACLs.
4. We want to comply with more certification standards. We are striving to prepare students
not only for their CCNA Certification Exam (which implies one set of behavioral
objectives, or target indicators), but also for their CompTIA Net+ 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 Instructor, 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.
Sometime near 9/1/00, a set of example daily lesson plans for all 4 Semesters will be released.
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 Community Server 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 yet scripted the content into 50- or 100-minute lesson plans (Sometime near 9/1/00,
a set of example daily lesson plans for all 4 Semesters will be released). 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 Instructors who have short class periods (e.g. 42 or 48
minutes) and for labs in which equipment contention is an issue. 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 Community Server 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. 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 LAN switching is absolutely essential for all networking students and
constitutes a full 14 (out of 60) CCNA Certification Exam Objectives.
• Chapter 3, VLANs, is of great practical importance.
• Chapter 4, LAN Design, is crucial for implementing the required Threaded Case Study
(TCS)
• Chapter 5 on IGRP is of great practical importance.
• Chapter 6, on Access Control Lists (ACLs), is of great practical importance and crucial for
doing well on the CCNA Certification Exam. The semantics (meaning, logic) and syntax
(grammar) of ACLs are amongst the most difficult concepts taught in all 4 semesters
• The Threaded Case Study is NOT optional and forms a crucial part of the CNAP learning
experience throughout Semesters 3 and 4.
Q7. What material can I skim?

• Chapter 1, the review, is important but do not get stuck reviewing for too long. The TCS
will provide more opportunities for review.
• Chapter 2 is extremely important and must be covered in depth.
• Chapter 7, Novell IPX, is important for legacy networks and on the CCNA Certification
Exam. So you must cover it. However, practically speaking, IPX is becoming less
important than IP, even in Novell networks.
• Chapter 8, network management, is important, especially for the Net + Exam, but can be
covered fairly quickly.
Q8. What assumptions go into this Instructors Guide?

For Semester 3, we have assumed a class size of 32 students.
• Labs - groups of 4
• Curriculum viewing - 16 PCs (2 students per PC, but preferably a 1:1 student to PC ratio)
• 10 PCs, 5 routers, 1 switch (but preferably more) 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 3?

Let the community know about them. Use the Community Server to share whatever instructional
materials you develop and are willing to share with the rest of our electronic community. Let us
know, so we can incorporate these ideas in future versions of the Instructor's Version of the
Curriculum.
Q10. Must we purchase extra switches and routers? Must we purchase the Fluke Learning
Center?
No. We have rewritten all existing labs, and we have added many new labs. While ideally all the
labs would be completed by all of the students, contention for time on the routers, and especially
the switches, will be an issue in large classes with no extra lab equipment. Several options exist:
buy or borrow extra switches and routers; do some of the labs as class demonstrations; arrange
for students to complete certain labs scheduled outside of normal class hours; or use a project-
structure for your class, allowing student groups a certain time (say, 1 week) to get labs
performed, content covered, and exams administered.
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 (Network Inspector) and
protocol analysis and sniffing (Protocol Inspector) software, and a troubleshooting book. The
Learning Center kit guarantees hands-on experience with professional quality instruments and
software for all of your students and constitutes an amazing bargain.
0.2 Syllabus
0.2.1 9-week and 18-week
9 Weeks
A. General Information
Units 3
Prerequisites Required: Successful completion of CNAP Semesters 1 and 2
Helpful: A+ Certification; Microsoft Office Skills; introductory
programming or multimedia courses; introductory electronics; relevant
work experience
Instructor your name here
Textbook Required: none (online multimedia)
Optional: Computer Networks (Andrew Tannenbaum); CCNA Second-
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 70 in-class hours plus 16 out-of-class hours
Open Lab Hours with 16 hours per semester (open lab, makeups, Threaded Case Study
Instructor Present documentation, skills-based and oral exams)
B. Grading
ITEM PERCENT COMMENTS
Homework and Journal Optional highly recommended; highly recommended; lab journal
may be used on skills exams
Electronic Portfolio 20% TCS documentation plus any additional work from
Semesters 1 and 2; rubric to be distributed
Online Chapter Exams 20% using assessment server
Online Final Exam 20% using assessment server
Oral Final Exam 20% rubric to be distributed prior to the exam
Skill-Based Final Exam 20% rubric to be distributed prior to the exam
C. Week by Week
WEEK CHAPTER DESCRIPTIONS
1 1 1 - Review of Semester 1 and Semester 2; Start TCS
2 2 2 - LAN Switching; TCS
3 3 3 - Virtual LANs (VLANs); TCS
4 4 4 - LAN Design; TCS
5 4, 5 4 - LAN Design; TCS
5 - Interior Gateway Routing Protocol (IGRP)
6 5, 6 5 - IGRP; TCS
6 - Access Control Lists (ACLs)
7 6 6 - ACLs; TCS
8 7, 8 7 - IPX; TCS
8 - Network Management; TCS
9 ----- Review for Finals; Complete Semester 3 TCS part of Electronic Portfolio
Online, Oral, and Skills-Based Final Exams
D. Benchmark Questions and Skills
WEEK CHAPTER BENCHMARKS
1 1 Can all students describe in detail the OSI layers? Can all students
differentiate between various LAN technologies, especially the varieties of
Ethernet? Can all students work through a class B IP address planning
example, on their own, without notes or a calculator? Can all students explain
the process of routing? Can all students demonstrate an understanding of the
TCS Overview? Can all students create simple HTML files?
2 2 Can all students explain half-duplex and full-duplex Ethernet? Can all students
explain the basic operation of a switch? Can all students explain segmentation
of networks by bridges, switches, and routers? Can all students briefly
describe VLANs and STP? Can all students perform simple hardware setup
and software configuration of a switch? Have all student teams been formed
and begun organizing their files and workflow for the TCS?
3 3 Can all students explain the theory and benefits of VLANs? Can all students
configure basic VLANs on a VLAN-capable switch? Have all student teams
begun their first draft of the site wiring diagrams?
4 4 Can all students explain Layer 1, Layer 2, and Layer 3 network design? Have
all student teams made preliminary Layer 1, Layer 2, and Layer 3 LAN Design
Choices? Has each team presented its proposed District IP addressing
Scheme?
5 4, 5 Have all students created physical topologies, site wiring diagrams, and logical
topologies? Have all students completed the majority of the Chapter 4 TCS
tasks, including the LAN Electronics and Media Lists?
Can all students explain the operation and metrics of IGRP?
6 5, 6 Can all students migrate a router from RIP to IGRP and completely configure
IGRP using appropriate IOS commands? Have students added IGRP to their
TCS Design?
Can all students explain standard access lists? Can all students configure
ACLs on a router for a variety of common permit/deny situations?
7 6 Call students explain extended access lists? Can all students configure
extended ACLs on a router for a variety of common permit/deny situations?
Can all students address a network using IPX? Can all students configure and
monitor basic IPX operations on a router? Have all students added IPX to their
TCS Design?
8 7, 8 Can all students address a network using IPX? Can all students configure and
monitor basic IPX operations on a router? Have all students added IPX to their
TEC Design?
Can all students explain some basic practices of network management?
9 ------ Are all student ready to take their Online, Oral, and Skills-Based Final Exams?
Have all students completed the Semester 3 part of their TCS Design in
electronic form?
Online, Oral, and Skill-Based Exams?
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 3, 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 3 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 3 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 3
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 3 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 3
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 Template
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 other’s 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 3
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 3 Lab Ideal Tool Kit
0.5.1 Ideal tool kit

A Semester 3 Ideal Lab Tool Kit would consist of the Semester 1 Ideal Toolkits (see Semester 1,
Version 2.1 Preface) and the Semester 2 Ideal Equipment List (see Semester 2, Version 2.1
Preface). The only "Ideal" equipment needs specific to Semester 3 are extra VLAN-capable
switches and extra routers. While one lab switch and 5 routers were included in the standard
equipment bundle, some of the lab activities would be much easier to teach to large numbers of
students if extra switches and routers were available. Options include buying more switches and
routers as resources allow; asking if your regional can provide resources to buy more switches
and routers; borrowing more switches and routers from other locals or regionals; or simply
making do with the 1 switch (class demonstrations, etc.) and the 5 routers.
0.6 Lesson Plans
0.6.1 Lesson Plan Template

This is the suggested format for Cisco Networking Academy Program lesson plans. We
encourage you to use this format for your own purposes, as well as for submitting your favorite
lesson plans to the Community Server FTP site.
Templates
Lesson Plan Template
0.7 Third 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: Review: The OSI Reference Model and Routing
Chapter Overview
The purpose of Chapter 1 is to review some key topics from Semesters 1 and 2. Most important
among these topics are the OSI model, the TCP/IP Protocols (including IP addressing), the basic
concepts of routing, and the IOS command set mastered in Semester 2. The focus of semester 3
is on the OSI layers 1-4, especially Layers 2 and 3.
While a thorough review is important, be careful not to get stuck in the review chapter. Remember
that you must leave enough time to get through a semester very full of new topics and the
Threaded Case Study (TCS, explained in detail later). The TCS is designed to review all of the
important topics previously covered while introducing new ones, so students will have multiple
opportunities to review throughout semesters 3 and 4. The TCS Overview document is here.
Throughout the Instructor’s Notes, SUGGESTED CNAP Best Practices for teaching a specific
Target Indicator (TI) will be noted. Of course, use whichever Best Practices you feel most
effectively reach your students. Detailed descriptions of the Best Practices are available in the
Preface Chapter. Note that the Best Practice referred to as Study Guide refers to worksheets,
guided note-taking, focus questions, and other materials you create to help students retain what
they are studying online. Suggestions are in the Preface Chapter.
Throughout the Instructor’s Notes, reference will be made to the CCNA Certification Exam
Objective List. While this list is for Exam #407 (to be 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 The OSI Reference Model and the Problems It Solves
1.1.1 The layered network model: The OSI reference model

Check with the students and make sure they have a mnemonic device for remembering the OSI
layers, by name and number, in order. This process should be automatic for them by now. This
target indicator (TI), with its difficult vocabulary, is CCNA Certification Exam Objective #4. The
vocabulary includes terms such as:
• “interfaces” (as used in the general software sense as the boundary between conceptual
and functional layers),
• “modular engineering” (treating everything outside the problem at hand as “black boxes”
with assumed input and output properties), and
• “interoperable technology” (assuring that hardware and software from different internal
design and external vendor sources all works together).
Appropriate Best Practices for this TI include a guided-practice Mini-Lecture and Question and
Answer.
1.1.2 The OSI model layers

Remind students that the entirety of Semester 1 was structured so as to help them deepen their
understanding of each OSI layer. By now they should know not only a simple explanation of what
goes on at each layer but more details - protocols at each layer, PDUs at each layer, the special
unique topics in each layer that were covered in depth (LAN technologies at layers 1 and 2; IP
addressing at layer 3, etc.), and the devices and software that function at each layer. This TI
relates to CCNA Certification Exam Objective #1.
The “lab”, which is a group paper-based activity, takes about 20 minutes (solutions are included
as the last pages of the lab link). It could be done in class or assigned as homework. The Web
Links, in addition to encouraging the student to begin using the immense resources of Cisco’s
Web site, specifically include an introduction to Internetworking and LANs at a somewhat higher
reading level then the regular curriculum.
Appropriate Best Practices for this TI include the Lab Activity (with Engineering Journal) and
Groupwork.
1.1.3 Peer-to-peer communication

Three crucial ideas are in this TI: each layer has a PDU (we specifically name the layer 4, 3, 2,
and 1 PDUs); layers communicate with their peer layer; and the layer below provides a service for
the layer above it.
Appropriate Best Practices for this TI include Online Study (with a Study Guide).
1.1.4 Encapsulation
This TI is CCNA Certification Exam Objective #5.
Appropriate Best Practices for this TI include kinesthetic activities. For example, different students
could form the 7 OSI layers, 7 students for the source host and 7 for the destination. Information
could be passed down the layers, the information expressed so that only the peer layer can
interpret it, services requested, and the encapsulated data could then be “unpackaged” by the
destination host.
1.2 The Physical Layer of the OSI Reference Model
1.2.1 Three categories of Ethernet

“Ethernet” refers to a number of LAN technologies, typically running at speeds of 10 Mbps (legacy
coaxial; the currently huge installed base of UTP; and some optical fiber), 100 Mbps (Fast
Ethernet over UTP or optical fiber), and 1000 Mbps (Gigabit Ethernet over UTP or optical fiber).
Emphasize to students that “Ethernet” refers to technologies spanning layers 1 and 2, and that in
general one should be more specific than simply saying the word “Ethernet”.
A Mini-Lecture with Graphical Organizers, and Online Study (with a Study Guide), would be
appropriate Best Practices for presenting this TI. For example, you might have the students
brainstorm the types of Ethernet they remember and then group them into the 10, 100, and 1000
Mbps categories.
Two excellent Web references are included: an internal Cisco document on Ethernet, and the site
maintained by Charles Spurgeon, an Ethernet expert and author of some fine books about
Ethernet.
1.2.2 Three varieties of 10Mbps Ethernet

The three varieties of 10 Mbps Ethernet - fast becoming the “legacy” Ethernet installations - are
10BASE2 and 10BASE5 coaxial, and 10BASE-T UTP. Coaxial Ethernet was the first
implementation, and its physical implementation most clearly reminds us of the logical bus
topology of Ethernet information flow. 10BASE-T Ethernet, which typical uses hubs and switches
for connectivity, also has a logical bus topology, but is wired in a physical star configuration,
which can be confusing.
Best Practices for this TI include Mini-Lecture, Online Study (with a Study Guide), and a
kinesthetic activity where students act out CSMA/CD (basically listen for silence, start
communicating, if no collisions keep communicating, if collisions both communicating parties
backoff for random amounts of time, and then re-transmit).
1.3 The Data Link Layer of the OSI Reference Model
1.3.1 Lock analogy for NICs

This TI emphasizes the broadcast nature of Ethernet LANs (all stations on a segment “hear” the
frames, but only the station with a matching MAC address “listens”). Appropriate Best Practices
for this TI include Mini-Lecture and Online Study (with a Study Guide). This TI relates to CCNA
Certification Exam Objective #60.
1.3.2 Data transport across the physical link connecting hosts, routers, and other devices
This TI makes the simple but crucial point that MAC addresses are the primary mechanism for
delivery of information at the LAN level. And for small to medium-sized LANs, MAC addresses
are “enough.” But when we start creating large LANs and then connect those LANs together to
form internetworks and then connect those internetworks together to form the Internet, MAC
addressing does not suffice and we need an hierarchical addressing scheme.
Best Practices for this TI include a simple design activity: first have the students design a LAN
using just MAC addresses, then have them do a “thought experiment” where they add more hosts
on one LAN segment; then add more LAN segments; then interconnect LAN segments from
different areas into WANs; and so on. Hopefully this will precipitate a discussion of how MAC
addresses are fine for “local” LAN delivery of information, but that they become inefficient and
unusable, by themselves, as the network grows (thus necessitating network addresses). This TI
relates to CCNA Certification Exam Objectives #3 and #60.
Another Best Practice is Web Research: the IEEE 802 link summarizes the very important IEEE
standards regarding networks.
1.4 Network Layer Functions
1.4.1 Layer 3 protocols of the TCP/IP stack

Four Layer 3 protocols of the TCP/IP stack were emphasized in semesters 1 and 2: IP, ICMP,
RARP, and ARP. An appropriate Best Practice here would be Web Research, as TCP/IP
information and tutorials are extremely commonplace on the Web. This TI relates to CCNA
1.4.2 Network and subnetwork addresses in the IP

This TI is meant to be a brief review of the importance and mechanics of IP addressing. If a
student needs more than a cursory review, then refer them back to Chapter 10 of Semester 1.
This TI relates to CCNA Certification Exam Objectives #29 and #30.
Best Practices appropriate for this TI include a Mini-Lecture to review the basic concepts of
network and subnetwork, then the two lab activities including use of the Engineering Journal. The
first lab focuses on the semester 2 hardware and existing logical topology, and probably should
be done in class (taking approximately 30 minutes). The second Lab Activity (with Engineering
Journal) (which also takes about 30 minutes) could be done by groups in class or as homework. It
involves subnetting a class B address. Note that on the CCNA certification exam, class B and
class C addresses and subnets are quite common, so even the more difficult (lengthy) class B
subnet planning process must become easy for the students. Solutions to the lab activities are
included as the last pages of the lab links.
1.4.3 Path determination in the contexts of packets and routers

This TI emphasizes the two basic operations of the router: best path determination and switching
to the interface appropriate for starting that path. Appropriate Best Practices for this TI include
Mini-Lecture (giving analogies for best path selection, such as navigating a highway network) and
a kinesthetic activity (set up one student as a packet with a destination address, one student as
the router about to determine best path, and then have multiple paths - through the classroom,
either physical paths or paths involving other students - one of which is clearly the best path to
the destination. This TI relates to CCNA Certification Exam Objective #7.
1.4.4 Why Layer 3 addresses must contain both path and host information
Regardless of which specific Layer 3 protocol is being used (IP, IPX), the layer 3 address must
include a network and host portion. Graphic 4 reminds the student how the router determines
what part of an IP address is network and what is host: it performs a bit-by-bit AND operation
between the IP address and the subnet mask. This results in the destination network number, to
which the router is either directly connected, or, as is more typically the case, the router has some
idea of the best path for reaching. Best Practices appropriate for this TI include careful Online
Study (with a Study Guide). This TI relates to CCNA Certification Exam Objective #7.
1.4.5 Types of ICMP messages
This TI is CCNA Certification Exam Objective #37. While there are numerous ICMP messages,
students should at least be familiar with some of the most common (and they will typically have
encountered these if they have spent anytime at all on a network). Common ICMP messages
include destination unreachable, time exceeded, echo, echo reply, address request, and address
reply. An appropriate Best Practice for this TI is careful Online Study (with a Study Guide).
1.4.6 ping command

Ping is one of the most important utilities available for network testing and troubleshooting - it can
establish whether or not Layer 3 connectivity exists. Ping was covered extensively in Semester 2,
so most students will probably be familiar with its results. Ping is a key IOS command. This TI
Ping generates an echo request, which can result in an echo reply “ping successful” along with
more ping statistics and details depending on which format of the ping command was used. Or,
“request timed out” messages can result if the echo request packets are not, for whatever reason,
reaching their destination. Appropriate Best Practices for this TI include Online Study (with a
Study Guide) and a short lab exercise - students can jump to the DOS prompt, while they are
Online, and try pinging a few IP addresses and they will be immediately reminded of the results of
a ping command.
1.4.7 ARP
ARP was covered both in Semester 1 (Chapter 11) and Semester 2 (Chapters 1 and 9). It is one
of the crucial TCP/IP Network layer protocols. Appropriate Best Practices for this TI include
Online Study (with a Study Guide), Web Research (looking back into prior semesters of
curriculum), and a kinesthetic activity where students act out the ARP process (if time allows).
1.5 Routing and the Different Classes of Routing Protocols
1.5.1 Routing in a mixed LAN-media environment

