Telecommunications and Networking
Cabling Media
Information Technology
Lesson Plan
Performance Objective
• Upon completion of this lesson, the student will demonstrate an understanding of the
common network cabling media, their strengths, and limitations.
Specific Objective
• Students will be able to correctly differentiate between different types of network
cabling
• Students will be able to assemble a straight through cable.
• Students will be able to assemble a crossover cable.
Terms
Baseband
Bandwidth
UTP cable
STP cable
Coaxial cable
Fiber-optic
Time
This lesson should take approximately 15 60-90 minute class periods to teach (three weeks).
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the
activities may result in the elimination of any or all of the TEKS listed.
§130.274. Telecommunications and Networking
c) Knowledge and skills.
(1) The student demonstrates the necessary skills for career development, employability,
and successful completion of course outcomes. The student is expected to:
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(E) solve problems and think critically The student analyzes various types of
configurations and upgrading.
5) The student analyzes various types of configurations and upgrading
(C) distinguish between different types of cables used in the telecommunication and
data networking
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Network and Computer Systems Administrators
O*Net Number: 15-1142.00
Reported Job Titles: Systems Administrator, Network Administrator, Network Engineer,
Information Technology Director (IT Director), Systems Engineer, Network Manager, Network
Specialist
Tasks:
•
•
•
•
•
Maintain and administer computer networks and related computing environments
including computer hardware, systems software, applications software, and all
configurations.
Diagnose, troubleshoot, and resolve hardware, software, or other network and system
problems, and replace defective components when necessary.
Operate master consoles to monitor the performance of computer systems and
networks, and to coordinate computer network access and use.
Design, configure, and test computer hardware, networking software and operating
system software.
Monitor network performance to determine whether adjustments need to be made,
and to determine where changes will need to be made in the future.
Soft Skills: Active Listening, Speaking, Monitoring/Assessing performance of yourself and others
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be
modified to accommodate your students with learning differences by referring to the files
found on the Special Populations page of this website.
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Preparation
• Students should have a basic understanding of topologies
• Review and familiarize yourself with the terminology, and all aspects of network cabling
• Review slide presentation: Cabling Media
• Have materials and websites ready to go prior to the start of the lesson each day
References
• Writer knowledge
Instructional Aids
• Instructor computer or projection Unit
• Lesson: Network Cabling Media
• Slide Presentation: Networking Cabling Media
• Computers for student Internet research
• Samples of the following types of cables and their associated connectors
o Standard telephone line
o Coaxial
o Cat5
o Fiber-optic
• Enough materials for each student to successfully make at least one standard patch
cables
o RJ-45 connectors
o UTP/STP cable
o RJ-45 Crimps
o Cable tester
• Computers with Internet access for student research
• Activity 1: Cabling Chart
o Sample chart for instructor
• Activity 2: Cabling Quiz
o Answer key for instructor
• Activity 3: The Grand Tour
o Activity 3: The Grand Tour Instructor Instructions
• Activity 4: Let’s Go Shopping Student Instructions
o Quote sheet
o Activity 4: Let’s Go Shopping Instructions for instructor
• Activity 5: Building a Network Patch Cable
o Activity 5: Building a Network Patch Cable Grading Rubric
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•
Introduction
Say: This portion of the course will give us an opportunity to look more in-depth at a
fundamental element of networks that many people overlook completely. This is
because we so rarely notice it when it is handled properly, but it becomes very obvious
when it has not been handled correctly.
Look around you and tell me some of the components you may or may not see that are
fundamental to the operation of networks. [Give the students an opportunity to point
out various network components and see if any of them come up with cabling as an
answer.]
If students do arrive at cabling:
Say: Very good!! Cabling forms the backbone of every network and without it all
communications would fail. Even wireless access points have to be connected to a
network so they can transmit their wireless signals and grant access to the network, or
Internet. We are now going to learn about different types of network cables, their
advantages, disadvantages, and limitations. You’ll even get the opportunity to make
your own network cable before we are done.
Begin slide show.
