Course Profile   Computer Engineering, Grade 11, Workplace Preparation, Catholic and Public

 

Unit 3:  Networking

Time:  20 hours

 

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5

Description

This unit focuses on basic network components, network cables, network types, and topologies. Students install network cards, activate computer operating systems for network access, install and configure computers for given network operating systems, and define computer network interfaces. They learn the importance of network connectivity and infrastructure (dial-up, LAN, WAN, and Internet) and how it impacts on our world, as well as potential career opportunities in the area of computer networking. Importance of proper and documented communications is stressed when dealing with customer requests. Students practise attitudes and values founded on Catholic social teaching when dealing with clients.

Unit Synopsis Chart

Activity

Time

Expectations

Assessment

Tasks

1. Networking Components and Networks

180 min

TFV.01, TFV.02, TF1.01, TF1.07, TF1.09, SP2.01, ICV.04

CGE2b, CGE2e, CGE3b, CGE3c

Knowledge/
Understanding

General networking concepts, hardware, and historical developments.

2. Network Interface Card Installation and OS Activation

180 min

TFV.02, TFV.03, TF1.01, SPV.02, SP1.05, SP1.10, SP2.01, ICV.04

CGE3b, CGE3c, CGE4f

Thinking/Inquiry
Application

NIC installation and activation on a PC. Tests for successful configuration.

3. Communicating on a Network – Network Assembly and Protocols

180 min

SPV.02, SP1.03, SP1.10, SP2.01, ICV.04

CGE3b, CGE4f

Thinking/Inquiry
Application

Configuring a network using networking electronics and cables.

4. Install and Configure Networks Based on Client Needs

420 min

TFV.01, TFV.02, TF1.01, SPV.03, SPV.05, SP1.01, SP1.02, SP1.03, SP1.12, SP1.15, SP2.01, SP2.05, SP2.06, ICV.02, ICV.04, IC1.02, IC1.04, IC1.05

CGE3b, CGE3c, CGE4c, CGE5e

Knowledge/
Understanding
Thinking/Inquiry
Communication
Application

Assessing, formulating, implementing and documenting of networks based on client needs. Career exploration

5. Network Troubleshooting

240 min

TF2.02, SPV.01, SPV.02, SPV.05, SP1.04, SP1.06, SP1.07, SP2.01, SP2.04, SP2.05, ICV.02, ICV.03, ICV.04, IC1.03, IC1.04, IC1.05

CGE3b, CGE3f, CGE4f, CGE5a

Thinking/Inquiry
Communication

Developing logical diagnosis and problem documentation procedures.

Activity 1:  Networking Components and Networks

Time:  180 minutes

Description

Students are introduced to basic network hardware components including hubs, switches, routers, bridges, cabling, network interface cards, home dial-up equipment and their associated functions. The basic setup of a network is discussed and performed in a controlled working environment. Students demonstrate understanding of simple home networks including dial-up services. Importance of proper and documented communications is stressed when dealing with customer requests. Students also focus on customer service ideals, and examine the meaning of a moral and ethical work environment.

Strand(s) & Learning Expectations

Strand(s):  Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

TFV.01 - describe current hardware and software products;

TFV.02 - describe computer networks and operating systems;

ICV.04 - communicate and work effectively individually and in groups.

Specific Expectations

TF1.01 - identify current hardware products and their uses;

TF1.07 - describe the advantages and disadvantages of networked versus stand-alone computing;

TF1.09 - explain the similarities and differences between local and wide area networks;

SP2.01 - use computer terminology correctly.

Ontario Catholic School Graduate Expectations

CGE2b - reads, understands and uses written materials effectively;

CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;

CGE3b - creates, adapts, evaluates new ideas in light of the common good;

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems.

Prior Knowledge & Skills

·         Basic hardware familiarization from Unit 1

·         An understanding of the basic functions of the operating system. This would include an understanding of how to copy/delete/rename files, format data and bootable diskettes, and locate various hardware controls in the operating system.

·         A clear understanding of the safe handling of computer hardware from Unit 1.

Planning Notes

·         Pretest hardware including network cabling, telephone line (if available) and network drops
(if available).

·         Test for connectivity of computers on the networks for demonstration purposes (e.g., pinging different workstation IP addresses)

·         Determine the date of the assessment for this activity and inform students at the beginning of the activity.

·         Determine the terms and concepts to be assessed at the end of this activity and plan an evaluation scheme appropriate for the class ability level.

·         Prepare lesson presentation of topologies, architecture, network types and cabling standards (Appendices 2.1.3 – Networks).

·         Organize the distribution of hardware for student handling purposes.

·         Determine if alternative resources are required or may be of benefit for this activity (e.g., guest speakers, field trips, web tours).

Teaching/Learning Strategies

1.   (Day 1) Teachers discuss the concept of serving customers and the common good in applying networks to enhance business and education opportunities. The priority of striving to improve life is discussed, students are asked to record this in their journals. Teacher and students discuss concepts of connectivity using SneakerNet (copying files onto a disk then walking it to another computer) up to and including the Internet. The focus is the benefits to customers of LAN and/or WAN.