One function of a router is to connect different networks. These networks need not be the same
LAN or WAN technology. Cisco routers, depending on the model, support Ethernet (various
forms), Token Ring, and FDDI LANs and serial, ISDN, and many other WAN technologies. Since
each LAN technology (and WAN technology, for that matter) will typically have its own Layer 2
frame format, the router must accept one-type of incoming frame and be able to produce a
different type of outgoing frame if necessary. A Best Practice appropriate for this TI is Online
Study (with a Study Guide).
1.5.2 Two basic operations a router performs

Path determination and switching between networks: these are the two basic operations of the
router. Appropriate Best Practices for this TI are Online Study (with a Study Guide) (the Flash
graphic should be helpful) and Web Research (a link to much more detail on routing). This TI
1.5.3 Static and dynamic routes

This is an example of a TI that, while not explicitly tested on the CCNA certification exam,
comprises some of the background knowledge needed to answer questions regarding routing
protocols, which are on the exam. Remind the students that without dynamic routes, the Internet
would be impossible - it’s topology, as a Worldwide WAN, is constantly changing; hence some
dynamic routing processes, which are constantly updating, are necessary.
Best Practices for this TI include Mini-Lecture and Online Study (with a Study Guide).
1.5.4 Default route
Default routes are another way to deal with internetwork complexity. As the text and graphics
indicate, it is very impractical, probably impossible, and completely unnecessary for the Company
X routers to have detailed knowledge of the Internet. The default route concept assumes that
data forwarded along the default route will eventually encounter a router that DOES know the
path to the destination. Appropriate Best Practices include Online Study (with a Study Guide).
1.5.5 Routed and routing protocols

This topic was covered briefly in Semester 1 and extensively in Semester 2, but it doesn’t help to
do a “check for understanding” with the students. Appropriate Best Practices include Online Study
(with a Study Guide) and Mini-Lecture.
1.5.6 Information that routers use to perform their basic functions

This TI examines in more depth what is required for dynamic routing to occur. Also, the distinction
between interior dynamic routing protocols and exterior dynamic routing protocols is made. The
focus of the CNAP is on the interior routing protocols RIP and IGRP (these are CCNA
Certification Exam Objectives) but it can’t hurt to briefly mention that BGP is a crucial exterior
routing protocol for the Internet and is covered in the CCNP curriculum. Appropriate Best
Practices for this TI include Online Study (with a Study Guide).
1.5.7 IP routing protocols

Important vocabulary for students to recognize are four important IP routing protocols: Routing
Information Protocol (RIP), Interior Gateway Routing Protocol (IGRP), Open Shortest Path First
(OSPF), and Enhanced IGRP (EIGRP). Three classifications of routing protocols (distance vector,
link state, hybrid) are briefly mentioned but will be covered in more detail in a few TIs. Appropriate
Best Practices for this TI include Online Study (with a Study Guide).
1.5.8 Network convergence

The concept of network convergence - that is, the time it takes all the routers in a network to
share a consistent view of the network - is a key issue for evaluating the performance of routing
protocols. While not explicitly tested on the CCNA Certification Exam, it forms part of the base of
knowledge necessary to do well on the exam and is a term with which the students should be
familiar. Appropriate Best Practices for this TI include a Mini-Lecture where you work through a
simple of example of how topology changes might take some time to propagate through a
network.
1.5.9 Distance vector routing

Appropriate Best Practices for this target indicator include a kinesthetic activity, where students,
acting as routers, pass hop-count updates to each other. Note that none of the routers has a
complete picture of the entire network, but each knows enough to route packets one hop more
towards its destination. This TI relates to CCNA Certification Exam Objective #42.
1.5.10 Link-state routing

Appropriate Best Practices for this target indicator include a kinesthetic activity, where students
acting as routers, pass topology updates [representing the link state updates] to each other. Note
that each router has a complete view of the network, but when the topology changes (for
example, a link fails) the entire network must be updated as to the topology change. This TI
1.5.11 Distance vector and link state routing

Appropriate Best Practices for this target indicator are Online Study (with a Study Guide) and a
Mini-Lecture. This TI relates to CCNA Certification Exam Objective #42.
1.5.12 Enabling an IP routing process
While these IOS commands were covered extensively in Semester 2, it cannot hurt to review
them. These commands are explicit Objectives on the CCNA Certification Exam (#39 and #40).
Appropriate Best Practices include Online Study (with a Study Guide) and a simple Lab Activity
(with Engineering Journal) on the routers.
1.5.13 Configuring RIP

While these IOS commands were covered extensively in Semester 2, it cannot hurt to review
them. These commands are explicit Objectives on the CCNA Certification Exam (#39 and #40).
Appropriate Best Practices include Online Study (with a Study Guide) and a simple Lab Activity
(with Engineering Journal) on the routers.
This is perhaps the most important skill in the 4-semester curriculum. The only Best Practice for
teaching this TI is the Lab Activity, which supposedly requires 30 minutes. But note: that is the
time for one student on one router. If you are going to require that the students come in for extra
practice on any one lab in the four semesters, this is the lab. You may want to start the students
off by giving them the sequence of commands that can create one of the sample configurations.
Then perhaps, in groups of 2 and 3, have the students step through the configuration and verify
they have attained the proper configuration file. Finally, the students must perform the
configurations themselves, with only the router topology to assist them (although some instructors
may prefer to allow students to use their Engineering Journals).
One rubric you might use is <6 minutes = "A", <8 minutes = "B", <10 minutes = "C", etc. The
purpose is not to intimidate students, but to emphasize that a fundamental skill for a networking
professional is the configuration of routers. The flowchart presented in Semester 2, TI 8.1.1, or
any version of it that you prefer to present or the students prefer to create, is to help students
break up the long configuration process into related sets of commands: configure passwords and
banners; configure interfaces; configure routing protocols; and configure DNS names. This TI
relates to specific CCNA Certification Exam Objectives, including #16 through #27, #31 and #32,
and #39.
To help alleviate the aforementioned contention for the router, we have developed two online
interactive "Lab Activities" The one, which is 640 kB in size, holds the student's hand and must be
followed step by step. This is meant as a warm up.
Then the student can attempt the activity, which is 412 kB in size. This is meant to duplicate the
experience of actually working on one router as closely as possible. This is not meant as a
substitute for actual experience on the routers, but rather as another form of practice in which the
entire class can engage simultaneously. It is not a "virtual router;" we are mimicking the student's
experience of the IOS. This online lab activity is timed, so the student can get an idea of how well
they will do on the actual router lab and exam. We have found high correlation between the time it
takes to complete this online lab activity and the time to perform the same configuration on a real
router.
There are a few things to note. First, while the commands may be entered in a wide variety of
sequences, there are certain IOS commands that must precede others. For example, you must
type config t before configuration commands can be entered; and you must type exit (CTRL-Z will
not work in this activity) to go back to a different mode. The only way to edit a line before hitting
ENTER is to backspace (the other normal IOS editing options are not functional). You may use
the router help facility (?), but note that only a limited set of IOS commands will be available.
While a few common abbreviations have been accepted, most IOS commands must be typed
completely.
You may want to have the students hit "Done" a few times before they are actually finish, so they
will see a feature that reminds them of which part of the configuration is not complete. Also, the
"description" command, issued in interface configuration mode, does work and can be used to
make notes to yourself and to others about the configuration. However, in the interest of time, is
not required, so students may omit it when shooting for a minimum time.
1.6 The Transport Layer of the OSI Reference Model
1.6.1 "Reliable" transport

It may be difficult for students to simply memorize this list. Perhaps give students the terms and
have them generate some sort of Graphical Organizer/Representation of each of the meanings of
reliability. Flow control is CCNA Certification Exam Objective #6. Segment upper-layer
applications -- recall the diagram which shows TCP allowing segments from different applications
to flow one after another (see TI 1.6.2). Establish a Connection - recall the 3-way handshake
diagram. Transfer data - recall the continuation of the 3-way handshake diagram where actual
bytes of data are being exchanged. Windowing - recall the sliding window diagram.
Acknowledgement Techniques - recall the numbering and sequencing of bytes to keep track of
which bytes have been sent and which bytes have been received.
1.6.2 Layer 4 segmentation

Appropriate Best Practices include Online Study (with a Study Guide) and “segmentation”
presented as part of a Mini-Lecture on Layer 4 processes.
1.6.3 The three-way handshake

Appropriate Best Practices for this TI include the Graphical Organizer - the first graphic. This
picture is worth a thousand words. Note that this TI also makes the important distinction between
connectionless and connection-oriented network protocols; this is CCNA Certification Exam
Objective #2.
1.6.4 Why is a buffer used in data communications

An appropriate Best Practice for all of these layer 4 processes is a kinesthetic activity where
students act out the 3-way handshake and the process of buffering. It will be quite easy for a
sending host to overwhelm a receiving host and the students could be required to work out some
forms of flow control and reliability (like buffering, windowing, acknowledgements). A simple
activity would be to analyze a telephone conversation in terms of layer 4 processes.
Or use the activity introduced in Semester 1, Instructor Notes, TI 2.1.1, which was originally used
to teach the necessity of layered communication. But it can be easily adapted to highlight layer 4
issues such as a handshake to start the communication, buffering, agreement on a window size,
and acknowledgements. 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 general
points should be made: one, communication can be analyzed in layers; two, the layers between
the two communicating entities must match. The specific point that should be emphasized is the
details of what goes on at the transport layer in order to assure reliability. For the drive-through
communication to be successful, they must use some form of handshake, a negotiated window
size, flow control, and acknowledgements (all Layer 4, Transport Layer, issues). Variations on
this theme specific to other cultures are encouraged.
1.6.5 Windowing
See Instructor Notes for TI 1.6.4.
1.6.6 Explain reliability via acknowledgment

See Instructor Notes for TI 1.6.4.
Included at the end of this TI are three labs (approximately 30 minutes each) for advanced review
of the IOS. All three labs relate to how to handle and upgrade different versions of the IOS. This
topic was touched upon in Semester 2, is of great practical importance when working with
routers, and is explicitly on the CCNA Certification Exam as Objectives #25 and #26.
Chapter Summary
Administer the Chapter 1 Online Exam.
After the review, students should be ready to take on the challenges of Semester 3, which are
LAN focused. Subsequent chapters are LAN Switching, VLANs, LAN Design, IGRP, Access
Control Lists, IPX, and LAN management.
The end of the review Chapter is also when you should introduce the Threaded Case Study
(TCS). The TCS is not an optional part of the curriculum: it is an integral part of what CNAP
graduates are supposed to know. Also, the TCS is carefully organized to involve contextualized
review of the topics essential for passing the CCNA Certification Exam. The TCS is an important
exercise in network design and documentation.
The TCS looks like a lot of work, and it is - for both students and teachers. But note that it will
probably constitute most of the out-of-class work (homework) for students for both semesters 3
and 4. For you as the instructor, we have the following TCS resources: 1) as much material as
possible has been put in the student version, to allow as much student independence as possible;
2) within these instructor notes will be tips and possible right answers to the case study questions
(recall that this is a design project, so there are multiple right answers, but also certainly wrong
answers); 3) on the community server various Instructor’s solutions will be posted and 4) you can
always contact your Regional Academies and CATCs.
Note also that if you wish, you may follow the skeleton of the TCS but perform a design more
relevant to your school district or your nation. If you do this, be sure you are meeting all of the
learning goals/objectives/target indicators associated with the TCS.
ANSWERS TO CHAPTER 1 TCS TASKS:
Familiarize yourself with the tools and resources listed above. They will be crucial to your
completing the TCS.
As the instructor, you must first assure the availability of the resources listed (or their equivalent).
Do the students have adequate Internet access, within class time and before school, after school,
during lunch, and/or at home, to assure that they can access the semesters 3 and 4 curriculum,
students.netacad.net, vendor web sites, Cisco web sites, and Internet Search Engines? Do the
students have access, via your server, to the software they will need to do the case study: word
processing (i.e., Word), spreadsheet (i.e., Excel), simple graphics (i.e., Paint), HTML-composing
(i.e., Netscape Composer or Frontpage or Dreamweaver), simple HTML-editing software (such as
Notepad or HomeSite), Cisco Network Designer (CND), and Cisco ConfigMaker? Are you familiar
enough with these programs, or do you have access enough to people who are familiar enough,
that you can guide your students effectively through documenting their TCS?
A complete semester 3 TCS Portfolio has finished versions (the final of multiple drafts) of the
following documents, organized in this fashion on a Web Page:
LAN User Requirements Document

Site LAN Wiring Plan and Physical Topology
Site LAN Logical Topology (including District and Site IP Addressing Scheme)
Wiring Closet Diagrams
LAN Electronics Spreadsheet
LAN Media Spreadsheet
IGRP Implementation
ACL Implementation
IPX Implementation
LAN Pros and Cons
A rubric showing expectations and scoring should be generated from this list and given to the
students prior to their submission of their Individual TCS Designs. Rubrics help communicate
expectations and make grading much easier.
Master the ability to create simple web sites using the tools indicated by your Instructor.
The CNAP expects that all students, by the time they graduate from the program, will have
completed an HTML-based electronic portfolio. Portfolios are considered a required Best Practice
for the TCS throughout Semesters 3 and 4. Included as a centerpiece in their electronic portfolio
should be their TCS solutions. How you have them implement this is up to your skills, your
resources, your class-time - the particulars of your situation. Creating Web Pages can be as
simple as typing up text and tables and hyperlinks in Word 97 or newer, and using the “save as
HTML” feature; and editing, using Paint, the graphics (provided in the curriculum) to which the
Word document is hyper-linked. It can be that simple.
Or you can teach the students some basic HTML and have them compose their Web Pages from
scratch. There are Web Links in the Curriculum with excellent HTML tutorials. Since HTML is the
“lingua franca” of the WWW, it will not hurt the students to know a bit about it.
Or you can have students use one of the more sophisticated HTML-generating programs to
construct their Web pages and Web site.
On the server, have all students create an individual directory (for storing their individual case
study documents).
Apply the CCNA Certification Exam Learning Objectives to your specific design. This will require
a paragraph on how the learning objectives relate to your design. Learning objectives can be
grouped together for the purpose of explanation. In this way, you will be studying for their CCNA
Certification Exam as you work through the case study.
The language above appears at the end of each section of the TCS. The intent is for the students
to look at the Learning Objectives and describe, BRIEFLY, how they apply to the students’
specific design activities. Specificity and brevity should be the grading criteria. For example, for
Chapter 2,
(sample student paragraph for the end-of-chapter-1 OSI objectives)
In this, the review chapter, we have not yet started the TCS but we did review many concepts
from prior semesters. We reviewed the OSI layers - Layer 7, Application Layer (network
processes to applications); Layer 6, Presentation Layer (Data representation); Layer 5, Session
Layer (Interhost Communication); Layer 4, Transport Layer (End-to-End Connections); Layer 3,
Network Layer (Addresses and Best Path); Layer 2, Data Link layer (Access to Media); and Layer
1, Physical Layer (Binary Transmission). Five steps of encapsulation include data, packaged as
segments, packaged as packets, packaged as frames, and finally converted to bits. Reasons for
using a layered model include simplified teaching and learning, accelerated development of
networks, modular engineering of networks, standardized hardware and software interfaces,
simplicity, and interoperability.
Chapter 2: LAN Switching
Overview
While switches have been briefly discussed in semester 1 and alluded to, and briefly used, in
Semester 2, they have not, to this point in the curriculum, been discussed in any depth. Since a
full 14 out of the 60 CCNA Certification Exam Objectives are grouped under the heading “LAN
Switching” (#46 through #60), this is an extremely important chapter. Basic switching processes
are described, along with how switching is important in Ethernet and Fast Ethernet networks.
Then VLANs and the Spanning Tree Protocol are briefly introduced. As for the TCS, simply call
attention to the question “how might switches help in a network design?” The Chapter 2 TCS
deliverables should be assigned in the Chapter 2 Summary.
2.1 Various LAN Communication Problems
2.1.1 Factors that impact on network performance

This TI emphasizes 3 of the many factors contributing to network congestion: multitasking, faster
operating systems, and more Web-based applications. An appropriate Best Practice for this TI is
Online Study (with a Study Guide).
2.1.2 Elements of Ethernet/802.3 networks

This TI discusses how the essential elements of Ethernet LANs can each contribute to network
performance degradation. The broadcast nature of Ethernet, the use of CSMA/CD which only
allows one station at a time to transmit, the use of multimedia applications, the normal latency of
Ethernet media and related Layer 1, 2, and 3 devices, and finally the use of Layer 1 repeaters
and hubs: all of these are part of a “normal” Ethernet LAN, yet they can, in certain circumstances,
become a problem. Appropriate Best Practices for this TI include Mini-lecture and Online Study
(with a Study Guide).
2.1.3 Half-duplex Ethernet

To draw upon the students’ prior knowledge, you can remind them that this graphic was
presented in Semester 1, Chapter 5, in the lab where they were building a simple
communications system. To help deepen the students’ understanding of half-duplex Ethernet,
review the meaning of the terms simplex (1-way only), half-duplex (both ways, one at a time), and
full-duplex (both ways, at the same time). Any number of Best Practices could be used for this TI,
including kinesthetic activities (having students converse using simplex/half-duplex/full-duplex, or
using Walkie Talkies (small FM radios); or having students holding some unterminated Cat 5 UTP
cable and figuring out which wire pairs are used in half and full-duplex operation). Another
interesting fact about this diagram is that collision detection is typically achieved by the NIC
sensing that both the TX and RX circuits are active at the same time. This TI is related to CCNA
2.1.4 Network congestion

Graphics 2 and 3 summarize this TI well. In graphic 2, the bandwidth requirements of various
multimedia applications are described. Note that 10 Mbps LANs can handle a wide variety of
applications well; but for some high bandwidth purposes Fast Ethernet (100 Mbps) is necessary.
Appropriate Best Practices for this TI are Mini-Lecture and Online Study (with a Study Guide).
This TI is related to CCNA Certification Exam Objective #52.
2.1.5 Network latency
The graphic and text for this TI probably need careful explanation. Best practices for this TI
include Mini-Lecture and Online Study (with a Study Guide).
2.1.6 Ethernet 10BASE-T transmission time

In this TI, transmission time is explained. Emphasize that these transmission times are for 10
Mbps Ethernet; different Ethernet speeds (100 Mbps, 1000 Mbps) have different transmission
times. Appropriate Best Practices for this TI are Mini-Lecture and Online Study (with a Study
Guide).
2.1.7 The benefit of using repeaters

Benefits of repeaters include extension of the length of the network and an increase in the
number of stations that can be connected. Also, the repeater concept can be expanded to the
multiport repeater, or hub, which provides the benefits of repeaters plus connectivity between
multiple devices. However, there is a limit to this process - recall from Semester 1, Chapter 5, the
Ethernet 5-4-3-2-1 rule (essentially, no more than 4 repeaters and hubs can be used to extend
the network). Also note that repeaters and hubs have disadvantages, most notably expanding
collision and broadcast domains. Also, while hubs allow increased connectivity, they decrease the
total bandwidth of the LAN segment. this is because the bandwidth each device receives is
divided among the devices on the LAN. Thus hubbed networks do not scale well. Appropriate
2.2 Full-Duplex Transmitting, Fast Ethernet Standard and LAN Segmentation
2.2.1 Full-duplex Ethernet