If students do not arrive at cabling as an answer:
Say: I noticed that you missed the one component that we’re going to talk about
today…cabling. Can you have network communications without some transmission
cable somewhere being physically connected to something else (other than the power
cable that is)? Even wireless access points have to be connected to a network so they
can transmit their wireless signals and grant access to the network/Internet. We are
now going to learn about different types of network cables, their advantages,
disadvantages, and limitations. You’ll even get the opportunity to make your own
network cable before we are done.
Begin slide show.
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Outline
MI
Outline
Instructor Notes
I.
Slide Presentation Cabling Media
Use a projection system to
view Cabling Media
presentation with the class
II.
Activity 1: Cabling Chart
Have students take notes and
encourage them to ask
questions during the
presentation portion of the
lesson
III. Activity 2: Cabling Quiz
IV. Activity 3: The Grand Tour
V. Activity 4: Let’s Go Shopping
Activities 1 – 5 are fairly selfexplanatory within their
instructions. Pace the
activities for the talents of the
class but plan on being able to
fully complete all activities
within a two-week time frame.
VI. Activity 5: Building a Network Patch
Cable – Straight Through
VII. Activity 6: Building a Network Patch
Cable – Crossover Cable
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/
Rhythmic
Naturalist
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Verbal/
Linguistic
Visual/
Spatial
Application
Guided Practice
• Slide presentation: Encourage students to take notes. Encourage dialog with students
about the material in the presentation.
• Identify and explain terms. You may choose to allow students to find creative ways to
quiz each other (in teams or small groups).
Independent Practice
• Activity 1: Cabling Chart
• Activity 2: Cabling Quiz
• Activity 3: The Grand Tour
• Activity 4: Let’s Go Shopping
• Activity 5: Building a Network Patch Cable
Summary
Review
Have students refer to their notes and review terms from the slide presentation on Cabling
Media. Discuss how their new understanding of cabling media can help them in the network
design process.
Evaluation
Informal Assessment
• Observe student participation and note-taking during the slide presentations
• The Instructor should move around the room and assist students as they work on
assignments and activities
Formal Assessment
• Students will complete the following assignments:
o Activity 2: Cabling Quiz
o Activity 5: Building a Network Patch Cable
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Enrichment
Extension
•
Students may further investigate newer types of cabling media such as Cat8 and the
record breaking speeds we are now seeing with fiber-optics.
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Activity 1: Cabling Chart
You have studied and taken notes over multiple types of network media. You are now ready to
build a study chart describing the major features of each type of cable mentioned along with
one additional cable type you find on the Internet.
Create your chart using a spreadsheet program. Use appropriate column headings and cable
names. Include bandwidth, segment length, and common types of networks the cable is used
in.
Ex:
Cable Type
Cat1
Bandwidth
1MHz
Segment Length
500m
Topologies
Ring
Note: You may not use the above example in your study chart.
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SAMPLE
Activity 1: Cabling Chart
Speed
10BaseT
100BaseT4
100BaseTX
100BaseFX
10Mbps
100Mbps
100Mbps
100Mbps
Signal
Type
Baseband
Baseband
Baseband
Baseband
Max
Segment
Length
Node
Limit
Topology
Cable Type
100 Meters
1024
per Hub
Star-bus
(Physical
star paired
with a
logical bus)
Cat3 or
higher with
RJ-45
connectors
100 Meters
1024
per Hub
Star-bus
Cat3 or
higher with
RJ-45
connectors
Star-bus
Cat5(e) or
higher with
RJ-45
connectors
Star-bus
Multimode
fiber with
ST or SC
connectors
2
Kilometers
2
Kilometers
1024
per Hub
1024
per Hub
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Name:
Activity 2: CABLING QUIZ
1. What kind of cable is described as a central conductor wire, surrounded by insulating
materials, placed inside a braided metal shield?