2.   Teachers demonstrate various networking hardware components and discuss the function of each, preferably with simple workgroup sharing (e.g., Windows Workgroups or Macintosh Appleshare file sharing – using both serial/parallel connections as well as LAN hardware), LAN connectivity (i.e. link status activity indicators on hubs), and/or dial-up devices (e.g., 56K and/or DSL/Cable modems). Note that a discussion of the type of cabling (CAT3 and CAT5 UTP, cross cables) and the connectors (RJ11 and RJ45) may be inserted here if level of understanding and time permit.

3.   Teachers introduce the Connectivity Report question sheet and accompanying rubric, provide resources for students and assign due date. (Appendix 2.1.1 – Positives and Negatives of Connectivity for home users).

4.   (Day 2) Teachers demonstrate how to connect two computers using a simple serial or parallel cable (e.g., ADB cable and the Chooser on a Macintosh) then how to do the same transfer using LAN connections.

5.   Students work as a team to connect two computers using a parallel/serial cable and using appropriate operating system utilities. Using the checklist they created during the teacher demonstration, students check their machines for connection success and troubleshoot any difficulties. Students make a checklist during the demonstration and make a connection using operating system utilities and transfer a file.

6.   Teachers circulate to assist students with any problems. Students complete their checklist to add to their portfolio.

Assessment & Evaluation of Student Achievement

·         Learning Skills Checklist

·         A formative assessment by observing the completion of the activities and roving conferences to indicate student progress and areas in need of improvement. Use the Networking Activity Checklist and Rubric to assist in this formative assessment (Appendix 2.1.4).

Accommodations

·         Provide vocabulary and definitions prior to and in the course of the lesson, when necessary.

·         Monitor individual submissions; allow extra time or alternative assignments as needed.

·         Provide extra visual and hands-on assistance for students with special needs, based on recommendations in the exceptional student’s IEP.

Resources

Software

Operating systems (e.g., DOS, Windows 9.x, Windows NT, Windows ME, Windows 2000,
System 6.x, 7.x, 8.x, Unix, Linux, or others)

Ontario Educational Software Services [OESS software tools] (e.g., Corel WordPerfect, Microsoft Works, Appleworks, etc.)

Networking Utilities (e.g., ping, FTP, NetScanTools, AG EtherPeek, AGNet Tools, etc.)

Print

Feibel, Werner. Encyclopedia of Networking, 3rd ed. Sybex, 2000. ISBN 0-7821-2255-8

Feldman, Jonathon. Sams Teach Yourself Network Troubleshooting in 24 Hours. Sams, 1998.
ISBN 0672314886

Gregg, Kenneth. Windows Networking Basics. Harper Collins Canada, 1998. ISBN 0764532146

Groth, David and Jim McBee. Cabling The Complete Guide to Network Wiring. Sybex, 2000.
ISBN 0-7821-2645-6

Kearns, Dave. Sams Teach Yourself Windows Networking in 24 Hours. Sams, 1998. ISBN 0672314754

Keogh, Jim. Core MCSE: Networking Essentials. Prentice-Hall of Canada Ltd. ISBN 0130107336

Magendanz, Thomas and Radu Popescu-Zeletin. Intelligent Networks: Basic Technology, Standards & Evolution. International Thomson Press, 1996. ISBN 1850322937

Minasi, Mark. The Complete PC Upgrade and Maintenance Guide. Sybex 2000. ISBN 0-7821-2800-9

Networking Complete. Sybex, 2000. ISBN 0-7821-2610-3

Operating System Manuals and reference texts

Sybex A+ e-Trainer. Sybex, 2000. ISBN 0-7821-5000-4

Video

The Journey Inside

Intel Corporation – Part of The Journey Inside Education Kit

Websites

Tim Higgin’s Practically Networked – http://www.practicallynetworked.com/

Novell Network Primer – http://www.novell.com/catalog/primer/primer.html

Intel Resources – http://www.intel.com/education/k12/resources/index.htm

3Com’s Netprep programme – http://education.3com.com/Netprep/index.html

Computer Professionals for Social Responsibility – http://www.cpsr.org/

Business Ethics Magazine – http://www.business-ethics.com/

Appendix 2.1.1

Positive and Negative Aspects of the Evolution of Connectivity

 

Question Sheet

 

1.   How and why did computer connectivity develop?

 

2.   What are some of the advantages of connectivity? Discuss using the following applications.

·         personal communication

·         business communication

·         collaborative processors

·         marketing

·         development of software

·         exchange of ideas

 

3.   What are some of the disadvantages of connectivity? Discuss using the following applications.

·         personal communication

·         business communication

·         collaborative processors

·         marketing

·         development of software

·         exchange of ideas

 

4.   In your opinion, what is the greatest advantage/disadvantage of connectivity in an educational setting?

 

Appendix 2.1.3

Network Basics

Definition: Network – Two or more communicating devices that are connected to form a system that share applications, data, and hardware components.

Purposes

·         share resources

·         speed connections between computers

·         research collaboration

·         electronic mail

·         teleconferences and discussion groups

·         cooperative learning

LANs

·         LAN: local area network – computers networked within the same site.

·         Nodes: Devices that are connected to the network.

·         Servers – computers and devices that provide services on a network (e.g., fileservers, print servers, web servers).