Full-duplex Ethernet is introduced; note that it may be implemented in several varieties of
Ethernet as long as appropriate NICs are used. Appropriate Best Practices for this TI include
Online Study (with a Study Guide) and Web Research; the Web sites listed contain many details
of Full-Duplex and Fast Ethernet. This TI is related to CCNA Certification Exam Objective #51.
2.2.2 LAN segmentation

This TI is CCNA Certification Exam Objective #46 and hence very important. Emphasize that
bridges, switches, and routers all create smaller collision domains, but that only routers and
VLANs create smaller broadcast domains. This process of creating smaller collision and
broadcast domains is referred to as segmentation. Best Practices for this TI include Online Study
(with a Study Guide) and Design Activities where students look at some different network
topologies and circle the collision and broadcast domains.
2.2.3 LAN segmentation with bridges

Bridging is described in more detail. While bridges are no longer as important as switches, the
concept of bridging is fundamental to the concept of switching and cognitively, should be taught
first. This TI is related to CCNA Certification Exam Objectives #47 and #53. Best practices for
teaching this TI include Mini-Lecture and Online Study (with a Study Guide).
2.2.4 The pros and cons of LAN segmentation with routers

Routers connect different networks; hence when you insert them in a LAN you are obviously
causing segmentation. While this is one benefit of using routers, their main purpose remains best
path selection and switching. This TI is also related to CCNA Certification Exam Objectives #48
and #43. Best practices for teaching this TI include Mini-Lecture and Online Study (with a Study
Guide).
2.2.5 Pros and cons of LAN segmentation with switches
Switches, which are sophisticated multiport bridges, also segment networks through the process
of microsegmentation. Students may ask the questions “why does anyone ever use a bridge” and
“why does anyone ever use a hub”. First of all, bridges were historically invented and available
before switching technology; the switch represent the advancement of the idea of a bridge.
Second, there is still a large price differential between hubs and switches and sometimes the
inexpensive connectivity of a hub is all that is required. This TI is also related CCNA Certification
Exam Objectives #49 and #54. Best practices for teaching this TI include Mini-Lecture and Online
2.3 Switching and VLANs
2.3.1 Describe the two basic operations of a switch

The two basic operations of a switch are building and maintaining a switching table (essentially
classifying Layer 2 MAC addresses as local to an interface or non-local to an interface) and
actually switching layer 2 frames. Comparisons could be made to routers, which build and
maintain routing tables (mapping Layer 3 addresses to the interface out which they are
reachable) and actually switching the Layer 3 packets. Best Practices for teaching this TI include
Mini-Lecture and Online Study (with a Study Guide).
2.3.2 Ethernet switch latency

This TI goes into more detail of how a switch adds latency. Actual latency analyses of real
networks can get extremely complicated, but must be done, especially as network speeds
increase towards 1000 Mbps (1 Gbps). Best Practices for teaching this TI are Mini-Lecture and
Online Study (with a Study Guide).
2.3.3 Layer 2 and Layer 3 switching

This is a rather advanced topic included for vocabulary purposes - students will probably hear or
read about “Layer 3 Switching” and “Layer 3 Switches” in their studies and work experience. Best
Practices for teaching this TI include Mini-Lecture and Online Study (with a Study Guide).
2.3.4 Microsegmentation
An important point to emphasize here is that the “dedicated paths between sending and receiving
hosts” within the switch are temporary. The switches’ power comes from the fact that it can
rapidly make and break these 1 to 1 connections through its various ports, depending upon the
data in its switching table. This TI relates to CCNA Certification Exam Objectives #49 and #54.
2.3.5 How a switch learns addresses

In order to be dynamic devices that can respond, automatically, to changing network conditions,
bridges, switches, and routers must “learn” addresses to populate their bridging, switching, and
routing tables. The way this process works in a switch is described in this section. The Best
Practices for teaching this target indicator are Online Study (with a Study Guide) and a kinesthetic
activity (which can be varied for bridges and as well as routers). Several students can play hosts
on various ports of the switch and one student, acting as the switch, must update its switching
table as the various hosts try to communicate.
2.3.6 Benefits of LAN switching

This TI is related to CCNA Certification Exam Objective #54. Best Practices for teaching this TI
2.3.7 Symmetric and asymmetric switching
Symmetric and asymmetric switching are reviewed. While not explicitly on the CCNA Certification
Exam, this is presumed background knowledge. Best Practices for teaching this TI, and for
summarizing switching, are Online Study (with a Study Guide) and the Lab Activity (with
Engineering Journal). The Lab takes 30 minutes; but this is deceiving: since most Academies will
only have 1 switch available, you will have to plan ahead how you want to handle student access
the switch. Options include doing the lab as a demonstration; sending the students to the switch
in fairly large groups; assigning the lab as before school/after school/lunch in an open lab setting;
or acquiring more switches.
2.3.8 Memory buffering

Asymmetric switching relies on memory buffering so that fast ports do not overwhelm slower
ports. Again, while not explicitly on the CCNA Certification Exam, this is presumed background
knowledge. Best Practices for teaching this TI include Mini-Lecture and Online Study (with a
Study Guide).
2.3.9 Two switching methods

This TI is identical to CCNA Certification Exam Objective #50 and related to Objective #57.
Graphic 2 is crucial to understanding the difference between store-and-forward switching, and the
two types of cut-through switching: Fast Forward and Fragment Free. Best Practices for teaching
this TI include Mini-Lecture and Online Study (with a Study Guide).
2.3.10 How to set up VLANs

VLANs are introduced; they will be covered in much more depth in Chapter 3.
The Best Practice for teaching this TI includes Mini-Lecture and Online Study (with a Study
Guide). Two switching lab activities are also included, to summarize the content presented in
objective 2.3. The first lab takes 60 minutes but again this is deceiving: since most Academies will
only have 1 switch available, you will have to plan ahead how you want to handle student access
the switch. Options include doing the lab as a demonstration; sending the students to the switch
in fairly large groups; assigning the lab as before school/after school/lunch in an open lab setting;
or acquiring more switches. The second lab takes 20 minutes and is much more manageable,
even if only 1 group has access to the switch at a time. This TI relates to CCNA Certification
Exam Objective #59.
2.4 The Spanning-Tree Protocol
2.4.1 Overview of the spanning-tree protocol

This TI relates to CCNA Certification Objective #58. The Spanning Tree Protocol is a subject
which can fill books; just the briefest introduction is intended here. To go more in depth into the
how and why of STP, a PowerPoint presentation is included. Best Practices for teaching this TI
2.4.2 Describe the five spanning-tree protocol states

This TI relates to CCNA Certification Objective #58. The five Spanning Tree states are described.
Best Practices for teaching this TI are Online Study (with a Study Guide) and the Lab Activity
(with Engineering Journal). Another switch lab, this one consuming 30 minutes, is included.
Again, since most Academies will only have 1 switch available, you will have to plan ahead how
you want to handle student access the switch. Options include doing the lab as a demonstration;
sending the students to the switch in fairly large groups; assigning the lab as before school/after
school/lunch in an open lab setting; or acquiring more switches.
Summary
This chapter covered switching topics extremely important in understanding LAN Design and
widely tested on the CCNA Certification Exam.
ANSWERS TO CHAPTER 2 TCS TASKS:
Familiarize yourself TCS Overview, including any activities your Instructor assigns.
There are any number of activities you can assign to engage the students in the TCS Overview
document. Have them print it out for a hard-copy reference. Have them save the TCS in a
separate document to include as one of the first documents in their electronic portfolio. The TCS
Overview contains most of the specifications and many of the answers to the TCS. The students
will be using it for the rest of Semesters 3 and 4.
Following the process decided upon by your instructor, you will be grouped into teams and
assigned one of the following schools (for which there are detailed drawings).
There are 7 schools, scattered around the District, for which we have provided detailed drawings.
The .bmp versions of drawings are for use with Paint or a similar program and are to be marked-
up with cable runs for physical topology diagrams. The .swf files are for higher resolution viewing
and printing. The schools are Acacia, Desert View, Mountain Sky, RE Miller, Royal Palm,
Sunnyslope, and Sunset. If specific details are lacking from the drawings (such as which rooms
are computer labs, which are administrative offices, etc.), then the students can either 1) come to
you and have you make room assignments or 2) use their own creativity and logic to come up
with a room-use scheme for their local school site. For privacy and security reasons, we could not
give you the exact room assignments for the schools, but this gives another opportunity for
students to think about the school site and be creative. We should mention here that we hope that
the TCS becomes a fun experience for the students.
Use teams (groups) no larger than 4. Any larger will leave students with not enough work to do;
smaller teams are fine (3 is probably best, 2 per team is probably too much work for the
students). With one unique school per group, 4 per group would serve 28 students. If you have
more students, there is no harm in assigning two groups the same school and encouraging them
to come up with unique designs. Remind them that in engineering and design, there are always
multiple “right” answers (as well as clearly wrong or foolish answers!). Follow you own classroom
management practices; some Instructors will randomly assign groups; some will deliberately
create groups based on the skills and behaviors of students; and others will allow the students to
group themselves. Regardless of the method of grouping, remind everyone that they will be
working together for all of Semesters 3 and 4, so they will have to learn to get along with each
other.
Have your team download and organize all relevant files and tools necessary to begin your
project.
Once the teams have been formed and the school sites assigned, have each team create a
collective, shared directory on your server as well as their individual directory. The shared
directory will be a common repository for shared group resources; the individual directory
emphasizes that while this is a group activity, the assignments and grades are ultimately
individual. Unless, of course, your classroom management practice is to assign the same group
grade to all individuals in a group, or some kind of weighted grade which includes total group
results AND individual initiative. How you grade is up to your preferred instructional practices.
Also, make clear to the students that they are each, in their private directories, constructing a
Web Site. Encourage them to use subdirectories to organize all of the information for their TCS
solutions; for example, perhaps separate sem 3 and sem 4 folders; separate images and text
folders; an index.htm file to launch everything, etc.
Files that should be immediately downloaded or created include: all of the school site drawings
specific to that team; the TCS Overview Document; ConfigMaker; Cisco Network Designer (CND)
Software (unless you decide to use it as a shared resource on the server); and any worksheet
guides/rubrics you feel are necessary to get optimum performance out of your students.
Chapter 3: VLANs
Overview
A particularly powerful feature of certain switches is that they can be configured to create Virtual
LANs (VLANs). The many benefits of VLANs are discussed. The various types of VLANs are
introduced. Several Lab Activities, using the 1 lab switch, are included. As for the TCS, simply call
attention to the question “how might VLANs help in a network design?” The Chapter 3 TCS
deliverables should be assigned in the Chapter 3 Summary.
3.1 VLANs
3.1.1 Existing shared LAN configurations

This TI compares and contrasts traditional switched LANs, where the physical topology is closely
related to the logical topology, i.e., generally workstations must be grouped by their physical
proximity to a switch. VLANs allow almost complete independence of the physical and logical
topologies; you can define groupings of workstations, even if they are separated by switches and
on different LAN segments, as one VLAN, one collision domain, and one broadcast domain. This
capability is extremely powerful. Best Practices for teaching this TI include Mini-Lecture (with a
focus on explaining the graphic) and Online Study (with a Study Guide). This TI relates to CCNA
3.2 Segmentation with switching architectures
3.2.1 Grouping geographically separate users into network-wide virtual topologies

This TI goes into more detail on VLANs. Of particular note is the Powerpoint Presentation, “From
Hubs to VLANs”, which traces the evolution of shared-access media and devices. Also, the Web
link on LAN Switching has substantial sections for those seeking more details on VLANs. Best
Practices for teaching this TI include Online Study (with a Study Guide) and Web Research.
3.2.2 Differences between traditional switched LAN and VLANs

The graphics tell the story for this TI. In graphic 1, the router is segmenting the hubbed network
(different router interfaces correspond to different networks). In this “traditional” LAN architecture,
each hub and its hosts constitutes a large collision and broadcast domain and is limited by
physical proximity of hosts to the hub. In graphic 2, VLAN capable switches (more expensive than
the hubs, but far more powerful as well) allow smaller collision and broadcast domains. They also
liberate the logical topology (logical groupings of hosts and the information flow between them)
from the physical topology (how and where devices are actually wired). Best Practices for
teaching this TI include Mini-Lecture and Online Study (with a Study Guide). This TI relates to
CCNA Certification Exam Objective #59.
3.2.3 The transport of VLANs across backbones

Amazingly, VLANs can even group hosts on different segments off the backbone of a LAN. In
other words, VLAN traffic is allowed and encouraged beyond the local switches. This allows the
benefits of VLANs to be experienced by the entire Enterprise or School network. Best Practices
for teaching this TI include Mini-Lecture and Online Study (with a Study Guide).
3.2.4 The role of routers in VLANs

This TI explains why VLANs, while powerful, do not replace but rather complement routers on a
LAN. Best Practices for teaching this TI include Mini-Lecture and Online Study (with a Study
Guide).
3.2.5 How frames are used in VLANs

Two possible ways to implement VLANs are discussed: frame filtering, which uses the MAC
addresses already within the frame on which to base switching decisions, and frame tagging, in
which extra information is added to the frame to identify to which VLAN the frame belongs. IEEE’s
preferred implementation of VLANs (802.1q) is frame tagging. Graphics 2 and 4 are particularly
important. Best Practices for teaching this TI are Mini-Lecture, Online Study (with a Study Guide),
and Kinesthetic activities. One Kinesthetic activity would set up a network of students portraying
hosts on different ports of a switch. A tag - perhaps a color code - could be used to identify hosts
as members of 1 of 3 (keep it simple) VLANs. The color code added to the frame determines
which switch port (which direction the student will turn) to forward the frame.
3.3 VLAN Implementation
3.3.1 The relationship between ports, VLANs, and broadcasts

Though the text of this TI doesn’t come out and say it, members of the same VLAN are members
of the same broadcast (but not collision) domain. VLANs, unlike regularly configured switches,
break up broadcast domains (regularly configured bridges and switches, while segmenting
collision domains, extend broadcast domains). Best Practices for teaching this TI include Mini-
Lecture.
3.3.2 Why port-centric VLANs make an administrator's job easier

Best Practices for this TI include Online Study (with a Study Guide) and Mini-Lecture. The graphic
is worth emphasizing, since it nicely shows how the OSI layers actually correspond to real
physical hardware.
3.3.3 Static VLANs

Draw upon the students’ prior knowledge about static routes in routers - they are secure, easy to
configure, and straightforward to monitor, but they must be setup by an administrator. Static
VLANs have the same characteristics, only they are Layer 2 technologies instead of layer 3. Best
Practices for teaching this target indicator include Mini-Lecture and Online Study (with a Study
Guide).
3.3.4 Dynamic VLANs

While the analogy between static routing and static VLANs was valid, the same analogy does
NOT hold for dynamic routing and dynamic VLANs. In dynamic VLANs, the switch, pre-
programmed with MAC addresses and VLAN numbers, can recognize when a host has switched
ports and automatically reconfigure the port. But there is no sharing of switching tables (as is the
case in frame filtering, see Chapter 2).
At the end of this TI are two switch labs, each of which takes approximately 45 minutes to
complete. Again, since most Academies will only have 1 switch available, you will have to plan
ahead how you want to handle student access the switch. Options include doing the lab as a
demonstration; sending the students to the switch in fairly large groups; assigning the lab as
before school/after school/lunch in an open lab setting; or acquiring more switches. Best
Practices for teaching this TI and for summarizing the properties of VLANs include Lab Activities
(with Engineering Journal).
3.4 Benefits of VLANs
3.4.1 How VLANs make additions, moves, and changes easier

This TI relates to CCNA Certification Exam Objective #59. Without VLANs, moving a user from
one office to another might require a router to be reconfigured, changes in the patch cables in the
wiring closet, and IP address reconfiguration on the host. A host connected to a VLAN-capable
switch, however, simply stays in the same VLAN - broadcast domain - subnetwork, with no router
changes, patch cable changes or IP address changes. This may not sound like a big deal when 1
host is moved; but when many hosts are moving over the course of a year the savings in time
and trouble is tremendous. Best Practices for teaching this TI include Mini-Lecture and Online
3.4.2 How VLANs help control broadcast activity

This TI relates to CCNA Certification Exam Objective #59. Broadcasts are fundamentally
necessary for running a network. But uncontrolled broadcasts can bring network traffic to a halt.
Unfortunately, “typical” bridges and switches -while creating smaller collision domains - do not
create smaller broadcast domains (they propagate broadcasts). So one response is to segment
the network with routers, which do not propagate broadcasts. VLANs give you another option -
they too can contain broadcasts within a specific VLAN. Recall that VLANs allow the network’s
logical topology to be separated from its physical topology. So in the case of controlling
broadcasts, you can group very disparate hosts across a large network into one VLAN, and the
broadcast traffic will only go to those hosts on the VLAN in question. Best Teaching Practices for
this TI include Mini-Lecture, Online Study (with a Study Guide), and the use of a Graphical
Organizer - give the students the task of identifying, on a network topology which includes
VLANs, the collision and broadcast domains.
3.4.3 How VLANs can improve network security

This TI relates to CCNA Certification Exam Objective #59. VLANs allow “sensitive” network traffic
to be isolated to a restricted VLAN. This allows Layer 2 Security to be implemented. Later in the
course, in Chapter 6 on Access Control Lists, students will learn that Layer 3 and 4 Security can
be added using routers. Since Network Security (i.e., hacking) is typically a topic of great interest
to students, try assigning them (a) to document how to “break” into a normal switched network
and then (b) to explain (with Graphical Organizers) how VLANs make it more difficult to violate
security. This assignment would be one example of a Best Practice for teaching this TI.
3.4.4 How VLANs can save money