A. unshielded twisted pair
B. coaxial
C. shielded twisted pair
D. fiber-optic
2. What is the most common use of coaxial cable in networking today?
A. connecting computers in a small network
B. connecting two computers in a point-to-point connection
C. connecting a cable modem to an Internet Service Provider (ISP)
D. in a multipoint connection
3. What is the only important measure of coax cabling?
A. RG rating
B. Ohm rating
C. length
D. amps
4. What is the minimum category rating of UTP cabling you would need for a network that runs
at 1000 Mbps?
A. CAT1
B. CAT2
C. CAT5
D. CAT5e
5. What distance can a signal travel on a fiber-optic cable?
A. 500 meters
B. 1 kilometer
C. 1000 meters
D. tens of kilometers
6. What type of fiber-optic cable uses lasers to send signals?
A. single-mode
B. multimode
C. CAT6
D. STP
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7. Which of the following cable types does NOT use copper wires?
A. coax
B. STP
C. UTP
D. fiber-optic
8. What rating defines how much a cable resists the flow of electricity?
A. category rating
B. number of twisted pairs
C. Ohm rating
D. RG rating
9. UTP category ratings are based on what?
A. The highest frequency and bandwidth that the cable can handle
B. The maximum length of the cable segments
C. The number of devices that can be used on a network
D. The IEEE 802 standards
10. Of the following, which is the fastest category of UTP cabling?
A. CAT5
B. CAT3
C. CAT5e
D. CAT6
11. Which kind of cable does not provide any protection against EMI?
A. UTP
B. STP
C. fiber
D. coax
12. Which of the following is NOT an advantage of UTP cabling?
A. It is inexpensive.
B. It is easy to install.
C. It is not susceptible to electro-magnetic interference.
D. It provides protection against crosstalk.
13. Which kind of cable works best for long-distance transmissions?
A. coax
B. UTP
C. STP
D. fiber-optic
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14. Which connector is used for UTP cabling on a network?
A. RF-11
B. BNC
C. RS-232
D. RJ-45
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Name: ANSWER KEY 7pts Each
Activity 2: CABLING QUIZ
1. What kind of cable is described as a central conductor wire, surrounded by insulating
materials, placed inside a braided metal shield?
A. unshielded twisted pair
B. coaxial
C. shielded twisted pair
D. fiber-optic
2. What is the most common use of coaxial cable in networking today?
A. connecting computers in a small network
B. connecting two computers in a point-to-point connection
C. connecting a cable modem to an Internet Service Provider (ISP)
D. in a multipoint connection
3. What is the only important measure of coax cabling?
A. RG rating
B. Ohm rating
C. length
D. amps
4. What is the minimum category rating of UTP cabling you would need for a network that runs
at 1000 Mbps?
A. CAT1
B. CAT2
C. CAT5
D. CAT5e
5. What distance can a signal travel on a fiber-optic cable?
A. 500 meters
B. 1 kilometer
C. 1000 meters
D. tens of kilometers
6. What type of fiber-optic cable uses lasers to send signals?
A. single-mode
B. multimode
C. CAT6
D. STP
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7. Which of the following cable types does NOT use copper wires?
A. coax
B. STP
C. UTP
D. fiber-optic
8. What rating defines how much a cable resists the flow of electricity?
A. category rating
B. number of twisted pairs
C. Ohm rating
D. RG rating
9. UTP category ratings are based on what?
A. The highest frequency and bandwidth that the cable can handle
B. The maximum length of the cable segments
C. The number of devices that can be used on a network
D. The IEEE 802 standards
10. Of the following, which is the fastest category of UTP cabling?
A. CAT5
B. CAT3
C. CAT5e
D. CAT6
11. Which kind of cable does not provide any protection against EMI?
A. UTP
B. STP
C. fiber
D. coax
12. Which of the following is NOT an advantage of UTP cabling?
A. It is inexpensive.
B. It is easy to install.
C. It is not susceptible to electro-magnetic interference.
D. It provides protection against crosstalk.
13. Which kind of cable works best for long-distance transmissions?
A. coax
B. UTP
C. STP
D. fiber-optic
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14. Which connector is used for UTP cabling on a network?