·         Cables:

·         Twisted Pair Cable: costs the least but is the slowest and can be affected by electromagnetic interference (EMI) from electrical devices (e.g., photocopiers, fluorescent lights, etc.);

·         Coaxial cable: can be baseband and broadband. Baseband can only carry one signal, but is very fast. Broadband can carry more than one signal;

·         Fibre Optic Cables: can carry massive amounts of data and are unaffected by magnetic or electrical interference. They are expensive and difficult to install.

·         Network Interface card: an adapter card placed inside the computer in either a PCI or ISA slot. It is the connection on the computer to the network.

·         Hubs (sometimes called repeaters or concentrators) distribute/broadcast network signals equally down all ports regardless of actual destination address.

·         LAN switches: distribute signals from source to destination without broadcasting to other ports. This prevents collisions and is a more efficient use of bandwidth.

·         Router: a device that connects any number of LANs. Routers use headers and a forwarding table to determine where packets go and they use ICMP to communicate with each other and configure the best route between any two hosts. Very little filtering of data is done through routers.

·         Bridge: a device that connects two LANs or two segments of the same LAN. The two LANs being connected can be alike or dissimilar. Unlike routers, bridges are protocol independent.

Topology

Physical layout of LAN: most common are:

·         BUS: least expensive because it does not require hubs or switches as all nodes connected to LAN as branches on a common line.

·         Requires network cards installed in nodes.

·         Failure of one computer can bring down the network if the common line is broken and not terminated.

·         STAR: requires hubs or switches.

·         All nodes attached have a separate line connected to a hub or switch.

·         If one computer fails in any way the network will still function, i.e., this topology is more fault tolerant.

Appendix 2.1.3  (Continued)

·         RING: all nodes are on the same circuit forming a continuous loop (e.g., Token Ring or FDDI).

·         If ring is broken, network fails.

·         Ring technologies are typically controlled access networks, which means that they use the full bandwidth of the technology at all times. Very fast and efficient but also very expensive.

LAN Architecture

·         Client/server: uses one or more computers as servers and other computers are clients;

·         server contains the network operating system capable of providing services (e.g., file, print, web, FTP, application, etc.);

·         clients can request those services (e.g., save files, run programs, or print on a network printer).

·         Peer/Peer - all computers on network are considered equal citizens. At any time a computer can provide services or be using services from another computer. Typically used on small networks due to management issues.

Network Communication

WAN – wide area networks – computers connected between two physically different sites using telephone lines, cable, radio waves, or other telco service.

·         requires special media provided by service providers (e.g., Bell, Rogers).

·         requires special hardware:

·         telephone wires, fibre optic cables, microwaves or satellites required for communication;

·         routers decide where to send data;

·         Internet is very large example of a WAN.

Network Protocols

·         Set of rules for exchanging information between different formats.

·         Assists in transferring files between microcomputers.

·         When different formats meet and decide on a common means of communication it is called handshaking.

·         Protocol converters help change information between incompatible formats.

·         TCP/IP is one of the most common protocols (Transmission Control Protocol/Internet Protocol).

·         NETBEUI, IPX/SPX, Appletalk, NetBIOS over IPX/SPX

·         DHCP and DNS servers, Gateways

 

Appendix 2.1.4

Networking Activity Checklist – (If yes is selected indicate level based on rubric)

 

Activity

Networking Terminology Used

Physical Connection of Computers

Quality and Use of checklist

Operating System Setup

File Transfer and troubleshooting

Student Names

Yes

No

Yes

No

Yes

No

Yes

No

Yes

No

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Activity 2:  Network Interface Card Installation and OS Activation

Time:  180 minutes

Description

Students perform Network Interface Card (NIC) installations within common operating systems (e.g., MacOS 9, X, Windows 95/98/NT/ME 2000, Linux, etc.). Students perform physical installations using safe operating procedures, activate the new device in the operating system (OS) and test for connectivity using basic utility software (e.g., ping). Students apply ethical teamwork and customer service practices as members of a team.

Strand(s) & Learning Expectations

Strand(s):  Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

TFV.02 - describe computer networks and operating systems;

TFV.03 - identify required procedures for the safe handling of electronic components;

ICV.04 - communicate and work effectively individually and in groups.

Specific Expectations

TF1.01 - identify current hardware products and their uses;

SPV.02 - use utility and application software effectively;

SP1.05 - properly install and configure expansion components (e.g., video/network/modem cards, memory, secondary storage devices);

SP1.10 - use appropriately prescribed methods of handling computer hardware;

SP2.01 - use computer terminology correctly.

Ontario Catholic School Graduate Expectations

CGE3b - create, adapt, and evaluate new ideas in light of the common good;

CGE3c - think reflectively and creatively to evaluate situations and solve problems;

CGE4f - apply effective communication, decision-making, problem-solving, time and resource management skills.

Prior Knowledge & Skills

·         Hardware familiarity from Unit 1

·         An understanding of the basic hardware functions of the operating system. This would include the use of a device manager to determine hardware conflicts.

·         A clear understanding of the safe handling of computer hardware from Unit 1

Planning Notes

·         Pre-test connectivity between devices to determine if cables and network devices are working.

·         Pre-test computer configuration to determine if all computers are operating correctly, establish phone line connectivity (i.e., dial tone) and modem configuration on the demonstration computer.

