Chicago State University
College of Education
SETE Department
Technology and Education Program
IT 22331: Network Configuration I for Educators
Lecture and Lab (3/6)
SEMESTER: Fall 2009
Instructor:
E-mail:
Phone:
Office Location:
Credit Hours:
Prerequisites:
CLASS DAY: Monday TIME: 5:00-9:50 LOCATION: Room 109
Dr. Moussa Ayyash
mayyash@csu.edu
(773)821-2441
ED 222
3
None
I. CATALOG DESCRIPTION
Key concepts in building and managing network devices. Course covers role played by each
interconnected device. Course designed for those who deliver instruction.
II. OVERVIEW
The goal of this course is to introduce the educator to fundamental networking concepts and technologies.
It is a laboratory and theory course that covers networking technologies and their implementation.
As the course title states, the focus of this course is on learning the fundamentals of networking. In this
course, you will learn both the practical and conceptual skills that build the foundation for understanding
basic networking. First, you will examine human versus network communication and see the parallels
between them. Next, you will be introduced to the two major models used to plan and implement networks:
OSI and TCP/IP. You will gain an understanding of the "layered" approach to networks and examine the
OSI and TCP/IP layers in detail to understand their functions and services. You will become familiar with
the various network devices, network addressing schemes and, finally, the types of media used to carry data
across the network.
In this course, you will gain experience using networking utilities and tools, such as Packet Tracer2 and
Wireshark®, to explore networking protocols and concepts. These tools will help you to develop an
understanding of how data flows in a network. A special "model Internet" is also used to provide a test
environment where a range of network services and data can be observed and analyzed.
The course is supported by a computer-based learning environment (cisco.netacad.net). This computerbased learning environment is an important part of the overall course experience for students in the
Networking Academy. These online course materials are designed to be used along with several other
instructional tools and activities. These include: Class presentation, discussion, and practice with your
instructor, Hands-on labs that use networking equipment within the Networking Academy classroom,
1
This is the first of a four-course sequence designed to prepare students to successfully complete the Cisco certified Network
Administrator (CCNA) examination. The second course is offered during the spring term, and the third and fourth courses are
practicums and are offered during the summer terms.
2
Every chapter will have a Packet Tracer Skills Integration Challenge: an activity that allows you to practice most skills learned to
that point in the course in a cumulative fashion.
Dr. Moussa Ayyash
Chicago State University
1
IT 2233 Syllabus
Fall 2009
Online scored assessments and a matching grade book, a simulation tool called Packet Tracer, and
additional software for classroom activities.
III. LEARNING OUTCOME
The student will identify and use network transmission media; explain the OSI model; recognize the
primary network topologies/protocols, identify their characteristics, and determine which would be most
appropriate for a proposed network; identify the functions of a network operating system and distinguish
between centralized, client/server, and peer-to-peer systems; and distinguish between Local Area Networks
(LANs) and Wide Area Networks (WANs) and identify the components used to expand a LAN into a
WAN. Students demonstrate their content acquisition, subject mastery and Pedagogical skills by designing
and presenting lessons on the topics covered throughout the course.
IV.COURSE (LEARNING) OBJECTIVES
Upon completion of this course, students should be able to do the following with 98% accuracy:
 Perform simple PC (hardware, software, network settings) and NIC troubleshooting?
 Do binary math? Can all students use the units of information and bandwidth?
 Name and describe the OSI layers from memory? Can all students describe the TCP/IP graph?
 Describe the devices required to build a LAN? Given those devices, can all students build and troubleshoot
a simple LAN?
 Describe networking signals and what can happen to them on physical media? Can all students use a
multimeter to measure resistance, voltage, and continuity?
 Describe the 5 basic networking media? Can all students terminate CAT 5 UTP cable according to
standards?
 Given a topology, circle all collision and broadcast domains?
 Describe the basic elements of a frame? Can all students do hexadecimal math? Can all students compare
and contrast Token Ring, FDDI, and the Ethernet family tree?
 Can all students explain the specific details of Ethernet and Layer 2 Devices? Can all students use
'Network Inspector' (or equivalent) and 'Protocol Inspector' (or equivalent) software?