A. RF-11
B. BNC
C. RS-232
D. RJ-45
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Activity 3: The Grand Tour
Student Instructions
For this activity you are going to compose a letter to the network administrator of your school
district or a local telecommunications company.
1. Introduce yourself as a networking student at the beginning of the letter. Ask if the
company ever gives tours or holds open houses for the public. Close the letter by
thanking the person reading it for his or her time. Make sure to spell-check the letter
and have your teacher proof-read it.
2. Prepare a list of five questions you would ask the network administrator regarding
cabling, connections, and other network hardware.
3. Prepare a thank-you not in advance for having been allowed to participate in a tour (as
described in step one). Mention some of the items you observed during your visit. If you
might be interested in seeking employment at their facility mention it and ask about
steps you would need to take to prepare for such a position.
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Activity 3: The Grand Tour
Instructor Instructions
For this activity students are going to compose a letter to the network administrator of your
school district or a local telecommunications company.
1. Introduce yourself as a networking student at the beginning of the letter. Ask if the
company ever gives tours or holds open houses for the public. Close the letter by
thanking the person reading it for his or her time. Make sure to spell-check the letter and
have your teacher proof-read it.
2. Prepare a list of five questions you would ask the network administrator regarding
cabling, connections, and other network hardware.
3. Prepare a thank-you note in advance for having been allowed to participate in a tour (as
described in step one). Mention some of the items you observed during your visit. If you
might be interested in seeking employment at their facility mention it and ask about
steps you would need to take to prepare for such a position including any required
credentials e.g certifications and degrees.
Once all the students have completed their letter in step one read the letters to the class. Have
students choose the letter they feel best represents their thoughts. Mail the letter on behalf of
the class to the network administrator of your choice.
Have the students compare the questions they created in step two. You can do this by putting
the questions into a spreadsheet and displaying it on a projector. Eliminate repeated questions
and have each student select at least one question from the remaining question bank that they
can ask the network administrator should they be invited to tour the facility and or business
you chose.
If you are invited to a tour with a network administrator have each student review their thank
you note and make adjustments as needed to reflect the new information they learned on the
tour. Have them mail the thank you notes to the network administrator.
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Activity 4: Let’s Go Shopping
This is a group activity. You may choose to work either alone or in pairs. You will need Internet
access to complete this activity.
Fly By Night Inc. has asked you to develop a quote for a new network segment they need
implemented as soon as possible. They want data speeds in excess of 1000Mbps. They need to
connect 24 computers to a new switch which also needs to be purchased. The maximum cable
length for each computer will be 30 meters. Based on their needs develop a quote for Fly By
Night.
Things to consider:
What type of cabling and connectors (UTP/STP, or maybe Fiber?)
How many connectors?
How much cable?
What type of switch?
Shipping and handling fees
Be prepared to justify your decisions to the class.
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Name/s:
Activity 4: Quote Sheet for Let’s Go Shopping
Item Description
Quantity
Individual
Price
Total
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Total
Price
Activity 4: Let’s Go Shopping
Instructor Instructions
Allow students to work either alone or in pairs. They will need Internet access to investigate
pricing for this project.
Encourage students to make sure they have incorporated all necessary components in the
quote.
Once students have completed the quote sheet have them trade quotes with other groups and
discuss why they chose the types of cabling/connectors etc. included in their quotes.
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Activity 5: Building a Network Patch Cable
Straight Through Cable
For this activity you will need:
Access to online videos demonstrating how to build a network patch cable
Short segment of UTP or STP cable (whichever your instructor provides)
RJ-45 Connectors
568-B Straight through wiring map
RJ-45/Ethernet crimps
Ethernet cable tester or access to a computer where you can connect your cable and test for
connectivity
If you did not copy the wiring maps from the presentation you will need access to the Internet
to locate a wiring map.
1. Go online and research how to make a network patch cable.
a. There are many videos out there demonstrating this process. The steps below
may be difficult to follow if you have not seen someone make a patch cable
before.