This TI relates to CCNA Certification Exam Objective #59. This TI indicates how hubs can provide
low-cost connectivity and if properly placed in the network of properly placed VLANs, can form a
very functional network. Best Practices for this TI include Web Research.
Best Practices for teaching this TI and for summarizing the properties of VLANs include Lab
Activities. In the first lab, Switch Firmware is studied (this takes approximately 20 minutes). Again,
since most Academies will only have 1 switch available, you will have to plan ahead how you
want to handle student access the switch. Options include doing the lab as a demonstration;
sending the students to the switch in fairly large groups; assigning the lab as before school/after
school/lunch in an open lab setting; or acquiring more switches.
In the second lab (which takes approximately 60 minutes), multi-switch VLANs are studied. Be
forewarned that this lab requires 2 VLAN capable switches, which many Academies will not have.
Options then include borrowing from your regional academy, acquiring more switches, or simply
reading through the lab to get a sense of what it is about.
Summary
This chapter covered switching topics extremely important in understanding LAN Design and
widely tested on the CCNA Certification Exam.
Familiarize yourself with the LAN sections (and User Counts) of the TCS Overview, including any
activities your Instructor assigns.
The word “familiarize” is left deliberately broad. Some Instructors will want students to complete a
detailed worksheet documenting that they have read and understood all sections of the TCS
overview. Some will want to give a quiz. Do whatever you feel is necessary to get the students to
actually READ the TCS Overview; it is the single most important document for student success
on the TCS.
Individually, begin working on your site wiring diagrams. Then discuss them as a group.
Students should have, by now, downloaded their specific school sites’ .bmp drawings. The
students can use Paint (PC) or ClarisPaint (Mac) to modify and add features to their site
drawings. The first thing they must decide on is the location(s) of the MDF and any required or
desired IDF's. They should label these as MDF and IDF on their site maps. (Note: each IDF
should be uniquely identified). Next the students/teams will need to decide on and draw in the
physical pathway for backbone media. They should try to use existing conduit as noted on the
site maps and should indicate where additional (new) conduit will have to be installed. Their first
step in the development of their site wiring designs is to clearly show how each IDF connects
back to the MDF via the physical backbone. These drawings should be handed in and assessed.
Recall that MDF/IDF selection was covered extensively in Semester 1, Chapters 8 and 9.
This is a good time to explain in depth what design and portfolio mean. Design means a repetitive
process by which the users’ requirements are understood and then solved, with each repetition
hopefully refining the design solution until a specific result is achieved. In other words, many
times in the TCS students will have to do work (like a drawing), submit it to you for comments,
and then REVISE the work. Break students of the habit of doing one version of work and
expecting it to be finished; they must do drafts and revise them until they are of high quality. The
Portfolio should contain these drafts, as backup information on how the design solution was
achieved, but should feature the final, edited, best versions in a well-presented manner (like a
very well-organized HTML table of contents).
Understand the different graphic file formats involved in how your Instructor wants you to submit
your Web-based TCS Solutions.
While we recommend using the simplest, most available graphic formats available, if you have
other graphics programs you want students to use, that is fine. Just remember that your source
files are .bmp and .swf and that your resulting completed wiring diagrams must be readable by
whatever browser you are using.
In order for the students to publish their drawings online, they must save their designs in either a
.gif or .jpg format. These are the two graphic formats that are supported by most Web browsers.
Additionally, as noted earlier, the students should save all of the graphics they create for their
web site in a folder titled "images." This is the same folder they saved their graphics in when they
were developing their Web sites in Chapters 1 and 2.
To save their wiring designs in an web acceptable format they must:
From within "Paint" select "File" and then "Save As." From the "Save as type" drop down menu
they can either select: jpeg File Interchange Format (*.jpg, *.jpeg) or gif Graphics Interchange
Format (*.gif)
From within "ClarisWorks" select "File" and then "Save As." From the "Save as type" drop down
menu they can either select: GIF file (*.gif) or JPEG file (*.jpg)
grouped together for the purpose of explanation. In this way, you will be studying for the CCNA
Chapter 4: LAN Design
Overview
In this chapter, some guidelines for LAN design are presented and discussed. As for the TCS,
begin by reviewing with the students some of the major design requirements of the TCS
networks. You might also refer them, constantly, back to the TCS Overview document - it is filled
with information to help the students in their Design Activities. Note that TCS-connections are
made throughout the chapter, but it is in the summary where the actual deliverables
(assignments) are listed.
4.1 LAN Design Goals and Components
4.1.1 LAN design goals

This TI is vocabulary intensive: help the students digest the terms functionality, scalability,
availability, and manageability. Best Practices for teaching this TI include Mini-Lecture and Web
Research. A diversity of Web links is included to encourage students to seek outside resources
as they begin their design.
4.1.2 Critical components of LAN Design

Three key components of LAN design are placement of servers (to be covered in this chapter in
more depth), segmentation (covered in Semester 1, Chapter 5), and Bandwidth vs. Broadcast
Domain. Bandwidth domain is everything associated with one port on a bridge or switch: the term
bandwidth domain emphasizes the area of a network in which bandwidth is shared. When used in
the context of an Ethernet Switch, a bandwidth domain is the same as a collision domain. Best
Practices for teaching this TI are Graphical Organizers, for example printing out the three
graphics and having students make their own notations of collision domains, bandwidth domains,
broadcast domains, and network segments.
4.1.3 The function and placement of servers when designing a network

General principles for server placement are discussed. Server requirements for the TCS are
introduced. Best Practices for teaching this TI include Design Activities; it is reasonable to
immediately ask the students to apply what have just learned about servers to their first plans for
their school site networks.
4.1.4 Intranet
More important vocabulary is introduced. For purposes of contrast, you might consider asking the
students to differentiate between the terms network, Local Area Network, Wide Area Network,
intranet, intranetwork, internetwork, and the Internet. There are subtle but important distinctions to
be made. Best Practices for teaching this TI include Mini-Lecture and Online Study (with a Study
Guide).
4.1.5 Why contention is an issue with Ethernet

This TI is a review of the Ethernet details presented in Semester 1, Chapters 5 and 7. It relates to
CCNA Certification Exam Objective #52. Best Practices for teaching this TI include Web
Research, reviewing the Semester 1 curriculum and the Web links.
4.1.6 How broadcast domains relate to segmentation

Graphic 1 does a good job of synopsizing how the OSI layers are realized in the actual devices
and topology of a network. Segmentation here is defined as creating smaller collision domains
using bridges, switches, and routers. Students should be reminded that non-VLAN capable
switches and bridges (as well as repeaters and hubs) do not create smaller broadcast domains;
only VLANs and routers can do that. This also is a review of the Semester 1, Chapter 5. Best
Practices for teaching this TI include Mini-Lecture.
4.1.7 The difference between bandwidth and broadcast domains

See notes for TI 4.1.2.
4.2 Network Design Methodology
4.2.1 Gathering and analyzing requirements

The Best Practices for teaching this TI include Design Activities and Web Research. Have the
students apply what they have just read in this TI to the TCS (TCS User Requirements are
outlined). The Web Sites offer a wide range, from the simple to the sophisticated, of techniques
that can help with the design process.
4.2.2 Factors that affect network availability

This TI is focused on one piece of vocabulary: “availability.” Best Practices for teaching this TI
include Design Activity and Groupwork. Immediately after students read about “availability”, they
should gather in their school site groups and briefly discuss two related parts of the TCS: what
does availability mean to the District? What is the network traffic load that might impact upon
availability?
4.2.3 Physical topologies used in networking

Recall that Ethernet 10BASE-T is a logical bus topology but a physical star and extended star
topology. Graphic 2 shows a typical, layered extended star topology that will be widely used in the
design of the TCS school sites’ LANs. Best Practices for teaching this TI are Design Activity and
Groupwork.
4.3 Layer 1 Design
4.3.1 Designing the Layer 1 Topology : signaling method, medium type, and maximum
length
It probably cannot be emphasized enough times that the term “Ethernet” refers to a whole host of
technologies. For purposes of the TCS, have the students consider 10BASE-T, 10BASE-FL,
100BASE-TX, 100BASE-FX, 1000BASE-T, 1000BASE-SX, and 1000BASE-LX. These are the
most common Ethernet varieties of interest today. Each variety of Ethernet specifies the
following: the data rate (the number in front of BASE, in Mbps), the signaling method (all use
BASEband as opposed to BROADband signaling), the medium type (Cat 5, 5e, 6 and 7 UTP;
multi-mode and single-mode optical fiber), and the maximum lengths (which vary widely from 100
m to several km). Best Practices for teaching this TI include having the students, doing
Groupwork on their Design Activity, using Web Research to check facts, prices, and other issues,
and documenting their DRAFT work in their Engineering Journals.
The students are being asked to make Layer 1 and Layer 2 choices - what media and technology
will they use and where? A “conventional” answer for many schools would probably be 10BASE-T
to the desktop with 100BASE-TX and/or 100BASE-FX as the backbone cabling. But given the
availability and low price of 10/100 Ethernet cards, many new installations are running fast
Ethernet (100BASE-TX) to the desktop and either 100BASE-FX or one of the Gigabit Ethernet
technologies on the backbone. However, 100BASE-TX to the desktop also implies more powerful
hubs and switches be used, and the structured cable installation be certified at 100 Mbps, and
hence more cost. Be sure that the students stick to the TCS Overview document and any other
constraints you place on them. While Fast Ethernet to the desktop might be justifiable,
1000BASE-LX to the desktop would be ridiculously expensive overkill.
4.3.2 Diagramming a standards-based Ethernet cable run from the workstation to the
HCC, including distances
Best Practices for teaching this TI include having the students do Groupwork on their Design
Activity, use Web Research to check facts, prices, and other issues, and document their DRAFT
work in their Engineering Journals. The students are being asked to take the next steps with their
design choices: to start the logical and physical topologies for their LAN. Note that this should be
an iterative approach (see the Dartmouth Design Web Links in TI 4.1.1) and the students should
be discouraged from converging too quickly to a solution. They will learn more if they discuss the
pros and cons of the various Ethernet technologies available to them.
In particular, when diagramming their TIA/EIA-568-A compliant cable runs, they should pay close
attention to the TCS Overview, especially the section on User Counts.
4.3.3 HCC, VCC, MDF, IDF, and POP

This TI is review from Semester 1, Chapter 8. Essentially the students are being asked to
broaden their view, from the room and HCC, to include the major points of interest on the entire
campus LAN. Remind the students that all of these designs must require a standards-based,
structured cabling installation. Best Practices for teaching this TI include having the students do
Groupwork on their Design Activity, use Web Research to check facts, prices, and other issues,
and document their DRAFT work in Engineering Journals. A Web link, not cited in the curriculum,
is www.siemon.com , which has information about both the standards and structured cabling
installations.
4.3.4 10BASE-T and 100BASE-TX Ethernet

See Notes for TI 4.3.1. User Requirement #2 specifies 10Mbps Ethernet to the desktop and
100Mbps in the backbone; if students want to exceed this they should be made to justify their
design choices and to explain to the client why they are selling them a more expensive network!
This TI relates to CCNA Certification Exam Objective #55.
4.3.5 Elements of a logical topology diagram

Activity, and create a preliminary (remind the students, design is iterative!) logical diagram and
cut sheet, in DRAFT form, in their Engineering Journals. Using their site drawings, they must
make key decisions on where to locate the MDF and IDFs (for information on this process, refer
to Semester 1, Chapter 8). They should check their work with you before proceeding; many
subsequent decisions will be based on where the MDF and IDFs are located.
The decisions made in the preceding TIs have focused on mostly Layer 1 and some Layer 2
Design issues. The TCS comments are a transition to a more complete Layer 2 Design Process.
4.4 Layer 2 Design
4.4.1 Common Layer 2 devices and their impact on network domains

The key to this TI is the graphic. While bridges are layer 2 devices that can segment networks,
practically speaking, in today’s networks, switches are the dominant devices. Best Practices for
teaching this TI include a Design Activity in small groups, specifically a discussion of the TCS
requirements for switches to create smaller collision domains, and VLAN-capable switches to
create smaller broadcast domains.
4.4.2 Asymmetric switching

4.4.3 The effect microsegmentation can have on a network

4.4.4 Determining the number of cable runs and drops

Activity, use Web Research to check facts, prices, and other issues, document their DRAFT work
in Engineering Journals, and complete their calculations in tabular or spreadsheet form. The TCS
text in this TI has some detail on the Users’ requirements for drops. This information is site
specific - students will need to go back to the site drawings and count the number of drops
needed in different rooms such as standard classrooms, computer labs, administrative offices,
and the library. The minimum number of drops per room is four (all of which must be connected to
switches); for each IDF the number of switch ports must be determined. Students will need to
make assumptions about which rooms are classrooms, which are student labs, which are
administrative office.
The students now must make some more crucial design decisions. How many switches will be
needed? [take the total number of ports required and divide by the number of ports on the
switches you are buying, typically 12-port or 24-port switches]. Should they all be VLAN capable,
or just some of them? [Ideally yes; at a minimum, the switches connecting to the backbone must
be].
4.4.5 Determining the size of collision domains in hubbed and switched networks
This process was originally described in Semester 1, Chapter 5. Best Practices for teaching this
TI include having the students do Groupwork on their Design Activity, use Web Research to
check facts, prices, and other issues, document their DRAFT work in Engineering Journals, and
complete their calculations in tabular or spreadsheet form.
The students face more crucial design decisions. The TCS Overview and cost considerations
suggest that hubs should be used wherever possible; but when hubs are connected to a switch
port the bandwidth of that switch port is shared. So the students must be careful that at least 1
Mbps is available for every host. If more bandwidth to each host is desired, for some or all of the
hosts in the school, the students should justify their design decision [this will require terminating
most, if not all, of the drops from each room in a switch].
4.4.6 Diagramming hub placement in a standards-based extended star topology

A layer 2 design, with hubs available for connectivity at low cost, is shown. Diagrams like these
can form the basis for the some of the students’ documentation of the design. Best Practices for
teaching this TI include having the students do Groupwork on their Design Activity, use Web
Research to check facts, prices, and other issues, document their DRAFT work in Engineering
Journals, and complete their calculations in tabular or spreadsheet form.
4.4.7 Migrating a network from 10 Mbps to 100 Mbps

This TI requires the students to consider their prior design decisions and reflect upon how their
installation will be upgraded. Simply installing faster NICs “downstream” has implications for hubs
and switches and cabling “upstream.” Also, the use of optical fiber for the backbone cabling is
highly recommended. Typically more optical fiber than will be initially used is installed; this so-
called “dark” fiber serves two purposes: if an installed fiber link fails, one of the dark fibers can be
simply activated without having to pull out the entire fiber installation to remove the bad fiber.
Secondly, if a network upgrade is ever desired, it would be desirable to already have extra fiber
links available.
Activity, use Web Research to check facts, prices, and other issues, document their DRAFT work
in Engineering Journals, and complete their calculations in tabular or spreadsheet form.
4.5 Layer 3 Design
4.5.1 Using routers as the basis for Layer 3 network design

Emphasize to the students that the design process is working its way up the OSI model. Now
Layer 3 Decisions must be made. At a minimum, the graphic shows a basic topology which must
be used at each school: a router connecting 3 networks: 2 networks (curriculum and
administration within the school) and a 3rd connection to the district WAN. Best Practices for
teaching this TI are Mini-Lecture and Online Study (with a Study Guide).
4.5.2 How VLANs can create smaller broadcast domains

See notes for TI 3.4.2 and 3.4.3.
4.5.3 Explain how a router provides structure to a network

Routers connect separate networks. Hence inserting a router into a network immediately imposes
a structure that can solve problems with excessive broadcasts, protocols that do not scale well,
security issues, and network-layer addressing. Routers are not useful for solving connectivity
issues nor contention issues. Best Practices for teaching this TI are Mini-Lecture and Online
4.5.4 Why large, scalable LANs need to incorporate routers

This TI emphasizes the router’s utility in creating subnetworks and controlling broadcasts.
Routers will form the core and access points for the District WAN in the TCS.
For the TCS, graphic 2 in TI 4.5.2 and graphic 1 in this TI should be used as a basis for the
minimum use of subnetworks within a school site LAN. At this point, you should introduce the
student teams to a major component of their TCS tasks. They must propose an IP Addressing
Scheme for the entire district, which accounts for needs of the users at each site, future growth,
the use of static addresses on administrative computers and the use of site-based DHCP servers
to dynamically assign IP addresses to each site. Once each team has completed their IP Address
design FOR THE ENTIRE DISTRICT, they should present it to the class. Discuss the merits of
each proposal, and then agree on ONE, common, IP Address Design to be implemented at each
school site. The Web link listed in TI 4.5.6 would possibly be helpful in this task.
4.5.5 Diagramming a standards-based LAN that uses routers
This TI relates to CCNA Certification Exam Objective #48. Best Practices for teaching this TI
include a Design Activity where students add routers to their DRAFT logical and physical
topologies in their journals.
4.5.6 Logical and physical network maps