·         Prepare appropriate hardware to facilitate the installation of NICs (a station approach can be used in a limited hardware situation).

·         Review prepared step-by-step handouts and complete steps according to the work site.
(Appendix 2.2.1 – Installing Network Interface Card)

Teaching/Learning Strategies

·         Teachers and students review safety concerns with static electricity and the importance of keeping contacts clean as they apply to components.

·         Teachers introduce the activity with a discussion about connectivity to the Internet focusing on the concepts of direct and dial-up connectivity. Students review handout (Appendix 2.2.1 – Installing a Network Interface Card Checklist). Students follow the checklist as the teacher demonstrates:

·         the installation of a NIC;

·         the installation of a driver to activate the NIC;

·         the connection to a network using an appropriate cable;

·         illustration of link status indicators to show that the NIC was successfully activated;

·         installation of an appropriate network protocol;

·         connection to a network and how to test for successful connectivity.

·         Students follow the instructions given (Appendix 2.2.1 – Installing a Network Interface Card Checklist) in groups as defined by the teacher. Teachers assist with problems that arise. Students are required to fill in terminal logs or customer service sheets to record changes made to the computers.

·         Students and teacher discuss the difference between a direct connection to a LAN and dial-up networking via a modem (Dial-up can be a teacher demonstration). Students illustrate the similarities and differences between these two types of connection and how dial-up/home connectivity is evolving (i.e., DSL/Cable modems, home networks, routers) as students complete the worksheet. (Appendix 2.2.2 – Evolution of Connectivity).

·         If time permits, it would be appropriate at this point to discuss the types of network connections to the Internet (Dial-up, Cable, DSL, ISDN, T1/T3) and the ways that different types of network (home or business) interact with the Internet connection, (e.g., proxy servers, multiple IP addresses, routers, etc.).

Assessment and Evaluation of Student Achievement

·         Learning Skills Checklist

·         A formative assessment by observing the completion of the activities and roving conferences to indicate student progress and areas needed for improvement

·         Grading of completed checklist (Appendix 2.2.1)

Accommodations

·         Establish level of difficulty of tasks for individual students, based on previous observations.

·         Provide one-on-one teaching as required.

·         Provide peer helpers as required

·         Provide extra visual and hands-on assistance for students with special needs based on recommendations in the exceptional student’s IEP.

Resources

Software

Operating systems (e.g., DOS, Windows 9.x, Windows NT, System 6.x, 7.x, 8.x, Unix or others)

Ontario Educational Software Services [OESS software tools] (e.g., Corel WordPerfect, Microsoft Works, Appleworks, etc.)

Networking Utilities (e.g., ping, FTP, NetScanTools)

Print

Gregg, Kenneth. Windows Networking Basics. Harper Collins Canada, 1998. ISBN 0 764532146

Kearns, Dave. Sams Teach Yourself Windows Networking in 24 Hours. Sams, 1998. ISBN 0 672314754

Minasi, Mark. The Complete PC Upgrade and Maintenance Guide. Sybex 2000. ISBN 0-7821-2800-9

Networking Complete. Sybex, 2000. ISBN 0-7821-2610-3

Operating System Manuals and reference texts

Sybex A+ e-Trainer. Sybex, 2000. ISBN 0-7821-5000-4

Websites

3Com Network Interface Support Documents – http://support.3com.com/infodeli/tools/nic/index.htm

D-Link Support Documents – http://www.dlink.com/tech/resources/

Appendix 2.2.1

Installing a Network Interface Card

Names of Team members:

Instructions

Completed

1.   Check to see if all appropriate hardware and tools are ready.

 

2.   Attach a ground cable to your wrist and ground yourself to the computer chassis.

 

3.   Disconnect all cables from the computer.

 

4.   Open the computer chassis.

 

5.   Check for open slots (identify slot types).

 

6.   Identify the slot you are going to use for the NIC.

 

7.   Remove the slot cover.

 

8.   Retrieve the appropriate NIC for the slot you selected (make sure slot type and NIC selected are compatible).

 

9.   Put the NIC in the slot by putting the back end in first and then slowly rock the card forward.

 

10.  Using your fingers on the outside of the case, make sure that the card faceplate does not catch the end of the case.

 

11.  Firmly press the card in place then screw it in (card is seated correctly if there is no space between the bent part of the face plate and the chassis – ask your teacher to check this if you are unsure).

 

12.  Close the case.

 

13.  Reconnect all cables.

 

14.  Remove your ground wire.

 

Installation instructions beyond this point vary significantly depending on the operating system.

 

Appendix 2.2.2

Evolution of Connectivity

Type of Connection

Speed

Description/Change

What it means to the client/end user

Modem

 

 

 

ISDN

 

 

 

Cable

 

 

 

ADSL/HDSL

 

 

 

Direct LAN

 

 

 

 

Activity 3:  Communicating on a Network – Network Assembly and Protocols

Time:  180 minutes

Description

Students set-up and test operations of simple networks using basic networking utilities. Students experiment with networking utilities in order to understand how to verify network connectivity using network protocols and testing tools. Students focus on providing customer service in the form of checking TCP/IP connectivity. The concept of the Catholic values of working toward the common good is reinforced through this activity.