 Can all students create physical and logical topologies? Can all students properly locate MDFs and IDFs in
an Ethernet extended star topology? Can all students plan a structured cabling installation? [Out-of-Class
Structured Cabling Project]?
 Can all students install, terminate, test, and troubleshoot CAT 5 UTP cabling runs, from the jack to the
patch panel? Have all students mastered the Fluke620 (or equivalent) meter? [Out-of-Class Structured
Cabling Project]?
 Justify the need for and classify the various types of IP addresses? Can all students create subnets?
V. CLASS ATTENDANCE
Students are expected to attend all class sessions unless prevented by unavoidable circumstances. Students
are expected to make their own arrangements with faculty about making up work and all assignments when
classes are missed.
VI. WITHDRAWAL FROM COURSES
Students may drop courses until the Friday of the ninth week of instructions during a sixteen (16) week
semester or until the Friday of the second week of instruction during a five (5) week term. The dates of the
last day to drop a course or courses are published in the University Calendar section of the Class Schedule
Bulletin for each semester or term. Students must file a Change of Program form in the Office of the
Registrar before the withdrawal transaction is official. Simply ceasing to attend or notifying the instructor
is not sufficient and will result in a final grade of "F". Students will not be permitted to drop classes after
the published deadline date for dropping classes without penalty of "F."
Dr. Moussa Ayyash
Chicago State University
2
IT 2233 Syllabus
Fall 2009
VII. MATERIALS FOR COURSE
Textbook:
Required: Network Fundamentals, CCNA Exploration Companion Guide
(Cisco Networking Academy Program). By Mark Dye, Rick McDonald, and Antoon
Rufi, ISBN-10: 1587132087 and ISBN-13: 978-1587132087
Highly Recommended1: Network Fundamentals, CCNA Exploration Labs and
Study Guide (Lab Companion). By: Antoon Rufi, Priscilla Oppenheimer, Belle
Woodwar, and Gerlinde Brady. ISBN-10: 1-58713-203-6 and ISBN-13: 9781-58713-203-2.
Online:
The course is supported by a comprehensive online curriculum provided by Cisco
Academy: cisco.netacad.net
Supplies:
Students are required to keep a portfolio for labs, floppy disk or thumb drive, notebooks,
pens, paper.
Equipment: All needed equipment will be provided by the university.
VIII. INSTRUCTIONAL METHOD
Lecture, demonstration, individualized/group lab activities, visual aids, field trips, and/or guest speakers.
IX. COLLEGE CONCEPTUAL FFRAMEWORK STATEMENT
All activities in the College are guided by the belief that we Prepare All Candidates To Succeed, which
translates into the PACTS acronym. The PACTS acronym also represents the strands for the College of
Education’s Conceptual Framework:
P – Professionalism
A – Assessment
C – Content
T – Technology
S – Standards
X. COE BACKGROUND CHECK: [Final Revised Edition Available Online]
Effective Fall 2009, the College of Education requires that all students participating in field placement
experiences with individuals under the age of 21, either on or off campus, provide proof of “cleared”
fingerprint criminal background check results before beginning the first field experience, and prior to
admission to the College of Education. This is consistent with the state law that requires Illinois school
districts to conduct criminal background investigations of applicants for certified and non-certified
positions.
XI. AMERICAN DISABILITY Act (ADA) POLICY
The College of Education is strongly committed to taking all reasonable steps to ensure that our students
are able to work to their fullest potential. The Abilities Office provides services for all students in
attendance at Chicago State University with verified disabilities. Please direct all requests for
accommodations related to a disability to the Abilities Office. Information is available online at
[http://www.csu.edu/abilities/].
1
If you decide not to buy the lab book, it is your responsibility to print out all assigned labs prior to the class and NO in-class labs
printing is allowed.