This TI compares and contrasts logical and physical network topology diagrams (maps), both of
which are required for the TCS. The students now should know enough to begin computer
versions of their logical and physical topologies.
Prior to moving on with the TCS, the students should perform the Lab Activity (with Engineering
Journal) (actually a Design Activity) which will help prepare them for the final design decisions
and documentation of the TCS.
Summary
In Chapter 4, an approach to switched LAN design - beginning with Layer 1 design choices,
continuing to layer 2 design choices, and culminating with layer 3 design choices, was presented.
While the students should have been working on the TCS throughout this chapter, at the
conclusion of the chapter reiterate the tasks and the products you expect from the students. Note
that the graphics in 4.5.5 and 4.5.6 can be used, almost directly, by students in their designs
(they are not starting from scratch!). Obviously you will need to allow some class time for them to
finish these assignments. Web Research is an important Best Practice for finishing this Chapter’s
extensive tasks. A diverse set of links is included for doing research on various aspects of the
design.
Tasks include:
Gather all information required to design a LAN for your group's assigned site in the Washington
School District, starting with the TCS Overview but doing additional research as needed.
The school site groups should make sure they have enough information to proceed with the
design tasks that follow. Resources include the TCS Overview, any stipulations/constraints/hints
you as the Instructor (or other networking professionals) have added, the four semesters of
curriculum, and the Internet.
Design the LAN for your school based on the requirements gathered in step 1, in the context of
developing an overall IP addressing scheme for the school district. First, each group will
separately develop an IP addressing scheme for the entire school district. This can be done a
variety of ways, and diversity is encouraged so the class thinks through the pros and cons of
DIFFERENT IP Addressing Schemes.
Some ideas to consider are Class A, B, and C networks with proper subnetting; Network Address
Translation (NAT), and Private Network numbers. Each group will present their IP addressing
scheme and the class will agree on the one best implementation. The class will elect this one
group as the Network Operations Center (NOC) contact who will control the distribution of all IP
addresses. Once the NOC distributes IP address blocks to school sites, the individual school site
groups can assign static and dynamic IP addresses within their individual LANs.
One Solution (advanced but realistic): Use Network Address Translation (NAT -- allows private
internal address space, with huge numbers of "internal" IP addresses, to be concisely advertised
to the Internet as one unique Internet address) on the border router to the Internet, use a Private
Class A IP Address (say 10.140.x.y) within the District, and use Variable Length Subnet Masking
(VLSM). VLSM is a classless IP addressing technique which conserves IP address space by
allowing the creation of subnetworks of different sizes. While not taught in the CCNA curriculum,
it is a realistic solution to the problem posed and might be considered for advanced classes.
Using traditional classful (A, B, C) IP addressing, once a subnet mask is chosen for a network,
that mask is applied to all subnetworks -- creating a number of equally sized subnetworks. Often,
given an organization's requirements, subnets of differing sizes, and subnets of subnets, are
desired. In the example described in the links below, one subnet mask was used to create the
high level, WAN core subnets; a different subnet mask was used to subdivide those subnets into
the school site subnetworks.
One issue that must be discussed with the students is that if VLSM is used, then RIPversion1 and
IGRP, the two routing protocols discussed in semesters 1 through 4, cannot be used -- they do
not carry the mask information required to use VLSM. So the VLSM solution would require the
use of RIPversion2, EIGRP, or OSPF as the routing protocol throughout the district.
WAN Core Figure
WAN Core IP
Data Center IP
Service Center IP
Shaw Butte IP
District Center School IP
Service Center School IP
Shaw Butte School IP
Other solutions (Class Bs, blocks of Class Cs) are also correct and encouraged.
For example: assume the school district has been assigned an unique IP address of 171.68.0.0
on the Internet by ARIN. No private addresses will be used; but this huge class B address space
must be rationally subdivided. At the core level, there are 12 links (4 T1s between each core
router) all of which should be separate networks. Then, from each of the three regional hubs,
there are 11 school sites required. But each school site should be alotted at least 3 separate
network numbers (admin, student DHCP, ISDN if used for DDR) and allowing for growth, assume
a minimum of 4 network numbers per site. Thus 33 sites times 4 network numbers per site is 132
subnetworks. Add the 12 core networks and we arrive at 144 networks. Now the closest power of
two is 2 is 2 to the 7th power ,which is 128, but this is insufficient. So the least amount of bits that
should be borrowed is 8 bits, which will allow for 2 to the 8th power = 512 - 2 = 510 usable,
unique, Internet-ready, subnetwork numbers throughout the district. Thus a subnet mask of
255.255.255.0 could be used, which results in 2 to the 8th power or 256 -2 = 254 usable host
numbers per subnetwork. This would be a workable solution.
However, if more growth were anticipated, or if smaller subnetworks were desired (let's say a
maximum of 30 hosts per subnet, equating to a computer lab size), then an even longer mask --
let's say 255.255.255.224 -- might be considered. This class B solution shows why VLSM is very
useful. In the school district's case, as is the norm, there is a need for several tiers of differently-
sized subnetworks. Classful IP addressing (and RIP and IGRP) force the use of only one mask in
the District, but different masks are often a better representation of the logical topology of the
network.
Aggregated Class C Addresses might also be used. As is typical with design, there is no one right
answer and there is great benefit to different IP addressing schemes being created and
discussed in class.
Develop and document an overall LAN design based on the user and district requirements. To
properly design your site's LAN, complete these tasks (which will probably take weeks, and may
not even be completed as you continue on to Chapter 5 - you as the Instructor should decide the
pacing of when you want TCS deliverables completed):
A user requirements document (your interpretation and proposal of what is meant by the TCS
Overview, the District and site needs, and your Instructor's assignments)
Students should extract relevant LAN and IP Address details from the TCS Overview. They
should review the various TCS prompts embedded within various Target Indicators. They should
talk to you make sure they are including enough information. Then they should synthesize a brief,
succinct User Requirements Document. Note this should not simply be a copy of the TCS
Overview; it should be site specific - including the room counts and hence network drop
requirements. Tell the students to imagine this document as the contract between the school site
principal and their network design firm.
The students are being asked to make Layer 1 and Layer 2 choices - what media and technology
will they use and where? A “conventional” answer for many schools would probably be 10BASE-T
to the desktop with 100BASE-TX and/or 100BASE-FX as the backbone cabling. But given the
availability and low price of 10/100 Ethernet cards, many new installations are running Fast
Ethernet (100BASE-TX) to the desktop and either 100BASE-FX or one of the Gigabit Ethernet
technologies on the backbone. However, 100BASE-TX to the desktop also implies more powerful
hubs and switches be used, and the structured cable installation be certified at 100 Mbps. Be
sure that the students stick to the TCS Overview document and any other constraints you place
on them; for example 1000BASE-LX to the desktop would be ridiculously expensive overkill.
Logical Topology of the Site
Students should create diagrams similar to those in TI 4.5.6, graphics 1 and 2. Note they can only
do this after the class has determined the IP address scheme. LAN logical diagrams can be most
easily created in Cisco Network Designer (CND) software. Students should be sure to implement
TCS Overview Graphic #6, “Security”.
Physical Topology of the Site and Site Wiring Diagrams
Students should create diagrams similar to those in TI 4.5.6, graphic 3, and similar to the LAN
design graphics throughout Chapter 4 (like TI 4.4.6, graphic 1 and TI 4.5.5, graphic 1). Their final
Site Physical Topology should look a lot like TCS Overview Graphic #2 - “School Infrastructure:
Dual-LAN Connectivity.” Also, students should complete their marked-up site drawings showing
all media runs.
Details of all MDFs/IDFs in the rooms, including a to-scale diagram
Students should draw a diagram for the MDF (see Semester 1, Chapter 8), for a typical IDF
closet if they are used at the site, and a typical IDF in a room (the ones in a lockable cabinet).
The diagrams should include a plan view (looking down) and a front view (showing what the racks
look like, including specific devices).
The number of HCCs, VCCs, and LAN switch ports required to meet the existing and
projected growth needs
See TI 4.3.5, graphic 2. See TI 4.5.5, graphic 1.

LAN Electronics List: what devices (hubs, switches, routers, servers, others) are needed
See sample table 1.
Specifications on the type and quantity of cable media for all horizontal and vertical runs
See sample table 2.
Specifications on security, VLANs, and the separation of staff and student networks
Security
Dual Ethernet Ports on router segment the School Site Network into admin and student networks
Router Extended Access Control Lists (ACLs) controlling staff and student traffic on all interfaces
Static IP addresses for admin hosts and DHCP for student hosts
Switches on each separate Ethernet Port are VLAN capable; VLANs defined to further restrict
access on an “as-needed” basis
Multiple user permission levels with multiple passwords, updated frequently
Virus protection software on all hosts and servers
The overall district IP addressing scheme and how it is applied at the local school site
Include IP Address Tables like those shown in #2 above. Also, create a BASELINE router
configuration for your site’s router. It should have all the IP addresses configured on its interfaces,
it should have all passwords and banners set, and it should be a minimally functioning
configuration. In the following chapters (sem 3, chapter 5, 6, and 7; and sem 4, chapters 3, 4, 5,
and 6), you will be asked to keep modifying your router’s configuration to reflect the other design
requirements. Include the COMPLETE, BASIC router configuration here.
An analysis of the pros and cons of the proposed LAN design

Typical PROs: low cost, simplicity, redundancy, high bandwidth, simple cable instatllation, meets
and exceeds all User Requirements and TCS Overview, functional, scalable, adaptable,
manageable
Typical CONs: high cost, complexity, single points of failure, lower bandwidths, complex cable
installation, barely meets or misses User Requirements and TCS Overview
Chapter 5: Routing Protocols: IGRP
Overview
Build upon the students’ prior knowledge when starting this chapter. IGRP was briefly covered,
online and in labs, in Chapter 12 of Semester 2. In this Chapter IGRP is studied in more depth. At
the outset of the chapter, remind the students that they will need to integrate IGRP into their TCS
network designs and router configurations. By the end of Chapter 5, they should have all the
information they need to complete this task.
5.1 The Network Layer Basics
5.1.1 Explain path determination

5.1.2 Path determination

5.1.3 The operation of routing tables

This TI attempts to explain routing tables using a very simple 2-router topology. Best Practices for
teaching this TI include Online Study (with a Study Guide) and a kinesthetic activity where
students act out graphic number 2.
5.1.4 Metrics
A primary advantage of IGRP over RIP is that IGRP can use 7 metrics to determine best paths.
The more metrics used, the more information about how well traffic can flow through the network.
Of course, the price of all of this extra information is added complexity in configuring and
monitoring IGRP. But it is a more robust routing protocol than RIP, since it can account for more
realistic traffic congestion and topology changes that occur in real networks. Best Practices for
5.1.5 Router forwarding decisions

The purpose of this TI is to understand graphic 1. This graphic is attempting to show the dynamic
process of how a packet is routed through an internetwork. Emphasize two things to the students:
1) note that the destination protocol (IP) address DOES NOT CHANGE throughout the routing
processes, but the destination (and source) physical (MAC) addresses - which are primarily LAN
and WAN link delivery addresses - keep changing as the “source” router keeps changing. Best
Practices for teaching this TI include Mini-Lecture and Online Study (with a Study Guide).
5.2 Routed and Routing Protocols
5.2.1 Routing protocols

See Notes for TI 1.5.5. Students should recognize RIP, IGRP, OSPF, EIGRP, and BGP as
routing protocols.
5.2.2 Multiprotocol routing

Routers can route multiple routed protocols (IP, IPX, AppleTalk) and they can use multiple routing
protocols (RIP, IGRP, etc.) to route these routed protocols. The Best Practices for teaching this TI
are Lab and Design Activities. The Lab Activity (with Engineering Journal) should take
approximately 30 minutes and uses the standard Semester 2 topology. The Design Activity is
very short: simply have the students brainstorm what the implications of needing to route IP and
IPX over the district network might be. This TI relates to CCNA Certification Objective #41.
5.3 IP Routing Protocols
5.3.1 Differentiating one routing protocol from another

This TI examines in more depth what is required for dynamic routing to occur. Also, the distinction
between interior dynamic routing protocols and exterior dynamic routing protocols is made. The
focus of the CNAP is on the interior routing protocols RIP and IGRP (these are Certification Exam
Objectives), but it can’t hurt to briefly mention that BGP is a crucial exterior routing protocol for
the Internet and is covered in the CCNP curriculum. Appropriate Best Practices for this TI include
Online Study (with a Study Guide). The TCS note reminds students to begin thinking about the
design goals for using IGRP as the District’s routing protocol.
5.3.2 The goals of routing protocols

Crucial Vocabulary is being introduced here. “Optimal Route”, “Simplicity and Efficiency”,
“Robustness”, “Rapid Convergence,” and “Flexibility” are not self-evident terms Best Practices for
5.3.3 Routing loops

To draw upon the student's prior knowledge, remind them that they studied routing loops in
Semester 2, Chapter 11. Best Practices for teaching this TI are Online Study (with a Study
Guide), both of this TI and the Semester 2 explanations of routing loops.
5.3.4 Static and dynamic routing

This is an example of a TI that, while not explicitly tested on the CCNA certification exam,
comprises some of the background knowledge needed to answer questions regarding routing
protocols, which are on the exam. Remind the students that without dynamic routes, the Internet
would be impossible - its topology, as a Worldwide WAN, is constantly changing; hence some
dynamic routing processes, which are constantly updating, are necessary.
5.3.5 Classifications of routing protocols

Important vocabulary for students to recognize are four important IP routing protocols: Routing
Information Protocol (RIP), Interior Gateway Routing Protocol (IGRP), Open Shortest Path First
(OSPF), and Enhanced IGRP (EIGRP). Three classifications of routing protocols (distance vector,
link state, hybrid) are briefly mentioned but will be covered in more detail in a few TIs. Appropriate
Best Practices for this TI include Online Study (with a Study Guide).
5.3.6 IP Routing Configuration: Choosing a routing protocol

The text introduces two basic aspects of configuring a routing protocol on a Cisco router: you
must create the routing process, and then you must configure any parameters specific to that
process. For IGRP, one crucial parameter that must be specified is the autonomous system (AS)
number. You could ask the students to find out how AS numbers are obtained, but ultimately you
will have to play the role of the Internet Assigned Numbers Authority and tell the student groups
the 16-bit AS number for the District.
5.4 IGRP Operation
5.4.1 IGRP's Metrics

Present IGRP metrics - such as reliability, load, and bandwidth - as ways to fine tune the dynamic
routing process to account for changing network conditions. Contrast this with RIP, which does
not allow such “tuning” since it only use hop counts as its metric. Remind students that IGRP, like
RIP, is a distance vector routing protocol. Best Practices for teaching this TI include Mini-Lecture
and Online Study (with a Study Guide).
5.4.2 Differentiating from interior, system, and exterior routes

This TI is introducing some important IGRP vocabulary. Best Practices for teaching this TI include
Mini-Lecture and Online Study (with a Study Guide). The graphic should be emphasized, as it
describes IGRP well and also foreshadows how such protocols as OSPF divide internetworks into
areas.
5.4.3 Write out a correct command sequence for enabling IGRP on a router
This is explicitly CCNA Certification Exam Objective #40. The syntax is simple: one line
identifying IGRP as the routing protocol with a specific autonomous system number; and then
identification of which attached networks will participate in IGRP routing processes. The Best
Practice for teaching this TI include an excellent Lab Activity (with Engineering Journal),
“Migrating from RIP to IGRP”, which requires about 30 minutes. The Engineering Journal text
gives specific examples of the IOS syntax for enabling IGRP.
5.4.4 Describe three features of IGRP which enhance its stability

Draw upon the students’ prior knowledge; these topics were introduced in Semester 2, Chapter
11. Apart from being important vocabulary, “holddowns”, “split horizons”, and “poison reverse
updates” are important and somewhat abstract routing concepts. Best Practices for teaching this
TI are Mini-Lecture and Online Study (with a Study Guide). The journal text gives practical
command examples, one for adjusting the basic update rate for IGRP and the other for making
sure routes are not held down forever.
5.4.5 IGRP metrics and routing updates

The Best Practice for teaching this TI includes the use of some kind of Graphical Organizer (as
simple as a chart), which lists all of the IGRP metrics in column one, the ranges for those metrics
in column 2, and what can happen to that metric in special cases in column three. For example,
the bandwidth metric is the default priority metric for IGRP. For a network of one medium (such
as Ethernet), this metric reduces to a hop count. For mixed media networks, the route with the
lowest metric represents the most desirable path.
5.4.6 The maximum hop count of IGRP

Compare and contrast IGRP’s hop count ranges with those of RIP.
The Best Practice for culminating this entire section of curriculum include the Lab Activities. The
first lab, which takes approximately 30 minutes on the standard Semester 2 lab configuration,
provides an Overview of IGRP Configuration.
The second lab is more advanced, allowing students to work with the IGRP metrics in a multi-
path routing situation. Two cautions: first, the lab takes 60 minutes to complete; second, it
requires a topology that will make it difficult to have more than one group working at a time. This
is a lab that will cause router contention issues; so you may want to do it as a class
demonstration or schedule groups to come in, outside of class time, to do the lab.
The third lab is simple and fascinating. It involves downloading shareware known as “Neotrace”,
which will allow the user to trace the route taken by traffic on the Internet from your location to
whatever URL you are visiting. This Lab Activity (with Engineering Journal) only takes
approximately 15 minutes and brings to life the miracle that is the Internet!
Summary
This Chapter examined in depth the important routing protocol IGRP. While students should have
been making notes and learning about IGRP throughout the Chapter, make sure that they have
completed or are working on the following TCS tasks:
Identify and gather the information required to implement IGRP at the schools' networks and
across the district network. Add the information you gather to the existing user requirements and
LAN design.
Students, if they haven’t already, should add IGRP to the User Requirements Document. Adding
IGRP requires configuration of all of the school site routers and the WAN core routers.
Identify and document the networks that will be advertised by the routers in the school district and
add that information to the requirements and LAN design. Study and report on the effects of a
dynamic routing protocol such as IGRP on the overall performance and maintenance of the entire
school district network.
In a network as large as the District network, static routing would be completely ineffective. So
dynamic routing must be used. The simplest dynamic routing protocol to use would be RIP. But
RIP’s only metric is hop count. Most sites in the district have equal hop counts to the core WAN
routers and Internet Access Router, yet the sites may have very different bandwidth needs at any
given moment. RIP does not have enough metrics to allow fine tuning of this fairly large WAN.
IGRP is a much better choice, both in terms of its metrics (which allow fine-tuning of the WAN
traffic loads), its scalability for future network growth, its reliability, and its reasonable time to
convergence.
Identify and document the IGRP AS number for the school district.
Network IGRP AS number has been assigned to be 00000000 11110011 binary or 243 decimal.
Document the router command sequence needed to implement IGRP on the school's router and
document the changes in the router configuration.
Router(config)#router igrp 243
Router(config-router)#network a.b.c.d ! Ethernet interface for admin net !
Router(config-router)#network e.f.g.h ! Ethernet interface for student net !
Router(config-router)#network e.f.g.h ! Serial interface for T1 line !
Router(config-router)#network e.f.g.h ! BRI interface for ISDN DDR backup !
Include the COMPLETE router configuration, including these changes.
Describe the process that the routers go through to ensure that the neighbor routers are aware of
the status of all networks in the AS. This will include the frequency with which routing table
updates are sent and the effects of the updates on bandwidth utilization.
IGRP is a distance-vector dynamic routing protocol. By default, it will exchange its routing tables
with its directly connected neighbors every 90 seconds. Flash updates, triggered by topology
changes, are also sent. Any routing protocol will use up some of the bandwidth otherwise
available for data, and IGRP, since it has various metrics with which to monitor and adjust
network traffic, has a fair amount of data in its updates. But the amount of data in these updates
is dwarfed by the bandwidth of the router to router connections in the school district network (T1
lines all over), and IGRP was designed with networks this size in mind.
Identify the best settings for maximum hops, hold-down timer, update timer, and so on. Also,
document appropriate bandwidth settings for serial interfaces.
Router(config)# router igrp 243
Router(config-router)# timers basic 15 45 0 60
Router(config-router)# network a.b.c.d
Router(config-router)# no metric holddown
Router(config-router)# metric maximum-hop 20
The default bandwidth setting on Cisco router serial interfaces is 1544 kbps, so it’s set properly
by default.
Continue LAN Design Tasks: Site Wiring Designs and Physical Topologies, LAN Logical Designs,
Typical MDF and IDF Designs and Electronics Tables, and a Site-specific LAN Electronics List
See Chapter 4 Summary for details
Chapter 6: ACLs
Overview
Router configuration is in some respects similar to computer programming. Nowhere in the CCNA
curriculum is this more true than in this chapter on Access Control Lists (ACLs). So throughout
this chapter, try to draw upon the students’ prior knowledge (if any) of computer programming and
IF-THEN-ELSE logic. Also, one way to help engage students in this topic is to emphasize that
ACLs are a foundation of network security; many students are fascinated with network security
and breaking through it. Finally, it should be noted that this is perhaps the most difficult chapter in
the four semesters in terms of the logical reasoning and syntactical complexity required. But since
this is an extremely important topic for networking professionals to know, and because it is deeply
covered on the CCNA Certification Exam, spend plenty of time teaching these topics. Have the
students note that their designs will require ACLs so as they work through the chapter, they
should be thinking about how ACLs apply their site.
6.1 Access Control Lists (ACLs)
6.1.1 What are ACLs

Remind students that while bridges, switches, and VLANs filter traffic at layer 2 and that routers
make best path decisions using layer 3, ACLs allow routers to perform very sophisticated layer 3
and 4 filtering and traffic management.
Best Practices for teaching this TI include Mini-Lecture and Online Study (with a Study Guide).
Remind students of the TCS district requirements for ACLs. One router the students might
consider as an access router is the 2621 router, with dual Ethernet Ports, a serial line (which can
be used for a T1 link), and an ISDN line (which could be used for DDR backup). Other model
routers are also acceptable, and all - since they run IOS - will allow the creation of ACLs.
6.1.2 Reasons to create ACLs

Draw upon the students’ prior knowledge and compare and contrast the reasons for using VLANs
(Semester 3, Chapter 3) with the reasons for using ACLs. Best Practices for teaching this TI are
6.1.3 Testing packets with ACLs

Best Practices for teaching this TI include having the students make their own graphical
organizer. Compare the fields within a frame (including the packet within the frame and the
segment with the packet) that VLANs use to make their decisions versus the fields with a frame
(actually, within the packet and segment that are within the frame) used by ACLs to make their
decisions.
6.1.4 How ACLs work