Strand(s) & Learning Expectations

Strand(s):  Skills and Processes, Impacts and Consequences

Overall Expectations

SPV.02 - use utility and application software effectively;

ICV.04 - communicate and work effectively individually and in groups.

Specific Expectations

SP1.03 - properly set up and configure computer systems;

SP1.10 - use appropriately prescribed methods of handling computer hardware;

SP2.01 - use computer terminology correctly.

Ontario Catholic School Graduate Expectations

CGE3b - create, adapt, evaluate new ideas in light of the common good;

CGE4f - apply effective communication, decision-making, problem-solving, time, and resource management skills.

Prior Knowledge & Skills

·         Basic networking terminology

·         Basic knowledge of safe use of tools and working on electrical systems should be reinforced throughout activity.

Planning Notes

·         Check cables, network electronics and cable channelling for the activity.

·         Pre-test any external network or modem connections as required.

·         Consider pre-loading/pre-installing network utilities.

·         Ensure all components are ready for students (i.e., cables, access to ports, etc.).

Teaching/Learning Strategies

1.   Teacher and students review safety considerations when installing network components.

2.   Teacher reviews indicators of connectivity based on hardware LEDs (e.g., link status and activity lights) to the class. Any questions are addressed at this time.

3.   Teacher demonstrates various methods of testing connectivity (e.g., ping IP address, ping DNS name, mapping drives, using utilities, i.e., NetScanTools).

4.   If connections have not been set-up, (as in previous activity), students connect systems based on a predetermined schema designed prior to the activity. Note that proper cable channelling is very important for safety reasons in both scenarios (i.e., cables should not be in areas where student could trip over them or get caught by them).

5.   Students then test for connectivity. Simple pinging may be sufficient to conclude the activity or you may want to map drives using simple file sharing methods in the operating system.

Assessment and Evaluation of Student Achievement

·         Students will be assessed formally with verbal questioning as they work through the activity.

Accommodations

·         Group students for the best peer support scenario.

·         Provide additional visual or hands-on assistance as required for students with special needs based on recommendations in the exceptional student’s IEP.

·         Provide (and discuss for reinforcement) all terminology with appropriate diagrams/photographs before the activity.

·         Provide enhanced materials such as predetermined schema with instructions on the setup (e.g., connect a 10/100 switch to the 100Mbps hub using a cross cable, then connect the hub to the first workstation, etc.).

Resources

Software

Operating systems (e.g., DOS, Windows 9.x, Windows NT, System 6.x, 7.x, 8.x, Unix or others)

Ontario Educational Software Services [OESS software tools] (e.g., Corel WordPerfect, Microsoft Works, Appleworks, etc.)

Networking Utilities (e.g., ping, FTP, NetScanTools)

Print

Feibel, Werner. Encyclopedia of Networking, 3rd ed. Sybex, 2000. ISBN 0-7821-2255-8

Gregg, Kenneth. Windows Networking Basics. Harper Collins Canada, 1998. ISBN 0 764532146

Groth, David and McBee, Jim. Cabling The Complete Guide to Network Wiring. Sybex, 2000.
ISBN 0-7821-2645-6

Kearns, Dave. Sams Teach Yourself Windows Networking in 24 Hours. Sams, 1998. ISBN 0 672314754

Networking Complete. Sybex, 2000. ISBN 0-7821-2610-3

Network+ Certification Study Guide. Syngress Media, Inc., 1999. ISBN 0-07-211846-6

Operating System Manuals and reference texts

Websites

Novell Network Primer – http://www.novell.com/catalog/primer/primer.html

 

Activity 4:  Install and Configure Networks Based on Client Needs

Time:  420 minutes

Description

In this first of two culminating activities, students integrate and expand their knowledge of software, hardware theory and practice from the previous activities to build a network solution. Students follow a plan based on a customer need scenario, determining components and software required, with consideration of associated costs. Students develop strategies to provide ethical customer service, in light of Gospel values.

Strand(s) & Learning Expectations

Strand(s):  Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

TFV.01 - describe current hardware and software products;

TFV.02 - describe computer networks and operating systems;

SPV.03 - determine user computing requirements;

SPV.05 - demonstrate professional customer service practices;

ICV.02 - identify skill sets required for the workplace;

ICV.03 - describe workplace opportunities;

ICV.04 - communicate and work effectively individually and in groups.

Specific Expectations

TF1.01 - identify current hardware products and their uses;

SP1.01 - recommend appropriate hardware and software based on user needs;

SP1.02 - cost out computer systems accurately, including all components and peripherals;

SP1.03 - properly set up and configure computer systems;

SP1.12 - use network resources to gather product information;

SP1.15 - design effective home computer set-ups, including technical and ergonomic considerations;

SP2.01 - use computer terminology correctly;

SP2.05 - develop installation and service procedures;

SP2.06 - demonstrate an ability to follow peer-developed installation or service procedures;

IC1.02 - identify social and computer skills that are important to employers;

IC1.03 - describe job opportunities in local business and industry;

IC1.04 - employ time management skills effectively in the completion of projects;

IC1.05 - effectively communicate the results of projects both orally and in writing.