2. Look at the RJ-45 connector. Notice that it has small grooves inside the connector to
guide the wires into the appropriate pins and that the pins are all currently raised so
that the wires can easily slip under them.
3. Take your length of UTP cable and carefully strip approximately 1 inch of the outer
jacket from the cable exposing the twisted wires.
4. Untwist the wires down to where you stripped the jacket.
5. While holding the cable close to where you trimmed the jacket arrange the wires in the
correct order to create a straight through cable.
6. Carefully attempt to straighten the wires without getting them out of order.
7. Trim the wires so that they are even at the ends.
8. Slide the wires carefully into the grooves inside the RJ-45 connector and crimp the
connector so that the pins bite down into the wires.
9. Repeat this process for the other end of the cable making sure that when you hold the
ends of the wires next to each other the connectors are facing the same way and the
wiring is identical.
10. Test the cable by using it to connect a computer to a network.
a. Do you still have network connectivity? If yes then your cable is good. If no then
you need to check your ends and verify the wire order and that all of the wires
are firmly pinched by the pins in the RJ-45 connector.
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Activity 5: Building a Network Patch Cable
Straight Through
Grading Rubric
1.
2.
3.
4.
5.
6.
7.
8.
Cable works correctly on 1st attempt – 100
Cable works correctly on 2nd attempt and student does not ask for help – 95
Cable works correctly on 2nd attempt and asks for help – 90
Cable works correctly on 3rd attempt and student does not ask for help – 85
Cable works correctly on 3rd attempt and asks for help – 80
Cable works correctly on 4th attempt and student does not ask for help – 75
Cable works correctly on 4th attempt and asks for help – 70
Cable works correctly after 5th attempt – 65
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Activity 6: Building a Network Patch Cable
Crossover Cables
For this activity you will need:
Access to online videos demonstrating how to build a network patch cable
Short segment of UTP or STP cable (whichever your instructor provides)
RJ-45 Connectors
568-B Crossover cable wiring map
RJ-45/Ethernet crimps
Ethernet cable tester or access to a computer where you can connect your cable and test for
connectivity
If you did not copy the wiring maps from the presentation you will need access to the Internet
to locate a wiring map.
1. Go online and research how to make a network patch cable.
a. There are many videos out there demonstrating this process. The steps below
may be difficult to follow if you have not seen someone make a patch cable
before.
2. Look at the RJ-45 connector. Notice that it has small grooves inside the connector to
guide the wires into the appropriate pins and that the pins are all currently raised so
that the wires can easily slip under them.
3. Take your length of UTP cable and carefully strip approximately 1 inch of the outer
jacket from the cable exposing the twisted wires.
4. Untwist the wires down to where you stripped the jacket.
5. While holding the cable close to where you trimmed the jacket arrange the wires in the
correct order to create a crossover cable.
6. Carefully attempt to straighten the wires without getting them out of order.
7. Trim the wires so that they are even at the ends.
8. Slide the wires carefully into the grooves inside the RJ-45 connector and crimp the
connector so that the pins bite down into the wires.
9. Repeat this process for the other end of the cable making sure that when you hold the
ends of the wires next to each other the connectors are facing the same way and the
wiring is identical.
10. Test the cable by using it to connect a computer to a network.
a. Do you still have network connectivity? If yes then your cable is good. If no then
you need to check your ends and verify the wire order and that all of the wires
are firmly pinched by the pins in the RJ-45 connector.
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Activity 6: Building a Network Patch Cable
Crossover Cable
Grading Rubric
1.
2.
3.
4.
5.
6.
7.
8.
Cable works correctly on 1st attempt – 100
Cable works correctly on 2nd attempt and student does not ask for help – 95
Cable works correctly on 2nd attempt and asks for help – 90
Cable works correctly on 3rd attempt and student does not ask for help – 85
Cable works correctly on 3rd attempt and asks for help – 80
Cable works correctly on 4th attempt and student does not ask for help – 75
Cable works correctly on 4th attempt and asks for help – 70
Cable works correctly after 5th attempt - 65
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