Dr. Moussa Ayyash
Chicago State University
3
IT 2233 Syllabus
Fall 2009
XII. GRADE POINT DISTRIBUTION
Students will be graded according to the following point distribution:
Lower %
Upper%
Grade
92
100
A
81
91
B
70
80
C
60
69
D
XIII. CRITERIA FOR GRADING1
Item
Homework and Portfolio
Lab and Engineering Journals
Online Chapter Tests
Skills-Based Exams (Pass/Fail)
Case Study2
Online Final Exam
Lesson Plan and LiveText Submission
Total
Weight
10
15
30
05
10
20
10
100%
XIV. PORTFOLIO GUIDELINES
 Each student is required to submit an electronic portfolio by the end of the semester (See Course
Calendar). Printed portfolios will not be accepted. Only the following electronic formats are acceptable:
LiveText (Required for COE students and preferred for other students) or Blackboard Digital Dropbox.
When you submit your file via BB, you need to convert your file to .pdf format (as one file).
 Your portfolio should include all activities you do for the class:
 Labs
 Screenshots of done PT activities (if assigned)
 Homework assignments
 Lesson Plans – COE students ONLY (using Livetext for COE students) – Check with your
instructor for template.
 Format: When using the digital dropbox, your submitted file should include




1
2
Cover page
Table on Contents
Summary page
Weekly sections with a brief summary of included documents. Don’t divide your portfolio by
topic or activity type. Only Weekly Format is acceptable.
The instructor reserves the right to alter the nature, weight, and timings of assessment as needed.
The details of the Case Study are available on Blackboard under Course Documents.
Dr. Moussa Ayyash
Chicago State University
4
IT 2233 Syllabus
Fall 2009
XV. COURSE CALENDAR
Week
Week
Module
Labs and Activities1
1
2
8/24/09
8/31/09
Overview of Cisco Program
Chapter 1 -- Living in a network
World
Lecture and discussion
Accounts Creation
1.1.1 Networks Supporting the Way We Live (Page 4).
1.4.5 Providing Network Security (Page 3)
1.6.2 Using Collaboration Tools – Wikis and Web Logs (Page 1)
Homework: Packet Tracer Skills Integration Instructions – See
1.7.1 (Page 3)
3
4
9/07/09
9/14/09
Labor Day – No Class
Chapter 2 – Communicating over the
network
Lecture and discussion
2.2.5 Using NeoTrace to View Internetworks
2.6.1 Topology Orientation and Building a Small Network (Pages 1
and 2)
2.6.2 Using Wireshark to View Protocol Data Units (Page 1)
Homework: (1) Any two PT activities
(2) Proof on doing Chapter 2 Quiz
5
9/21/09
6
9/28/09
7
10/05/09
8
10/12/09
9
10/19/09
10
10/26/09
Chapter 3 – Application Layer
Functionality
Lecture and Discussion
Online test on Chapter 2
Chapter 4 – OSI Transport Layer
Lecture and Discussion
Online test on Chapter 3
3.4.1 Data Stream Capture (Page 1)
3.4.2 Managing a Web Server (Page 1)
Email Services and Protocols (Page 1)
4.5.1 Observing TCP and UDP using Netstat (Page 1)
4.5.2 TCP/IP Transport Layer Protocols (Page 1)
4.5.3 Application and Transport Layer Protocols (Page 1)
Homework: Proof on doing Chapter 4 Quiz
Chapter 5 – OSI Network Layer
Lecture and Discussion
Online test on Chapter 4
Chapter 6 – Addressing the Network
Lecture and Discussion
Online test on Chapter 5
5.5.1 Examining a Device’s Gateway (Page 1)
5.5.2 Examining a Route (Page 1)
6.7.1 Ping and Traceroute (Page 1)
6.7.2 Examining ICMP Packet (Page 1)
6.7.3 IPv4 Address Subnetting Part 1 (Page 1)
6.7.4 IPv4 Address Subnetting Part 2 (Page 1)
6.7.5 Subnet and Router Configuration (Page 1)
Homework: Proof on doing Chapter 6 Quiz
11
11/02/09
12
11/09/09
13
11/16/09
14
11/23/09
Chapter 7 – Data Link Layer
Lecture and Discussion
Online test on Chapter 6
Chapter 8 – OSI Physical Layer
Lecture and Discussion
Online test on Chapter 7
Chapter 9 – Ethernet
Lecture and Discussion
Online test on Chapter 8
Chapter 10 – Planning and Cabling
Networks
Lecture and Discussion
Online test on Chapter 9
Finish any work from last week.