Ontario Catholic School Graduate Expectations

CGE3b - create, adapt, and evaluate new ideas in light of the common good;

CGE3c - think reflectively and creatively to evaluate situations and solve problems;

CGE4c - take initiative and demonstrate Christian leadership;

CGE5e - exercise Christian leadership in the achievement of individual and group goals.

Prior Knowledge & Skills

·         Hardware familiarity from Unit 1

·         An understanding of the basic functions of various operating systems

Planning Notes

·         Teachers develop a scenario requiring a networking solution.

·         Prepare all hardware and software that may be used in the solution development process.

·         Have technical resources available for inspection.

·         Have sample documents prepared for assistance (e.g., customer survey, solution form, reports).

·         If a central database has been developed to gather the solutions, this should be checked to see if it is functioning correctly.

Teaching/Learning Strategies

1.   Teachers discuss with students the importance and value of good customer relations. Students are reminded that it is their moral and ethical imperative to listen closely to customer requirements, and to provide the customer with all the information they need to make informed decisions.

2.   Teachers introduce the activity and discuss the context of the activity in relation to the development of consulting/business solutions in the IT industry. This should include a discussion of the latest networking hardware and why different hardware is recommended over others in different situations.

3.   The teacher provides a scenario and walks through a typical procedure to analyse the requirements (Appendix 2.4.1).

4.   A chart will be developed identifying various networking hardware and software with appropriate explanations of how they are used. This information can be collected in a central database (e.g., Filemaker Pro or ColdFusion based website). The use of a major network hardware manufacturer’s product line (e.g., Cisco, 3com, HP) is an excellent place to organize this chart. They are typically broken into network component types and indicate clearly where each product should be placed in a total infrastructure.

5.   Once the resource data is collected students are presented with the written customer scenarios in small groups of two or three (Appendix 2.4.2).

6.   Customer needs are documented by the groups and then discussed by the class and the teacher.

7.   Students carefully read through the scenarios and begin the creation of a situation analysis form. The first step is to review what the client requirements are by documenting them again in bullet form.

8.   Students then determine and document what would be required from a networking and hardware perspective to achieve the client outcomes given an ideal scenario. Students must be able to justify why they selected certain components.

9.   Students then determine and document in a similar fashion what aspects of the current scenario are preventing the realization of the desired outcome.

10.  Students review any constraints they should be aware of in developing a solution (e.g., budget).

11.  Students then develop a solution path requiring hardware and implementation strategies for meeting the client’s needs.

12.  From these steps the class develops a common form for use in similar tasks. This form details the step-by-step procedures to be taken in evaluating customer needs to configure network solutions. These forms should be developed as work and experience progresses.

13.  Students analyse their collective solution based on: the amount of time required to complete the task; the budget required to implement the solution, and if the solution best meets their clients needs.

14.  This solution is then documented with recommendations, and along with a reason for each recommendation. The format will be in the form of a report to a customer.

15.  Each student prepares an electronic customer report based on the class discussions and hands it in for assessment/evaluation.

Assessment and Evaluation of Student Achievement

Customer reports are assessed on organization, accuracy, completeness, neatness, documentation, quality, and appropriateness of recommendation.

Accommodations

·         Students with networking experience should be paired with other classmates requiring assistance to promote a positive accepting environment.

·         To accommodate students requiring further assistance, provide pre-developed or partially developed versions of technical solution documents and/or the customer report document.

·         As an enrichment activity, students can be presented with more complex scenarios requiring the investigation of new technologies.

·         Provide extra visual and hands-on assistance for students with special needs based on recommendations in the exceptional student’s IEP.

Resources

Print

Feibel, Werner. Encyclopedia of Networking, 3rd ed. Sybex, 2000. ISBN 0-7821-2255-8

Feldman, Jonathon. Sams Teach Yourself Network Troubleshooting in 24 Hours. Sams, 1998.
ISBN 0672314886

Gregg, Kenneth. Windows Networking Basics. Harper Collins Canada, 1998. ISBN 0764532146

Groth, David and Jim McBee. Cabling The Complete Guide to Network Wiring. Sybex, 2000.
ISBN 0-7821-2645-6

Kearns, Dave. Sams Teach Yourself Windows Networking in 24 Hours. Sams, 1998. ISBN 0672314754

Keogh, Jim. Core MCSE: Networking Essentials. Prentice-Hall of Canada Ltd. ISBN 0130107336

Magendanz, Thomas and Radu Popescu-Zeletin. Intelligent Networks: Basic Technology, Standards & Evolution. International Thomson Press, 1996. ISBN 1850322937

MCSE Networking Essentials For Dummies, Training Kit. IDG Books Worldwide, 1999.
ISBN 0764506218

Minasi, Mark. The Complete PC Upgrade and Maintenance Guide. Sybex 2000. ISBN 0-7821-2800-9

Networking Complete. Sybex, 2000. ISBN 0-7821-2610-3

Network+ Certification Study Guide, Syngress Media, Inc., 1999. ISBN 0-07-211846-6

Sybex A+ e-Trainer. Sybex, 2000. ISBN 0-7821-5000-4

Websites

Novell Network Primer – http://www.novell.com/info/primer/primer.pdf

Intel Resources – http://www.intel.com/education/k12/resources/index.htm

Cisco Certification CCIE – http://www.cisco.com/warp/public/625/ccie/

3Com’s Netprep programme – http://education.3com.com/Netprep/index.html

3Com Network Interface Support Documents – http://support.3com.com/infodeli/tools/nic/index.htm