The Best Practices for teaching this TI include Mini-Lecture and Online Study (with a Study
Guide). The flowchart, and the fact that there is an implied “deny any” at the end of all ACLs,
should be emphasized.
6.1.5 Flowchart of the ACL test matching process
The Best Practices for teaching this TI are Mini-Lecture and Online Study (with a Study Guide).
The flowchart shown leaves out a lot of the details of ACLs, and of course any number of tests
can be put into the ACL, but it conveys the idea of sequential testing. Using the prior knowledge
of students who have done any computer programming, compare this flowchart to that of IF-
THEN-ELSE statements present in every computer language.
For the TCS, remind students that there is yet another layer of security options beyond even
ACLs - user ID and Password systems. They should devise a system for the District and for their
site.
6.2 ACL Configuration Tasks
6.2.1 Creating ACLs

The syntax for creating ACLs is introduced. Even though the basic configuration only requires two
commands - one to create the access list, and one to apply it to a specific interface - there are
many parameters to configure. The Best Practice for teaching this TI include Mini-Lecture, where
you carefully go through the real syntax for real access lists, and then perhaps go back and
explain the abstraction of the entire command. The Engineering Journal reference has one such
worked-out example. This TI relates to CCNA Certification Exam Objective #44.
6.2.2 The purpose and function of wildcard mask bits

Beware of student confusion! Wildcard masks can look a bit like subnet masks, but they behave
very differently. The basic principle to convey to the students is that a 1 in a wildcard mask means
DO NOT try to match the corresponding bit in an IP address, whereas a 0 in a wildcard mask
means a match in the corresponding bit in an IP address is REQUIRED. Hence all zeros in a
wildcard mask means check every bit in the IP address for a match while all ones in a wildcard
mask means ignore every bit in the IP address (any IP address is a match; alternatively, the IP
address bits don’t matter). The Best Teaching Practices for this TI are Mini-Lecture and Online
Study (with a Study Guide), with lots of practice writing out and deciphering the wildcard masks.
6.2.3 The any command

“Any” is an IOS shortcut for 0.0.0.0 255.255.255.255 in an access list statement. It might be used
to permit all traffic in one statement, preceding a statement where some specific network traffic is
denied. The Best Practices for teaching this TI include Online Study (with a Study Guide). . This
TI relates to CCNA Certification Exam Objective #44.
6.2.4 The host command

Another IOS shortcut is the “host” command, which replaces 0.0.0.0 as a wildcard mask -
meaning all bits must be checked and must match for the access-list statement to be true. Best
Practices for this TI include Online Study (with a Study Guide). This TI relates to CCNA
6.3 Standard ACLs
6.3.1 What are standard ACLs

Standard ACLs, while easier to create, provide less control over network traffic. The Best
Practices for teaching this TI are Mini-Lecture and Online Study (with a Study Guide).
6.3.2 Writing a valid standard ACL command using all available parameters
The curriculum explains all of the parameters for an access list, but does not give concrete
examples. In our experience, students are likely to be lost given the complex abstract syntax
without concrete examples. Some concrete examples:
Access-list 33 permit 172.16.0.0 0.0.255.255 log (permits all traffic from 172.16.0.0)
Access-list 44 deny 172.16.13.7 0.0.0.0 log (denies traffic from host 172.16.13.7)
Access-list 55 deny 172.16.64.0 any log (denies all traffic from network 172.16.64.0)
Best Practices for teaching this TI include mini-lecture, where concrete examples are worked
through. This TI relates to CCNA Certification Exam Objective #44.
6.3.3 How to verify access lists

Another show command, show access-lists, is introduced into the students’ repetoire of show
commands. Also, the second part of establishing an access list, applying the list to a specific
interface, is introduced. Again, concrete examples help:
Router(config-if)# ip access-group 33 in (applies access-list 33 to the packets inbound to the

interface being configured)
Router(config-if)#ip access-group 44 out (applies access-list 44 to packets outbound from the
interface being configured)
6.3.4 Writing a standard ACL to permit traffic from a source network

A common ACL example is shown: permitting traffic from a particular source network outbound
on an interface. Note that if source networks are not explicitly permitted, then the are implicitly
denied by the “deny any” which ends all access lists).
6.3.5 Writing a standard ACL to deny a specific host

A common ACL example is shown: denying a traffic from a specific host from travelling outbound
on a router interface. Note in this example shown in the text frame that right after the specific host
is denied, a permit any is included (so any other traffic than that from the one denied host is
permitted).
6.3.6 Writing a standard ACL to deny a specific subnet

A common ACL example is shown: denying traffic from a specific subnet from travelling outbound
on a router interface. Note the wildcard mask indicates that only the network and subnetwork, but
not the host bits, must be checked. Any explicit permit any follows, to allow other subnets’ traffic
to travel.
The Best Practice for teaching TIs 6.3.1 through 6.3.5 includes the Lab Activity (with Engineering
Journal). Be prepared: the Lab Activity (with Engineering Journal) has two parts; to complete
them both requires 60 minutes. Also, the entire lab setup is required to do the lab, so having the
entire class, even in their groups, work on this lab simultaneously is not feasible. But the only way
to really learn complex IOS commands is to work on a real router and make real mistakes.
Note that these TIs pertain to CCNA Certification Exam Objective #44 and #45.
Please note the Interactive Lab Activity. This can serve multiple purposes. You can have all
students perform the activity as a required pre-lab for the actual hands-on router lab. You can
have students, who are taking turns on the router, practice this pre-lab when they are not on the
router. Finally, you can use this Activity for review. These Lab Activities will eventually
accompany all hands-on labs. We are interested in your feedback, so please forward all
comments/concerns/questions to dfrezzo@cisco.com.
6.4 Extended ACLs
6.4.1 What are extended ACLs

Extended ACLs are introduced. The Best Practices for this TI are Mini-Lecture and Online Study
(with a Study Guide). Be sure to compare and contrast extended ACLs with standard ACLs. . This
TI relates to CCNA Certification Exam Objective #44.
6.4.2 Extended ACL parameters

One look at the syntax for an extended ACL shows why the name “extended” is appropriate: 8
parameters can be set. Two examples follow in the curriculum. The Best Practice for teaching this
TI include Mini-Lecture. This TI relates to CCNA Certification Exam Objective #44.
Please note the Interactive Syntax Activity. This can serve multiple purposes. You can simply
direct the students to try these activities the moment they learn a new IOS command. You can
also use them for drill and review. These Syntax Activities will eventually accompany all newly
introduced IOS commands. We are interested in your feedback, so please forward all
comments/concerns/questions to dfrezzo@cisco.com.
6.4.3 UDP and TCP port numbers

This TI should be review for students (from Semester 1, Chapter 12). Best Practices for teaching
this TI are Online Study (with a Study Guide). This TI relates to CCNA Certification Exam
Objective #44.
6.4.4 Writing an ACL for denying FTP on an Ethernet interface

Best Practices for teaching this TI include a Mini-Lecture, where you walk the students through all
of the extended ACL syntax, and then Online Study (with a Study Guide) of the same example.
6.4.5 Writing an ACL that denies Telnet out of an Ethernet port and permits all other traffic
Best Practices for teaching this TI include a Mini-Lecture, where you walk the students through all
of the extended ACL syntax, and then Online Study (with a Study Guide) of the same example.
6.5 Named ACLs
6.5.1 Configuring named ACLs

Named ACLs, which give you more flexibility in creating and applying both standard and
extended ACLs, are introduced. Best Practices for teaching this TI include a Mini-Lecture working
through the Online example with the students.
6.5.2 The deny command

The deny command, as used with named ACLs, is introduced. Best Practices for teaching this TI
include a Mini-Lecture working through the Online example with the students.
6.5.3 The permit command
The permit command, as used with named ACLs, is introduced. Best Practices for teaching this
TI include a Mini-Lecture working through the Online example with the students.
6.6 Using ACLs with protocols
6.6.1 Protocols for which ACLs can be created

ACLs can be created for any routable (routed) protocol that a given Cisco router and IOS version
support. Some numbering conventions apply:
1-99 are standard IP, 100-199 extended IP, 600-699 Apple Talk, 800-899 standard IPX, 900-999
extended IPX, 1000-1099 IPX SAP. The Best Practice for teaching this TI is to remind the
students, via Mini-Lecture, of multiprotocol routing. This TI relates to CCNA Certification Exam
Objective #44.
6.7 Placing ACLs
6.7.1 Rule: "Putting the extended ACL as close as possible to the source of traffic denied"
A design rule for placing ACLs is described: put the extended ACL as close as possible to the
source of traffic denied (extended ACLs can filter using source and/or destination addresses). In
the case of standard ACLs, they can only filter using source address (not destination addresses),
so they should be put as close to the destination as possible. The Best Teaching Practices for
this TI include Mini-Lecture and Online Study (with a Study Guide).
6.7.2 Using ACLs in firewall routers

The role of ACLs in border routers that we want to act as firewalls is described. For purposes of
the TCS design, an ACL firewall should be placed at the connection between the district and the
Internet. ACLs should also be placed at the individual school site (access) routers.
6.7.3 A firewall architecture to protect you from intruders

A specific firewall architecture, applicable to the TCS, is introduced. The Best Practice for
teaching this TI is Groupwork, where the student teams discuss implementing firewall security
with regard to the Internet and at their local sites. The router commands needed to set up basic
firewalls are covered in the Engineering Journal.
6.8 Verifying ACLs
6.8.1 How to verify ACLs and interpret the output

More show commands for verifying ACLs are introduced, and the output of such show commands
is shown.
To conclude the chapter, two in-depth labs on extended ACLs are included. These Lab Activities,
while lengthy, are Best Practices for reinforcing most of the TIs in Chapter 6. Careful scheduling
will be required to get students the time and access to routers required to do these Lab Activities.
The first lab takes approximately 60 minutes, and reviews the parameter configuration of an
extended ACL. The second lab takes approximately 90 minutes, and gives a very realistic sense
of how ACLs interact with the Internet. This TI relates to CCNA Certification Exam Objective #45.
Summary
In this challenging chapter, ACLs, which provide basic network traffic filtering and security, were
covered in some depth. This is amongst one of the most practical topics taught in CCNA, and
must be understood to pass the CCNA Certification Exam.
Remind the students of their TCS tasks, and that the end of Semester 3 is rapidly approaching:
Document why you would need ACLs and create a logical diagram describing the overall effect of
these ACLs on the entire district network.
For models of the logical diagrams, see the graphics for TIs 6.1.1, 6.7.1, and 6.7.2. See the text
of the same TIs for ACL placement hints. Why ACLs? For traffic control and security. There is a
lot of potentially unwanted traffic which might be generated by parts of the District WAN and the
school site’s LANs; we’d like to keep that traffic localized. There are explicit restrictions on
access, such as admin networks can use student curriculum networks but not vice versa (except
for DNS and email). And there must be some sort of firewall between the district’s border router
and the Internet, to prohibit unwanted intrusions from outside and to restrict certain traffic from
inside the network from leaving the network. If placed correctly, ACLs will help traffic flow and
guarantee security. If placed (or configured) incorrectly, the ACLs will cause disastrous traffic
problems and may not secure the network at all.
Document what type of ACL will be placed on the high-end, powerful, district core router(s), and
where they will be placed and why.
While throughput is crucial amongst the core routers, so is security and traffic management.
Extended Access Lists should be used, strategically, to manage traffic without choking it and to
ensure security while maintaining availability. Actual ACL placement depends on the actual WAN
design, which is decided upon in Semester 4.
Document the router command sequence required to implement each ACL on each of the local
school site access router's interfaces and document the resulting changes to the router
configuration.
At a minimum, be sure to implement TCS Overview Graphic #6, Security.
Document the effect of each ACL as it relates to traffic flow across individual school LANs and the
overall district network.
At a minimum, be sure to implement TCS Overview Graphic #6, Security
Continue LAN Design Tasks: Site Wiring Designs, LAN Logical Designs, Typical MDF and IDF
Designs and Electronics Tables, and a Site-specific LAN Electronics List
See Chapter 4 Summary
Chapter 7: Novell IPX
Overview
Why IPX when Novell has migrated NetWare to IP? Two reasons - a huge installed base of IPX
(legacy networks), and the requirement that networking professionals deal with a variety of
protocols.
As for the TCS, remind the students that IP and IPX services need to be advertised throughout
the District Network, so they will have to pay particular attention to what IPX requires to run on
the District WAN and the school site LANs.
7.1 Cisco Routers in Netware Networks
7.1.1 The Novell IPX protocols suite

Draw upon the students’ prior knowledge of the OSI (7 Layer) and TCP/IP models when
examining the NetWare Protocol Suite. Call attention to the fact that NetWare specifies OSI
Layers 3 and above; it leaves the specific LAN implementation, in the data link and physical
layers, to all of the familiar LAN technologies we have studied (and WAN technologies we will
study). Best Practices for teaching this TI include a Graphical Organizer, where the students
juxtapose the OSI, TCP/IP, and NetWare models.
7.1.2 IPX features

Best Practices for teaching this TI include Mini-Lecture, where IP and IPX features are compared.
Most notably, IP addresses are typically written in 4 octets of bits (32 bits total) in dotted decimal
notation; IPX addresses are typically written in 4 quartets (80 bits) in dotted hexadecimal notation.
7.1.3 IPX addressing

The structure of IPX addresses - sort of the concatenation of a 32 bit network address (like an IP
address) and a 48 bit node (physical) address (often the MAC address is used) is reviewed. Best
Practices for teaching this TI include Design Activities and Groupwork, where the student TCS
teams discuss how they might create an IPX addressing scheme for the entire District. Two
shortcuts to note: first, simple IPX addresses, which look like simple decimal numbers -- such as
11, 21, 31 -- can be used. Or, the IP network address can be converted to hexadecimal and used
to create the first 8 hexadecimal digits. This TI relates to CCNA Certification Exam Objective #33.
7.2 Novell Encapsulation
7.2.1 Netware Ethernet encapsulation terms

This TI relates to CCNA Certification Exam Objective #33. This TI can be confusing, but it is on
the exam and must be mastered. Four different ways to frame Ethernet in Novell networks exist;
each has a different encapsulation type. Their Novell names are Ethernet_802.3, Ethernet_802.2,
Ethernet_II, and Ethernet_SNAP. Best Teaching Practices for this TI are Mini-Lecture and Online
Study (with a Study Guide) of the graphic.
7.2.2 The IOS encapsulation names for Ethernet, FDDI, and Token Ring
This TI relates to CCNA Certification Exam Objective #33. This TI can be confusing, but it is on
the exam and must be mastered. Four different ways to frame Ethernet in Novell networks exist;
each has a different encapsulation type. Their Cisco IOS names are novell-ether, sap, arpa, and
snap. Attention must be paid to using the correct encapsulation type when configuring IOS for a
NetWare network. The Best Practice for teaching this TI include a brief look at the router
commands on the router and Design Activity and Groupwork discussion of the implications, if any,
of these encapsulation issues for the District Network and school sites in the TCS.
7.2.3 The IPX packet format

The graphic and text in Semester 3, version 2.1, are incomplete. An IPX packet has more fields.
They are, in Bytes: Checksum (2), Packet Length (2), Transport Control (1), Packet Type (1),
Destination network (4), Destination node (6), Destination socket (2), Source network (4), Source
node (6), source socket (2), and data (variable).
7.3 Novell Routing
7.3.1 Novell RIP

Novell Networks have their own layer 3 routing protocol: Novell RIP. Best Practices include a
short Lab Activity (with Engineering Journal) on the routers and review of the three Engineering
Journal entries.
7.3.2 Service advertising protocol

A powerful feature of NetWare networks is the use of SAPs to facilitate client-server transactions.
Best Practices for teaching this TI include Mini-Lecture, Online Study (with a Study Guide), and
use of the Engineering Journal.
7.3.3 Get nearest server protocol

An important SAP is the GNS SAP, used for login. Best Practices for teaching this TI include
7.4 Novell IPX Configuration
7.4.1 Novell IPX configuration tasks

This TI relates to CCNA Certification Exam Objectives #33 and #34. Four major tasks for
configuring IPX: enable the IPX routing process, enable load-sharing if appropriate, assign unique
network numbers to each router interface - including multiple network numbers on the same
interface if it deals with different encapsulations, and finally, set the IPX encapsulation type if it is
different from the default Ethernet_II (arpa). Best Practices for teaching this TI include Mini-
Lecture, Online Study (with a Study Guide), and use of the Engineering Journal.
7.4.2 Writing a valid IOS command sequence to assign IPX network numbers to interface
This TI relates to CCNA Certification Exam Objectives #33 and #34. The Best Practices for
teaching this TI include a Mini-Lecture where you take through students through the syntax of the
Online example.
7.4.3 Writing a valid IOS commands for monitoring and troubleshooting IPX
This TI relates to CCNA Certification Exam Objectives #35. The Best Practices for teaching this
TI include a Mini-Lecture where you take through students through the syntax of the Online
example.
Also included, for reviewing most of Chapter 7 up to this point, is an IPX Overview Lab. Cautions:
1) the lab exercise takes approximately 90 minutes, although much of that time is working out the
IPX addresses on paper and 2) the lab requires configuring the entire network of 5 routers, so it is
designed for 1 group at a time (but you could subdivide the major tasks so more than 1 group can
work on the lab). As usual, the best way to learn IOS commands is hands-on router work.
7.5 Monitoring and Managing an IPX Network
7.5.1 Writing a valid IOS commands for monitoring the status of an IPX interface
The important “show IPX interface” command is introduced and its output analyzed. The Best
Practices for this TI include Mini-Lecture and Online Study (with a Study Guide). The engineering
journal relates SNMP to IPX processes. This TI relates to CCNA Certification Exam Objectives
#35.
7.5.2 Writing a valid IOS command sequence to monitor IPX routing tables
Routers must maintain routing tables for each of the protocols they are running. In the case of the
TCS, this means routers must maintain an IP and an IPX routing table. To view the contents of
the IP routing table, the command is “show ip route”. Not surprisingly, to view the contents of the
IPX routing table, the command is “show ipx route”. Best Practices for teaching this TI include
Mini-Lecture where the students are guided through the concrete example and interpretation of
the output of the command. This TI relates to CCNA Certification Exam Objectives #35.
7.5.3 Writing a valid IOS command sequence for monitoring Novell IPX servers
Best Practices for teaching this TI include Mini-Lecture where the students are guided through the
concrete example and interpretation of the output of the command show ipx servers. The diversity
of possible outputs illustrates the power of IPX in client-server architectures. This TI relates to
CCNA Certification Exam Objective #35.
7.5.4 Writing a valid IOS command to monitor IPX traffic, and describe some of the field
options for that command
concrete example and interpretation of the output of the show ipx traffic command. The diversity
of possible outputs illustrates the complexity of Novell RIP. This TI relates to CCNA Certification
Exam Objective #35
7.5.5 Writing a valid IOS command for troubleshooting IPX routing

concrete example and interpretation of the output of the debug ipx routing activity command. As
with all debug commands, this is a powerful window into the dynamic operations of specific
protocols. This TI relates to CCNA Certification Exam Objective #35. There is also an excellent
Web link with many more details on troubleshooting IPX.
7.5.6 Writing a valid IOS command for troubleshooting IPX SAP

concrete example and interpretation of the output of the debug ipx sap command. As with all
debug commands, this is a powerful window into the dynamic operations of specific protocols.
7.5.7 Using the privileged IPX ping command