7.5.2 Frame Examination (Page 1)
8.4.1 Media Connector (Page 1)
Homework: Proof on doing Chapters 8 and 9 Quiz
9.8.1 Address Resolution Protocol (ARP) (Page 1)
9.8.2 Cisco Switch MAC Examination (Page 1)
9.8.3 Intermediary Device as an End Device (Page 1)
10.3.2 How many networks? (Page 2)
10.6.1 Creating a small lab topology (Page 1)
10.6.2 Establishing a console Session with HyperTerminal (Page 1)
10.6.3 Establishing a Console Session with Minicom (Page 1)
Homework: Proof on doing Chapter 10 Quiz
Finishing all unfinished work from
previous weeks
Chapter 11 – Configuring and Testing
Your Network
Lecture and Discussion
Online test on Chapter 10
Lesson Plans presentations using LiveText for Collage of
Education students.
11.5.1 Basic Cisco Device Configuration (Page 1)
11.5.2 Managing Device Configuration (Page 1)
11.5.3 Configure Host Computers for IP Networking (Page 1)
11.5.6 Case Study (Page 1)
15
11/30/09
Online test on Chapter 11
Finishing and Submitting Case Study from Previous Week
16
12/07/09
FINAL EXAM
Portfolio Submission
Oral Lab Assessment
1
See Cisco Online Curriculum for the pages indicated.
Dr. Moussa Ayyash
Chicago State University
5
IT 2233 Syllabus
Fall 2009
XVI. CORRELATION of ISBE/ISTE STANDARDS WITH OBJECTIVES
International Society for Technology in
Education – Technology Facilitation
Standards—Tech Specialist Program
Course Objectives

Master Basic Networking Content: OSI
Model, Internetworking Devices, IP
Addressing, LAN Media & Topologies,
Structured Cabling, Electronics, &
Network Management (Objective 1)

Master Network Lab Skills: maintain PC
hardware & software, patch cables, install
structured cabling, and use test
equipment. (Objective 2)

Master Network Lab Skills: maintain PC
hardware & software, patch cables, install
structured cabling, and the use of test
equipment. (Objective 2)
Master People Skills: work in teams and
individually to design and manage
networking projects (Objective 4)
Master Documentation Skills: maintain a
technical journal; cable management
techniques. (Objective 3)
Achieve Awareness and Access: become
aware of careers in networking that guide
the development of skills among learners
that are needed for the various networking
jobs that exist in business and industry.
(Objective 5) Instructional Design,
Delivery and assessment: master the
pedagogical skills necessary to design,
deliver and assess instruction designed to
prepare learners to install, and maintain
internetworks. (Objective 6)



TF-VII. Procedures, Policies, Planning and Budgeting for
Technology Environments. Educational technology
facilitators promote the development and implementation of
technology infrastructure, procedures, policies, plans, and
budgets for P-12 schools.
Technology Facilitation/Teachers:
A. Use the school
3. Discuss issues related to selecting,
technology
installing, and maintaining wide
facilities and
area networks (WAN) for school
resources to
districts.
implement
classroom
instruction.
7. Utilize network software packages
configure and operate a computer
network system.
.
TF-VIII. Leadership and Vision. Educational technology
facilitators will contribute to the shared vision for
campus integration of technology and foster an
environment and culture conducive to the realization of
the vision. Technology Facilitation/Teachers:
E. Engage in
supervised
field-based
experiences
with
accomplished
technology
facilitators
and/or
directors
% of
Grade
Weekly exam
performance.
39
Cabling and
Design:
Labs and
Projects
8
Cabling and
Design:
Labs and
Projects.
Portfolio
Journaling
8
Lesson
Presentations
15
10
1. Examine components needed for
effective field-based experiences
in instructional program
development, professional
development, facility and
resource management,
WAN/LAN/wireless systems, or
managing change related to
technology use in school-based
settings.
Final Examination
Dr. Moussa Ayyash
Chicago State University
Assessment
Indicator
20
6
IT 2233 Syllabus
Fall 2009