D-Link Support Documents – http://www.dlink.com/tech/resources/

Online Ethics Centre for Science and Engineering – http://www.onlineethics.org

Computer Professionals for Social Responsibility – http://www.cpsr.org/

Business Ethics Magazine – http://www.business-ethics.com/

Appendix 2.4.1

Example Networking Scenarios

1.   Home office with 2 computers, shared printer, and dial-up Internet access

2.   Small business of 4 computers located in the same office space. One is acting as the secretary’s computer and also the main storage for all the other computers back-up files, which they collect via diskette.

3.   Small business of 4 computers each situated in a different geographical location. One is acting as the secretary’s computer and also the main storage for all the other computers back-up files, which they collect via mailed diskettes.

4.   Medium sized business running 16 computers peer-to-peer. They are experiencing problems with locating data, having to back-up all 16 workstations separately, with security (using Windows 98 individually installed on the computers) and with printing quality and supplies (each person has a low end inkjet printer).

 

Appendix 2.4.2

Detailed Customer Scenario (Advanced)

Customer Name: ACME Widgets and Woogles

Situation

·         The ACME Widgets and Woogles Company is trying to develop processes within their company that eliminate waste. Currently they have the following:

·         21 computers – 1 Pentium 3 fileserver running Windows 2000 server, 8 Pentium 3 at 933MHz workstations running Windows 2000 professional, 2 Pentium 2 Celerons at 333MHz running Windows 98, 3 Pentium 133MHz workstations running Windows 95, 7 486s at 75MHz running Windows 3.1.

·         The computers are networked using Thinnet (10Base2) but each computer has a multi-connector NIC (includes Thin [10Base2], Thick [10Base5] and Twisted [10BaseT]).

Problems

·         Support and Maintenance technician is having difficulty finding parts for any system below a Pentium II.

·         All but the latest systems are out of warranty

·         The time spent on the various systems increases exponentially with age, i.e., the technician spends over 85% of his time working on the 10 oldest workstations.

·         Their ability to implement solutions is based on the requirements of the oldest piece of hardware.

·         The design of the cabling causes people to accidentally trip over the thinnet cable in two locations which takes down the network.

·         They have recently been rendering large multimedia graphics and incorporating them into presentations. The files are typically several hundred megabytes in size. They have had little success transferring them from one computer to the next except when there is no one else on the network in the early morning.

Appendix 2.4.3

Sample Customer Assessment Form

 

Step

Description

 

Client needs assessment

Hardware – Computer
Hardware – Networks
Software
Process
Human Resources
Other Resources

 

Ideal scenario

Hardware – Computer
Hardware – Networks
Software
Process
Human Resources
Other Resources

 

Issues preventing client needs

Hardware – Computer
Hardware – Networks
Software
Process
Human Resources
Other Resources

 

Constraints

Budget
Physical Constraints
Process Constraints
Other Constraints

 

 

Recommended resolution

 

 

 

 

 

Activity 5:  Network Troubleshooting

Time:  240 minutes

Description

The focus of this culminating activity is to establish troubleshooting procedures based on common networking problems. Students develop troubleshooting procedures to ensure that all aspects of the problem are observed and documented. Students develop strategies for resolving issues to serve customer needs. Students learn to work effectively with others toward shared goals and striving for social justice in light of the common good.

Strand(s) & Learning Expectations

Strand(s):  Theory and Foundations, Skills and Processes, Impact and Consequences

Specific Expectations

TF2.02 - explain the importance of keeping records of customer contacts, including the following: customer name, contact information, date, time, description of technical problem, and proposed solution;

SP1.04 - follow prescribed troubleshooting procedures effectively;

SP1.06 - perform basic maintenance on peripherals;

SP1.07 - use utility software to diagnose and correct problems;

SP2.01 - use computer terminology correctly;

SP2.04 - maintain service logs effectively using a database and/or word processor;

SP2.05 - develop installation and service procedures;

IC1.03 - describe job opportunities in local business and industry;

IC1.04 - employ time management skills effectively in the completion of projects;

IC1.05 - effectively communicate the results of projects both orally and in writing.

Overall Expectations

SPV.01 - follow maintenance and repair procedures;

SPV.02 - use utility and application software effectively;

SPV.05 - demonstrate professional customer service practices;

ICV.02 - identify skill sets required for the workplace;

ICV.03 - describe workplace opportunities;

ICV.04 - communicate and work effectively individually and in groups.

Ontario Catholic School Graduate Expectations

CGE3b - create, adapt, and evaluate new ideas in light of the common good;

CGE3f - examine, evaluate, and apply knowledge of interdependent systems (physical, political, ethical, socio-economic, and ecological) for the development of a just and compassionate society;

CGE4f - apply effective communication, decision-making, problem solving, time and resource management skills;

CGE5a - work effectively as an interdependent team member.

Prior Knowledge & Skills

·         Hardware familiarization from Unit 1

·         An understanding of the basic hardware functions of the operating system

·         A clear understanding of the safe handling of computer hardware from Unit 1

Planning Notes

·         All hardware/software and/or testing equipment/utilities is prepared and checked in advance.