The simple ping command for IPX is the same as for IP: just ping and a valid IPX address. There
also exists a privileged ping command with more parameters to adjust. Remind the students that
Ctrl-X and Ctrl-shift-6-x are escape sequences if a ping is unresponsive. Best Practices for
teaching this TI include Mini-Lecture and Online Study (with a Study Guide). This TI relates to
CCNA Certification Exam Objective #35
7.5.8 Using the user IPX ping command
For a quick check of IPX connectivity, a simple IPX ping command can be issued from user
mode. Best Practices for teaching this TI include Mini-Lecture and Online Study (with a Study
Guide). This TI relates to CCNA Certification Exam Objective #35
Summary
Document the effects of Novell IPX traffic on your school's LAN and the district WAN including
projected increase in traffic loads and traffic patterns.
Supporting IPX client/server traffic represents a modest increase in the school’s LAN and the
district’s WAN traffic. But the most significant effects are on the router configurations: now IPX
routing must be enabled; IPX addresses assigned to all interfaces; IPX Access Lists configured.
Submit a proposal for the overall district IPX network number addressing scheme and be
prepared to present this to the class. An addressing scheme will be selected by the class based
on the proposals.
Two schemes are easiest. One, take the IP Addresses for the entire district and convert them to
hexadecimal IPX network numbers (the node numbers will be the MAC addresses). Or, simply
start numbering the IPX address with simple numbers: 10, 20, 30, etc. Other more complex
schemes are not an effective use of planning time.
Document the changes in the router configuration to conform with the user’s requirements,
including changes in the ACLs, list the appropriate commands needed to implement these
changes, and document the resulting changes in the router configuration.
Router(config)# ipx routing
Router(config)# ipx maximum-paths 2
Router(config)# interface ethernet 0
Router(config-if)# ipx network A.B.C.D encapsulation [sap, snap are most common, depends on
what you are using in your network]
ACLs depend on what you decide to filter; general syntax for extended IPX ACLs is:
Router(config)# access-list [number between 900 and 999] [deny or permit] ipx-protocol [source-
address] [source-mask] [source-port] [destination-address] [destination-mask] [destination-port]
Router(config)# interface ethernet 0

Router(config-if)# ipx access-group [number of access list used above] out
4. Continue LAN Design Tasks: Site Wiring Designs, LAN Logical Designs, Typical MDF and IDF
Designs and Electronics Tables, and a Site-specific LAN Electronics List
See Chapter 4 Summary
5. Apply the CCNA Certification Exam Learning Objectives to your specific design. This will
require a paragraph on how the learning objectives relate to your design. Learning objectives can
be grouped together for the purpose of explanation. In this way, you will be studying for their
CCNA Certification Exam as you work through the case study.
Chapter 8: Network Management
Overview
Chapter 8 gives an introduction to network management, especially as it pertains to LANs. While
this material is not covered on the CCNA Certification exam, it is important for a well-rounded
networking professional, it does have an end-of-chapter exam which “counts,” and questions from
this chapter are on the Semester 3 Online Final. And if students are intending to be prepared for
the CompTIA Net + Certification exam, they must complete the details of this chapter. Since the
concepts are fairly simple and not directly related to the CCNA exam, no instructor notes are
included: the Best Teaching Practices for this chapter are a series of Mini-Lectures on Network
Management and Online Study (with a Study Guide).
Note that after you administer the Ch 8 Exam, you should prepare the students for their three final
exams: the Online Semester 3 final on the Assessment Server; the Semester 3 Skills-based Final
Exam (in the preface); and the Semester 3 Oral Exam (in the preface).
8.1 Network Documentation
8.1.1 Cut sheet diagrams

There are no instructor notes for this section.
8.1.2 MDF and IDF layouts

8.1.3 Server and workstation configuration details

8.1.4 Software listings

8.1.5 Maintenance records

8.1.6 Security measures

8.1.7 User policies

8.2 Network Security
8.2.1 Network access

8.2.2 Data recovery

8.2.3 Back up operations
8.2.4 Redundancy techniques

8.3 Environmental Factors
8.3.1 Static, dust, dirt and heat

8.3.2 Power conditioning

8.3.3 EMI and RFI

8.3.4 Software viruses

8.4 Network Performance
8.4.1 Network baseline, updates and change verification

8.5 Server Administration
8.5.1 Peer-to-Peer
8.5.2 Client-Server
8.5.3 Network control

8.6 Network troubleshooting 8.6.1 Scientific method
8.6.2 Analyze network troubleshooting

Summary
In this chapter, students learned some basic principles of network management that would help
them administer the LANs they have designed. As the semester ends, students need to complete
the following tasks to make sure the LAN part of their Web-based TCS solution is finished:
LAN User Requirements Document

Site LAN Wiring Plan and Physical topology
Site LAN Logical Topology (including IP Addressing Scheme)
Wiring Closet Diagrams
LAN Electronics Spreadsheet
LAN Media Spreadsheet
IGRP Implementation
ACL Implementation
IPX Implementation
LAN Pros and Cons
A rubric showing expectations and scoring should be generated from this list and given to the
students prior to their submission of their Individual TCS Designs. Rubrics help communicate
expectations and make grading much easier.
Note that after you administer the Ch 8 Online Exam, you should prepare the students for their
three final exams: the Online Semester 3 final on the Assessment Server; the Semester 3 Skills-
based Final Exam (in the preface); and the Semester 3 Oral Exam (in the preface). Then
administer those exams according to a schedule that works for you and your students.
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 Research…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.
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 Bloom’s 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.
Bloom’s Taxonomy
Bloom’s 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 (“A”s begin with
0 to 127; “B”s begin with 128 to 191; “C”s 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. It’s 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. It’s 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 90’s, 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 individual’s 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
Kinesthetic Activities
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 student’s 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
student’s 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 student’s 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 it’s 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
Kinesthetic Activities
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
Vocabulary - List and define new terms using the Glossary.
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. 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?]

F. Skills-Based Exam and Oral Exam
SKILLS-BASED EXAM
Router Configuration: Standard Configuration + IGRP + ACLs + IPX
At the time of the writing of this version of the curriculum, we have not yet standardized the
Semster 3 Skills-Based Final (it will be available mid-summer 2000). What follows is a suggestion
of the direction in which we will be standardizing the exam, but feel free to tailor the exam to your
students, your scheduling constraints, and your lab availability. Starting with an erased
configuration, perform the following steps: (1) Peform a "basic" configuration, as per semester 2
(2) Replace RIP with IGRP, including metric settings and update timers (3) Add ACLs as
specified in Lab 6.8.1.1 and (4) Add IPX addreses to all interfaces, enable the routing of IPX, and
create IPX ACLs to match the IP ACLs.
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. LAN Switching
Time Limit Prompt Point Sample Responses
#
[minutes] [exact wording given to student] Value [to earn that point value]
1 5 Compare and Contrast bridges, 4 + 1 = Bridges and switches layer 2
switches, and routers. devices for segmenting networks; router,
layer 3 device for connecting different
networks, best path selection, and packet
switching; bridges lack speed, port
concentration, microsegmentation, and
Contrast Store-and-forward, Cut- configurability of switches
through (Fast-forward), and Cut- + 1 = Store-and-forward checks the entire
through (Fragment-free) switching. frame (after the FCS) before forwarding
(maximum latency but minimum errors);
Fragment-free checks the frame into the
data field looking for collisions and
damaged frames (lower latency but not
Compare and Contrast 10Mbps and completely free of errors; Fast-Forward
100Mbps Ethernet. switches the frame immediately upon
reading the destination MAC Address
(lowest latency but highest error rate)
+ 1 = 10Mbps is 10BASE-T (half-duplex)
Describe network segmentation using and 10BASE-FL. 100Mbps (Fast
bridges, switches, and routers Ethernet) is 100BASE-TX (full duplex)
and 100BASE-FX. Both are CSMA/CD
technologies, and both are part of very
common asymmetric switches
+ 1 = all 3 devices create smaller collision
domains; but only routers and VLANs
create smaller broadcast domains
2. VLANs
#
1 5 Given a network with 16 hosts (4 per 4 + 2 = Each host forms a collision domain
segment) and segmented with 4 with its switch port through
VLAN capable switches, create 4 microsegmentation; each VLAN is a
VLANs containing 1 host from all broadcast domain which liberates the
segments, circle all VLANs, logical topology of a network from its
broadcast domains, and collision physical topology
domains, and describe traffic flow.
Explain Frame Tagging.
What are port-centric, static, and + 1 = Extra data added to frames to act as
dynamic VLANs? a VLAN identifier to allow fast switching
+ 1 = port-centric = all nodes connected to

ports in the same VLAN are given the same
VLAN ID; static VLANs = ports on a switch
that are statically (manually) assigned to a
VLAN; dynamic VLANs = ports on a switch
that can automatically determine their
VLAN assignments
3. IGRP
Time
Limit Prompt Point Sample Responses
#
[minutes [exact wording given to student] Value [to earn that point value]
]
1 5 Explain each word in the sentence 4 + 1 = knows the vocabulary
"IGRP is a dynamic, interior,
distance-vector, multiple-metric,
multiprotocol routing protocol."
Describe IGRP metrics and update
parameters
+ 2 = metrics: hop count, clock ticks, cost,
bandwidth, delay, load, reliability, MTU.
updates:
basic time constant, route expiration, hold-
Write out a valid, basic, complete, down, route flushing
IOS command sequence for IGRP +1=
router igrp 123
timers basic 45 15 0 60
network A.B.C.D
network E.F.G.H
no metric holddown
metric maximum-hop 20
4. ACLs
#
1 5 Write an extended ACL which 4 +2=
permits any HTTP traffic to any access-list 111 permit tcp 0.0.0.0
destination but denies intruders 255.255.255.255 0.0.0.0 255.255.255.255
from using the loopback address. eq 80
access-list 111 deny ip 127.0.0.1 0.0.0.0
any
Given a simple network connected
to the Internet, place at least three
ACLs and justify their placement. + 1 = answers will vary
Flowchart the process by which a

router with ACLs processes a
packet. + 1 = see Flash graphics for TIs 6.1.4 and
6.1.5 (some combination of thee diagrams)
5. IPX
#
1 5 Explain IPX Addressing with an 4 + 1 = 4A1D.0000.0E44.EA11; first 32 bits (4
example. hex digits) are the network number and the
last 48 bits (12 hex digits) are the node
number (physical, often MAC, address)
Explain the encapsulation formats
and their Cisco IOS names + 1 = see TIs 7.2.1 and 7.2.2
Using words and diagrams where
appropriate, explain the following
IPX vocabulary: Netware Protocol + 2 = includes NetWare Protocol Suite with
Suite, IPX Packet, SAP, GNS, a fair amount of detail; IPX packet fields
Novell RIP, IPX Ping. with a fair amount of detail; explanations of
SAP and GNS; specific meanings of Novell
RIP and IPX Ping.
Semester 3 Skills Based Final – Part 1 Router Configuration
Student Training
Name: ___________________Date: ______________
Exam Part 1 Overview:

You are the network administrator for a local elementary school. Your task is to setup and configure
the router for your particular location. You must configure the router from the command line of the
console interface using only IOS help. The district office routers, labeled DO1 and DO2, are already
configured and their setup is given below. The district has decided to create 1024 subnets from class
B network 171.17.0.0 to allow room for expansion. The district has also chosen to use IGRP for their
routing protocol and has been assigned autonomous system number 139 by the ICANN.
You will be assigned a Station Number for your school. This number is the same number as the
usable subnet you are assigned to. For example, if you are station number 10, you will be assigned
the 10th usable subnet range from your district’s network. This is illustrated in the diagram by the
letters SN and a number.
For security purposes, all of the student workstations will be given the upper half of the available
addresses in the host range of your school’s LAN. All of your major networking equipment (Routers,
switches, servers, printers etc.) and faculty stations will be given the lower half of the available
address within that same range. You will need to create and apply an access list that filters and
denies the student’s stations TELNET access to the closest serial interface on the district router.
Notes:
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Semester 3 Skills Based Final – Part 1 Router Configuration – Cont.
(Individual performance - 60 pts – 4 pts each)
District Router DO1 District Router DO2

Interface Serial 0 IP addr: 171.17.255.65 Interface Serial 0 IP addr: 171.17.254.193
Interface Ethernet 0 IP addr: 171.17.255.129 Interface Ethernet 0 IP addr: 171.17.255.130
School Router Configuration:

(Instructor or proctor must initial steps as completed)
1. Subnet Mask: ___________________________________ Initials: _______ Pts: _______

2. Host Range: ____________________________________ Initials: _______ Pts: _______
3. School WAN Interface Address: ____________________ Initials: _______ Pts: _______
4. LAN Interface Address: (From assigned range above) Initials: _______ Pts: _______
5. Appropriate Routing Protocol Initials: _______ Pts: _______
6. Workstation Address: (From assigned range above) Initials: _______ Pts: _______
Connectivity:
7. Ping opposite district router’s ethernet interface. Initials: _______ Pts: _______
8. Telnet to district router from workstation Initials: _______ Pts: _______
9. Access district router using web browser. Initials: _______ Pts: _______
Adding Security:
Create and apply an access list that denies the student’s workstations telnet access to the closest serial
interface of the district router you are attached to. For the first section you will need a Faculty IP
address and for the second you will need a Student IP address before attempting the tests.
10. Workstation Address: ____________________________ Initials: ________ Pts: ________

11. Can access district router via a web browser. Initials: ________ Pts: ________
12. Can access district router’s serial interface via telnet. Initials: ________ Pts: ________
You must reconfigure your workstation to have a Student IP address before completing the
following steps.
13. Workstation Address: ____________________________ Initials: ________ Pts: ________

14. Can access district router via web browser. Initials: ________ Pts: ________
15. Cannot access district router’s serial interface via telnet. Initials: ________ Pts: ________
Points Scored: __________

Semester 3 Skills Based Final – Part 2 Troubleshooting
(Individual performance - 20 pts)
Objective:
After your workstation and router have been successfully configured, you will be asked to leave and
problems will be introduced into your PC and/or router to demonstrate troubleshooting skills.
Problems encountered during troubleshooting and the steps taken to correct them must be
documented. You will troubleshoot the workstation and router you configured during part 1 of the
exam.
Troubleshooting Activity Record – 10 Points each (use back if necessary)

Symptom / Cause Tests / Results Detailed Solutions Points
Semester 3 Skills Based Final – Part 3 Network Concepts

Objective:
Answer the 2 questions on semester 3 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.
Questions 1 (10 pts):
_________________________________________________________________________________
_________________________________________________________________________________
Question 2: (10 pts)

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Points Scored: ____________

CCNA Semester 3 - Skills Based Final Exam - Student Training
Instructor 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) Router Configuration and 2)
Troubleshooting and 3) Network Concepts. All 3 parts should be completed (total possible of 100
points) and the total score combined with the Semester 3 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 based on their classroom environment and schedule. Emphasis
should be on the hands-on portion of 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 groups (teams) of four. Try to ensure that
teams are evenly matched with a variety of skill levels. Teams should be formed about 2/3 of the
way through the class to allow them time to work together and to minimize team dropout. Hand out
page one (only) of exam Part 1 from the exam copy when teams are formed to allow adequate
preparation for the exam. Part 1 will require access to one router per student. Four students can be
tested simultaneously on Parts 1 and 2 (if 6 routers are available) while another group is working on
Part 3 Network Concepts portion of the exam.
Exam Part 1 – Router Configuration – (Practical hands-on, Max. time 40 min., 60 Points)
Objective: Manually configure a router and an attached workstation for a school network with a
WAN connection to the district office. The district office router is already configured and the IP
addresses are given. The network subnet mask and the host range for an assigned subnet must be
determined and an Access Control List (ACL) must be applied to block certain traffic from the school
to the district office. Each student will configure one router and an attached workstation.
Preparation / Tools: Standard 5-router / workstation lab setup plus one additional router if available.
If 6 routers are available, 4 students can be tested simultaneously. If 5 routers are available, 3
students can be tested simultaneously. Workstations should have HyperTerminal and a TFTP server
installed. Backups of the configuration files for all 5 (or 6) routers on floppy or CD should be
available for quick restore. The configuration of the district office routers; DO1 and DO2 are
included at the end of these guidelines.
CCNA Semester 3 - Skills Based Final Exam - Student Training
Instructor Guidelines - Exam Overview and Administration – Cont.
Exam Part 2 - Troubleshooting – (Practical hands-on, Max. time 20 min., 20 Points.)