·         Stations are prepared and tested for specific problems. All other aspects of the station must be functional. Provide suggestions starting from very simple (e.g., cable unplugged, printer turned off) to slightly more difficult, but not impossible to ensure this goes smoothly.

Teaching/Learning Strategies

1.   The teacher explains the premise of the activity and organization of the stations, including specific difficulties that may be causing problems.

2.   The teacher then demonstrates a system with a problem showing what should happen and what in fact does happen.

3.   The teacher then develops a diagnosis strategy from stating the required outcome, to documenting the signs and symptoms, to hardware checking, to operating system hardware level checks, to network protocols, to application diagnosis tools, etc.

4.   The teacher guides the students in order to prioritize the strategy (e.g., system not printing, don’t check the printer driver first, check the hardware [cable, printer, computer], then move on to software, etc.).

5.   The process is then documented and the students work in groups of three to four to develop a form to use to diagnose hardware difficulties.

6.   Students then present their finding and a common form is developed.

7.   Students are placed in pairs and assigned a station to begin with. Students are given a form for each scenario. Each group will have approximately five minutes to document the issue with each of the scenarios before moving to the next station. Repairs will not take place until later; at this point diagnosis is key.

8.   Once all stations have been visited, the class will discuss their findings, facilitated by the teacher.

9.   Each station situation will be documented centrally and potential first steps discussed for each.

10.  One group will be assigned to each station to resolve the issues. Once the resolution is found and implemented, the teacher will be called over to inspect the solution. If the solution has resolved the issue fully, it will be documented centrally.

11.  If any groups are having difficulty, other groups can be called upon to assist.

12.  The central data will be shared with the students.

13.  The teacher facilitates a discussion concerning the need for such a central store in networking/ computer hardware careers and how this can impact the viability of any company.

14.  The teacher presents potential next steps if students would like to further pursue studies in the area of networking configuration, support and maintenance (e.g., A+, Network +, CCNA certifications).

15.  Teachers should role-play the troubleshooting/customer communication process, reinforcing the concept that the most important aspect of troubleshooting is listening, communicating, and gathering information from the customer.

Assessment and Evaluation of Student Achievement

·         Formative assessment of each group to check their diagnosis process and documentation ability

·         Formative assessment of student progress

·         Summative assessment of presentation that combines teacher and student feedback

Accommodations

·         Assist with group formation to facilitate a peer tutoring or buddy system to promote an accepting and positive atmosphere and program enhancement or remediation.

·         Provide written material for students having difficulty processing auditory information.

·         Pre-teach new vocabulary and definitions prior to and during the lesson.

·         Ensure understanding of tools used to assess/evaluate.

·         Provide print format and clear direction/expectations for presentation of final product.

·         As an enrichment activity, students can be presented with the task of developing databases of information or computerizes customer service forms to be used by the class in further work.

·         Provide extra visual and hands-on assistance for students with special needs, based on recommendations in the exceptional student’s IEP.

Resources

Software

Operating systems (e.g., DOS, Windows 9.x, Windows NT, System 6.x, 7.x, 8.x, Unix, or others)

Ontario Educational Software Services [OESS software tools] (e.g., Corel WordPerfect, Microsoft Works, Appleworks, etc.)

Networking Utilities (e.g., ping, FTP, NetScanTools)

Print

Feldman, Jonathon. Sams Teach Yourself Network Troubleshooting in 24 Hours. Sams, 1998.
ISBN 0 672314886

Gregg, Kenneth. Windows Networking Basics. Harper Collins Canada, 1998. ISBN 0 764532146

Groth, David and Jim McBee. Cabling The Complete Guide to Network Wiring. Sybex, 2000.
ISBN 0-7821-2645-6

Kearns, Dave. Sams Teach Yourself Windows Networking in 24 Hours. Sams, 1998. ISBN 0 672314754

Keogh, Jim. Core MCSE: Networking Essentials. Prentice-Hall of Canada Ltd. ISBN 0 130107336

MCSE Networking Essentials For Dummies, Training Kit. IDG Books Worldwide, 1999.
ISBN 0 764506218

Minasi, Mark. The Complete PC Upgrade and Maintenance Guide. Sybex 2000. ISBN 0-7821-2800-9

Network+ Certification Study Guide, Syngress Media, Inc., 1999. ISBN 0-07-211846-6

Networking Complete. Sybex, 2000. ISBN 0-7821-2610-3

Operating System Manuals and reference texts

Sybex A+ e-Trainer. Sybex, 2000. ISBN 0-7821-5000-4

Websites

Novell Network Primer – http://www.novell.com/catalog/primer/primer.html

Cisco Certification CCIE – http://www.cisco.com/warp/public/625/ccie/

3Com’s Netprep programme – http://education.3com.com/Netprep/index.html

3Com Network Interface Support Documents – http://support.3com.com/infodeli/tools/nic/index.htm

D-Link Support Documents – http://www.dlink.com/tech/resources/

Online Ethics Centre for Science and Engineering – http://www.onlineethics.org

Computer Professionals for Social Responsibility – http://www.cpsr.org/

 

 

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