Objective: Troubleshoot problems after the workstation and router have been configured. After the
workstation and router are successfully configured, the individual will be asked to leave and
problems will be introduced to demonstrate troubleshooting skills. Problems encountered during
troubleshooting and the steps taken to correct them must be documented. Each student will have to
troubleshoot the workstation and the router they configured.
Preparation / Tools: Develop a list of 5 to 10 potential problems to be introduced. Problems should

focus on OSI layers 3 and 4 resulting in loss of network connectivity or causing the ACL not to
function correctly. Examples include: 1) Change workstation IP settings, 2) Change router IP /
interface configuration, 3) Change the ACL statements, 4) Change the interface or remove the ACL
from an interface on the router. 5) Change the routing protocol used.
Exam Part 3 - Network Concepts – (Oral or Written, Est. time 20 min., 20 Points)
Objective: Answer 2 networking concepts questions from a pool of approved questions. Any student
may have to answer any question and should 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 which can be found in the instructor’s version of the
Semester 3 curriculum in the Preface, Chapter 0 under Third Semester Finals. A Rubric is provided
to help assess the accuracy and completeness of student’s answers.
Semester 3 Skills Based Final – Part 1 Router Configuration
Student Training
Name: ___________________Date: ______________
Exam Part 1 Overview:

You are the network administrator for a local elementary school. Your task is to setup and configure
the router for your particular location. You must configure the router from the command line of the
console interface using only IOS help. The district office routers, labeled DO1 and DO2, are already
configured and their setup is given below. The district has decided to create 1024 subnets from class
B network 171.17.0.0 to allow room for expansion. The district has also chosen to use IGRP for their
routing protocol and has been assigned autonomous system number 139 by the ICANN.
You will be assigned a Station Number for your school. This number is the same number as the
usable subnet you are assigned to. For example, if you are station number 10, you will be assigned
the 10th usable subnet range from your district’s network. This is illustrated in the diagram by the
letters SN and a number.
For security purposes, all of the student workstations will be given the upper half of the available
addresses in the host range of your school’s LAN. All of your major networking equipment (Routers,
switches, servers, printers etc.) and faculty stations will be given the lower half of the available
address within that same range. You will need to create and apply an access list that filters and
denies the student’s stations TELNET access to the closest serial interface on the district router.
District Router DO1 District Router DO2

Interface Ethernet 0 IP addr: 171.17.255.129 Interface Ethernet 0 IP addr: 171.17.255.130
School Router Configuration:

(Instructor or proctor must initial steps as completed)
1. Subnet Mask: ________255.255.255.192__ Initials: _______ Pts: _____
2. Host Range: See below for valid ranges Initials: _______ Pts: _____
Subnet / Valid IP Address Range Subnet / Valid IP Address Range

Wkstn # Wkstn #
1 171.17.0.65 - 171.17.0.126 16 171.17.4.1 - 171.17.4.62
2 171.17.0.129 – 171.17.0.190 17 171.17.4.65 - 171.17.4.126
3 171.17.0.193 – 171.17.0.254 18 171.17.4.129 - 171.17.4.190
4 171.17.1.1 - 171.17.1.62 19 171.17.4.193 - 171.17.4.254
5 171.17.1.65 - 171.17.1.126 20 171.17.5.1 - 171.17.5.62
6 171.17.1.129 – 171.17.1.190 21 171.17.5.65 - 171.17.5.126
7 171.17.1.193 – 171.17.1.254 22 171.17.5.129 - 171.17.5.190
8 171.17.2.1 - 171.17.2.62 23 171.17.5.193 - 171.17.5.254
9 171.17.2.65 - 171.17.2.126 24 171.17.6.1 - 171.17.6.62
10 171.17.2.129 – 171.17.2.190 25 171.17.6.65 - 171.17.6.126
11 171.17.2.193 – 171.17.2.254 26 171.17.6.129 - 171.17.6.190
12 171.17.3.1 - 171.17.3.62 27 171.17.6.193 - 171.17.6.254
13 171.17.3.65 - 171.17.3.126 28 171.17.7.1 - 171.17.7.62
14 171.17.3.129 – 171.17.3.190 29 171.17.7.65 - 171.17.7.126
15 171.17.3.193 – 171.17.3.254 30 171.17.7.129 - 171.17.7.190
3. School WAN Interface Address: See address ranges below Initials: _______ Pts: _______
If connected to Valid IP address range If connected Valid IP address range

DO1 to DO2
Interface S0: 171.17.255.66 – Interface S0: 171.17.254.194 –
171.17.255.126 171.17.254.254
Interface S1: 171.17.255.2 – Interface S1: 171.17.254.130 –
171.17.255.62 171.17.254.190
4. LAN Interface Address: (From assigned range above) Initials: _______ Pts: _______
5. Appropriate Routing Protocol Initials: _______ Pts: _______
6. Workstation Address: (From assigne d range above) Initials: _______ Pts: _______
Connectivity:
7. Ping opposite district router’s ethernet interface. Initials: _______ Pts: _______
8. Telnet to district router from workstation Initials: _______ Pts: _______
9. Access district router using web browser. Initials: _______ Pts: _______
Adding Security:
Create and apply an access list that denies the student’s workstations telnet access to the closest serial
interface of the district router you are attached to. For the first section you will need a Faculty IP
address and for the second you will need a Student IP address before attempting the tests.
10. Workstation Address: From lower half of assigned range Initials: ________ Pts: ________
11. Can access district router via a web browser. Initials: ________ Pts: ________
12. Can access district router’s serial interface via telnet. Initials: ________ Pts: ________
You must reconfigure your workstation to have a Student IP address before completing
the following steps.
13. Workstation Address: From upper half of assigned range Initials: ________ Pts: ________
14. Can access district router via web browser. Initials: ________ Pts: ________
15. Cannot access district router’s serial interface via telnet. Initials: ________ Pts: ________
Points Scored: _____________
Semester 3 Skills Based Final – Part 2 Troubleshooting

Objective:
After your workstation and router have been successfully configured, you will be asked to leave and
problems will be introduced into your PC and/or router to demonstrate troubleshooting skills.
Problems encountered during troubleshooting and the steps taken to correct them must be
documented. You will troubleshoot the workstation and router you configured during part 1 of the
exam.
Troubleshooting Activity Record – 10 Points each (use back if necessary)

Symptom / Cause Tests / Results Detailed Solutions Points
Semester 3 Skills Based Final – Part 3 Network Concepts
Objective:
Answer the 2 questions on semester 3 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.
Instructor notes: Sample questions and rubrics to help assess answers are found in the instructor’s
version of the Semester 3 curriculum in the Preface, Chapter 0 under Second Semester Finals.
Questions 1 (10 pts):
_________________________________________________________________________________
_________________________________________________________________________________
Question 2: (10 pts)

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Points Scored: ____________

Semester 3 Skills Based Final – District Office Routers Configuration
!ROUTER CONFIG FOR DO1
!Password: 4cisco
ip http server
hostname DO1
int s0
ip address 171.17.255.65 255.255.255.192
encapsulation ppp
no loop
no shutdown
int s1
ip address 171.17.255.1 255.255.255.192
encapsulation ppp
no loop
no shutdown
int e0
ip address 171.17.255.129 255.255.255.192
no shutdown
router igrp 139
network 171.17.0.0
enable secret 4cisco
line con 0
password 4cisco
login
line vty 0 4
password 4cisco
login
end
!ROUTER CONFIG FOR DO2

!Password: 4cisco
ip http server
hostname DO2
int s0
ip address 171.17.254.193 255.255.255.192
encapsulation ppp
no loop
no shutdown
int s1
ip address 171.17.254.129 255.255.255.192
encapsulation ppp
no loop
no shutdown
int e0
ip address 171.17.255.130 255.255.255.192
no shutdown
router igrp 139
network 171.17.0.0
enable secret 4cisco
line con 0
password 4cisco
login
line vty 0 4
password 4cisco
login
end
I. 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.
J. TCS Overview
General Requirements
The school district is in the process of implementing an enterprise-wide network which will include
Local Area Networks (LANs) at each site and a Wide Area Network (WAN) to provide data
connectivity between all school sites.
Access to the Internet from any site in the school district is also an integral part of this
implementation. Once the network is in place, the school district will implement a series of servers
to facilitate online automation of all of the district's administrative and many of the curricular
functions.
Since this network implementation will have to continue to be functional for a minimum of 7-10
years, all design considerations should include a minimum of 100x (times) growth in the LAN
throughput, 2x (times) growth in the WAN core throughput, and 10x (times) growth in the District
Internet Connection throughput. The minimum requirement for initial implementation design will
be 1.0 Mbps to any host computer in the network and 100 Mbps to any server host in the
network. Only two OSI layer 3&4 protocols will be allowed to be implemented in this network, they
are TCP/IP and Novell IPX.
SECTION 1 - WIDE AREA NETWORK

The Washington School District Wide Area Network (WAN) will connect all school and
administrative offices with the district office for the purpose of delivering data. The WAN will be
based on a two-layer hierarchical model. Three (3) regional Hubs will be established at the
District Office/Data Center, Service Center and Shaw Butte Elementary School for the purpose of
forming a fast WAN core network. School locations will be connected into the WAN core Hub
locations based on proximity to the Hub.
TCP/IP and Novell IPX will be the only networking protocols that will be acceptable to traverse the
district WAN. All other protocols will be filtered at the individual school sites using access routers.
High-end, powerful routers will also be installed at each WAN core location. Access to the
Internet or any other outside network connections will be provided through the District Office/Data
Center through a Frame Relay WAN link. For security purposes, no other connections will be
permitted.
SECTION 2 - LOCAL AREA NETWORK & WIRING SCHEME

Two Local Area Network (LAN) segments will be implemented in each school and the District
Office. The transport speeds will be Ethernet 10BASE-T, 100BASE-TX, and 100BASE-FX.
Horizontal cabling shall be Category 5 Unshielded Twisted Pair (CAT5 UTP) and will have the
capacity (be tested) to accommodate 100 Mbps. Vertical (Backbone) cabling shall be CAT5 UTP
or fiber optic multi-mode cable. The cabling infrastructure shall comply with TIA/EIA-568-A and
TIA/EIA-569 standards.
One LAN will be designated for student / curriculum usage and the other will be designated for
administration usage (see: SECURITY SECTION). The LAN infrastructure will be based on
Ethernet LAN switching. This will allow for a migration to faster speeds (more bandwidth) to the
individual computers and between MDFs and IDFs without revamping the physical wiring scheme
to accommodate future applications.
In each location a Main Distribution Facility (MDF) room will be established as the central point to
which all LAN cabling will be terminated and will also be the point of presence (POP) for the Wide
Area Network connection. All major electronic components for the network, such as the routers
and LAN switches, will be housed in this location. In some cases an Intermediate Distribution
Facility (IDF) room will be established, where horizontal cabling lengths exceed TIA/EIA-568-A
recommended distances or where site conditions dictate. In such cases, the IDF will service its
geographical area and the IDF will be connected directly to the MDF in a STAR or EXTENDED
STAR topology.
Each room requiring connection to network will be able to support 24 workstations and be
supplied with four (4) CAT 5 UTP runs for data, with one run terminated at the teacher's
workstation. These cable runs will be terminated in the closest MDF or IDF. All CAT 5 UTP cable
run will be tested end-to-end for 100 Mbps bandwidth capacity. A single location in each room will
be designated as the wiring point of presence (POP) for that room. It will consist of a lockable
cabinet containing all cable terminations and electronic components; i.e. data hubs and switches.
From this location data services will be distributed within the room via decorative wire molding.
Network 1 will be allocated for general curriculum usage and network 2 will allocated for
administrative usage.
SECTION 3 - DISTRICT SUPPLIED SERVERS AND FUNCTIONS

All file servers will be categorized as Enterprise or Workgroup type services, and then placed on
the network topology according to function and anticipated traffic patterns of users.
DOMAIN NAMES SERVICE and EMAIL SERVICES
Domain Name Services (DNS) and e-mail delivery will be implemented in a hierarchical fashion
with all services located on the master server at the district office. Each District Hub location will
contain a DNS server to support the individual schools serviced out of that location. Each school
site will also contain a host for DNS and e-mail services (local post office) that will maintain a
complete directory of all staff personnel and student population for that location. The school host
will be the local post office box and will store all e-mail messages. The update DNS process will
flow from the individual school server to the Hub server and to the district server. All regional
servers will have the capability to communicate between themselves, thus building redundancy in
the system in the event that the District master server is unavailable. Should the District master
server require a partial or complete restore of data, the ability to query any or all of the regional
servers to acquire the needed information will be provided.
ADMINISTRATIVE SERVER
The school district is moving towards a totally automated server based administration system.
Each school location will contain an Administration server which will house the student tracking,
attendance, grading and other administration functions. This server will be running TCP/IP as its
OSI layer 3&4 protocols and will only be made available to teachers and staff.
LIBRARY SERVER
The school district is implementing an automated library information and retrieval system, which
will house an online library for curricular research purposes. This server will be running TCP/IP as
its OSI layer 3&4 protocols and will made available to anyone at the school site.
APPLICATION SERVER
All computer applications will be housed in a central server at each school location. As
applications such as Word processing, Excel, PowerPoint , etc are requested by users these
applications will be retrieved from the application server. This will provide district support staff
with a easy and efficient method for upgrading applications without having to reload new software
on each computer in the district network. This server will use TCP/IP as its OSI layer 3&4
protocols and will be made available to anyone at the school site.
OTHER SERVERS
Any other servers implemented at the school sites will be considered departmental (workgroup)
servers and will be placed according to user group access needs. Prior to implementation of other
servers a requirements analysis must be submitted for the purpose of determining placement of
the server on the district network.
SECTION 4 - ADDRESSING AND NETWORK MANAGEMENT
A complete TCP/IP addressing and naming convention scheme for all hosts, servers, and
network interconnection devices will be developed and administered by the District Office. The
implementation of unauthorized addresses will be prohibited. The District Addressing Scheme
can be implemented in a number of ways. Ideas you should consider are Class A, B, and C
Addresses with appropriate subnetting, Network Address Translation (NAT), and Private Network
Numbers.
All computers located on the administrative networks will have static addresses, curriculum
computers will obtain addresses by utilizing Dynamic Host Configuration Protocol (DHCP). Each
site should have a server running DHCP and use only addresses consistent with the overall
District Addressing Scheme. A master network management host will be established at the
District Office and will have total management rights over all devices in the network. This host will
also serve as the router configuration host and maintain the current configurations of all routers in
the network. Each region location (Hub) will house a regional network management host to
support its area. The management scheme for the data portion of the network will be based on
the Simple Network Management Protocol (SNMP) standards. All routers will be pointed to the
master Network Management host for the purpose of downloading new or existing configurations.
The District Office will maintain the super user passwords for all network devices and
configuration changes on these devices will be authorized from the District Office: i.e., Routers
and LAN Switches.
SECTION 5 - SECURITY
External Threats - Internet Connectivity shall utilize a double firewall implementation with all
Internet-exposed applications residing on a public backbone network. In this implementation all
connections initiated from the Internet into the schools private network will be refused. In the
district security model the network will be divided into three (3) logical network classifications,
Administrative, curriculum and external with secured interconnections between them.
This model will dictate that two physical LAN infrastructures be installed at all schools and the
District Office, with one designated administrative and the other curriculum. Every computer and
file server will be categorized according to its function and placed on the appropriate LAN
segment. At the schools, each LAN segment will have a file server. All applications will be
categorized and placed on the appropriate server. By utilizing Access Control Lists (ACLs) on the
routers, all traffic from the curriculum LANs will be prohibited on the administration LAN.
Exceptions to this ACL can be made on an individual basis. Applications such as E-Mail and
Directory services will be allowed to pass freely since they pose no risk. A user ID and Password
Policy will be published and strictly enforced on all computers in the District. All computers in the
District network will have full access to the Internet. All ACLs will be controlled at the district office
and exceptions to the ACLs will be reviewed prior to implementation.
SECTION 6 - INTERNET CONNECTIVITY

All Internet connectivity will be supplied through the District Office with the District Office being
the single point of contact for all schools and organizations within the district. This connection will
be highly controlled and capacity (bandwidth) upgraded as usage dictates. The Internet
connection will utilize double firewall implementation with a public network (Ethernet backbone)
established for services that will be exposed to the Internet such as master E-mail, Domain Name
Services (DNS) and a World Wide Web server. All connectivity that is initiated from the Internet to
the internal District network will be protected via Access Control Lists (ACLs) on the routers that
make up the double firewall architecture. Any connectivity initiated from the District to the Internet
will be permitted to communicate freely. E-mail and DNS services will communicate freely in both
directions since these applications poses no security threat. A Web server will be located on the
public backbone and partitioned to allow any school to install a Web home page on the Internet.
Individual Web servers that need total exposure to the Internet will not be permitted on the
internal District network. If schools require an independent web server host, this host will be
placed on the public network backbone.
SECTION 7 - USER COUNTS
Threaded Case Study -- User Counts at each site
Elementary School District Addressing
You need to assume there will be 250 computers in each school for student/Curriculum (C) usage
and 75 computers in each school for teacher/Administration usage (A). This would be the
maximum number in any given school. Also keep in mind that at each location (indicated by a 1
on the site drawing) the layer 1 wiring needs to be designed to accommodate up to 25 computers:
1 run for the teachers/Admin computer (A) and 3 runs for up to 24 student/Curriculum computers
(C).
Washington Elementary School District
Regional Hub I: One District Office/Data Center [75 (A)] and 11 schools [250(C) & 75(A): per
school]
Regional Hub II: One Service Center [75 (A)] and 11 schools [250(C) & 75(A): per school]
Regional Hub III: 11 schools [250(C) & 75(A): per school] and one community school
District Office/Data Center (Admin)
Desert Slope
Sunnyslope
Mountain View
Road Runner
Washington
Lake View
John Jacobs
Iron Wood
Desert Foothills
Chaparral
Cholla
Service Center (Admin)
Sunset
Acacia
Mountain Sky
Tumbleweed
Sweetwater
Sunburst
Sahuaro
Blue Sky
Moon Mountain
Lookout Mountain
Abraham Lincoln
Shaw Butte (School)
Richard E. Miller
Royal Palm
Alta Vista
Cactus Wren
Manzanita
Maryland
Ocotillo
Orangewood
Palo Verde
Arroyo
* Community School
Notes:
4 T1 data lines will provide Point-to-Point connectivity between each of the three Regional Hubs
(I. Data Center - II. Service Center - III. Shaw Butte School)
One T1data line will provide Point-to-Point connectivity from each Regional Hub to each
connected site.
One T1-speed data (Frame Relay) line will connect all sites to the Internet. This connection will
occur at the District Office/Data Center, from the firewall routers to the Frame Relay "cloud."
One site (Community school) will access the district WAN via ISDN.
All site routers will have modem connectivity to the Data Center and Service Center for ease of
router maintenance and enforcement of district-wide network administration policies.
1 2 3 4 5
Acacia swf bmp swf bmp swf bmp
Desert View swf bmp swf bmp swf bmp swf bmp
Mountain Sky swf bmp swf bmp swf bmp swf bmp
RE Miller swf bmp swf bmp swf bmp
Royal Palm swf bmp swf bmp swf bmp swf bmp swf bmp
Sunnyslope swf bmp swf bmp swf bmp swf bmp
Sunset swf bmp swf bmp swf bmp
All Zipped swf bmp

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Preface

Frequently asked questions

Q2. Why did Cisco change the curriculum?

Q3. What about lesson plans?

Q4. How can different schedules be accommodated?

Q6. What material is essential?

Q7. What material can I skim?

Q8. What assumptions go into this Instructors Guide?

Q9. What if I have other ideas about how to teach Semester 3?

0.2.1 9-week and 18-week

0.3.2 Design activities

0.3.3 Graphical organizers and representations

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

More information on journal reflection is available under Teaching Strategies.

0.3.6 Kinesthetic activities

0.3.7 Lab exams

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.

TRANSITIONING from TEXTBOOK to ONLINE LEARNING

0.3.16 Web research

In Semesters 2, 3, and 4, the online documentation at Cisco becomes particularly important. In

0.4 Instructors Resource Guide

0.4.1 Introduction and overview

Following, are some lesson elements that enhance student learning:

Using Review Strategies

Using Student Reflection

Using the Study Guide

Summarizing and Clarifying Learning

Developing Performance Labs/Activities

0.4.2 Lesson plan design

Lesson Title and Objectives

Preparation for Learning

0.4.3 Study Guide

TRANSITIONING from TEXTBOOK to ONLINE LEARNING

0.4.4 Instructional responsibilities for teachers

0.4.5.1 Teaching Strategies: Jeopardy

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

0.4.5.3 Teaching Strategies: Student reflection

0.4.5.4 Teaching Strategies: Using rubrics

Rubrics for a Model

2. Description of Role Playing

Rubrics for Role Playing

Rubrics for a Demonstration

Rubrics for a Diagram

0.4.5.5 Teaching Strategies: Review strategies

0.4.5.6 Teaching Strategies: Student grouping

COOPERATIVE GROUP WORK

Rubrics for Cooperative Work Group

1. Small Group Inquiry Plan Development

3. Group Problem Solving

4. Individual Effort Within a Group

0.4.5.7 Teaching Strategies: Study guide

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