Www.garlandisdschools.net
Introduction
|Instructor: |Laura Aronson |Conference: |A Day: 1:00 p.m. – 1:45 p.m. |
|Office Phone: |972-675-3120, ext 61248 |Email: |llaronso@ |
Course Description
CCNA - Routing and Switching Essentials
This course describes the architecture, components, and operations of routers and switches in a small network. Students learn how to configure a router and a switch for basic functionality. By the end of this course, students will be able to configure and troubleshoot routers and switches and resolve common issues with RIPv1, RIPv2, single-area and multi-area OSPF, virtual LANs, and inter-VLAN routing in both IPv4 and IPv6 networks. The final chapter helps them prepare for the CCENT certification exam as well as prepare for a job as a network technician. Licensing/ Certification Agency: Cisco Corporation. (3 Lec., 4 Lab.)
Prerequisites
CCNA Introduction to Networks.
Learning Outcomes
Students in this course will obtain the first level of knowledge required for these objectives. Completion of the course is the first phase of preparation for the certification exams. Students should be prepared to invest significant additional time for intense preparation prior to taking the exams.
Basic competency in English Language Arts is necessary for student success in this course. Written and oral Communications will be key elements for completion of the course.
Skills and techniques in critical thinking, decision-making, and problem solving will be applied.
Learning Objectives
The primary course objective is learning to configure routers and switches for networking:
• Describe enhanced switching technologies such as VLANs, VLAN Trunking Protocol, Rapid Spanning Tree Protocol, and 802.1q
• Describe basic switching concepts and the operation of Cisco switches
• Configure and troubleshoot basic operations of a small switched network
• Configure and troubleshoot basic operations of routers in a small routed network
• Configure and troubleshoot VLANs and inter-VLAN routing
• Describe the operations of Dynamic Host Configuration Protocol and Domain Name System for IPv4 and IPv6
Richland College's Quality Enhancement Plan ~ Learning to Learn: Developing Learning Power
Richland College is piloting its Quality Enhancement Plan (QEP) in select classes. The QEP provides techniques, practices, and tools to help students develop the habits, traits or behaviors needed to be effective and successful lifelong learners in college and in life. For more information, please log onto .
Textbooks and Materials
Optional textbook:
ISBN-10: 1-58713-319-9/ISBN-13: 978-1-58713-319-0, Routing & Switching Essentials Course Booklet
Materials:
USB memory stick and other ordinary classroom supplies.
Binder
NGHS Raider Binder Policy
As one of its strategies to promote student success, NGHS requires that all students secure a single three-inch binder that will contain a section for each course they are taking. You should bring your “Raider Binder” to class each day. You should organize and maintain the section for this course per instructions. Failure to comply with the “Raider Binder” policy may result in an office referral and may impact your course grade.
The binder procedure will be discussed during student assemblies the first week of school. Students will be able to purchase binders in the library for $2.00. If you have any questions regarding this matter, please email Jeffrey Dorman.
Class Attendance and Participation
Class attendance and participation in class discussions are an important part of this course. Students are expected to attend classes regularly and be on time. As with any course, preparation is essential.
You should read and review the material for the class session prior to the class meeting. This class curriculum is provided on-line at . Students will find it convenient to access the Internet at any time from any location to view the materials. There are a number of Labs to be completed in this class. Students must allocate significant time outside the classroom in order to complete the required reading, perform the labs, and accomplish the learning.
Your ability to work with people and contribute to a team is an integral part of the business world. Students in this class will participate in team assignments and in a cooperative learning environment.
MAKE-UP WORK
Students shall be permitted to make up work missed because of absences due to extenuating circumstances, participation in approved school-related activities, and suspension. It is the student’s responsibility to find out the assignments and make up the work within an appropriate period of time. [Board Policy EIAB (Local)]
In addition, all students should be allowed to make up assignments when they are absent from class (including suspension and in-school suspension absences). They shall have a time equal to days absent from class to complete missed assignments. Under extenuating circumstance such as long-term illness or family emergencies, teachers may choose to give students more than one day for each day missed to make up assignments. Assignments given before an absence occurs will be due upon the student’s return.
Mandatory: A penalty of 20 points will be deducted from each assignment or test grade for unexcused absences. [Board Policy EIAB(Local)]
When a student is required to make up a test, quiz, lab or other activity that must be completed at school, the student should be encouraged to come in during a tutorial time to avoid missing additional class time.
Make up work for both excused and unexcused absences must be completed using the following formula on either the block or trimester schedule:
• One class missed - One class for makeup work – next class – assignment due
• Block Example: Student is absent on Monday and misses A1. He/she returns Tuesday but does not attend A1until Wednesday, Wednesday, he/she receives the make-up assignment, and it is due on A1 on Friday.
If a student misses more than one class period, the teacher should confer with the student upon his/her return to set a reasonable deadline for make-up work.
Late Work
Any work not submitted by an assigned due date is considered late work. This includes work which was assigned a make-up date due to absences. Late work may be penalized 10 points per day the class meets up to a maximum of 30 points
Course Content
The instructor reserves the right to amend this syllabus as necessary.
On-Line Tests
Upon completion of each chapter in the online curriculum, students will be required to complete a chapter test.
The Comprehensive Lab final
Students will apply their knowledge of Networks, IP Addressing, and Subnetting to solve a problem in a paper LAB activity.
The Comprehensive Final
The Comprehensive Final Exam must be taken on the last day of the course. After completing the exam, students must complete a course survey form online.
Packet Tracer
Packet Tracer is very powerful network simulation software that is provided without charge via download from the Cisco Academy website. The link to the download site is on the left side of the initial login screen at . The proficient use of Packet tracer is fundamental to successfully completing the CCNA curriculum.
Cooperative Learning
Cooperative Learning is the instructional participation in small groups, allowing students to work together to maximize the quality of their own instruction and that of the other group members. The objective is to produce a higher academic achievement and build more positive relationships among the students than would be possible outside this environment. This will result in valuable preparation for the student in future business world environments.
Evaluation
Students will be evaluated on their performance in the course. The final grade will be based upon the elements and weights listed here.
Description Weight
Cisco Online Chapter Tests/Finals 25%
PT Simulation Assignments 25%
Labs 30%
Notes/Quizzes 20%
The final grade is determined as follows:
A 90 - 100%
B 80-89%
C 70 - 79%
D 60-69%
F 59% and below
Note: A passing grade on the final exam and completion of all the above work is required in order to progress to the next Cisco course.
General Information
Withdrawal Date: TBA
Attendance Policy
You are expected to attend class regularly and to consult with your instructor whenever an absence is necessary.
Withdrawing from a course is a formal procedure that you must initiate. If you stop attending and do not withdraw you will receive a failing grade. Instructions for withdrawing are given in the Richland Catalog.
Food and Drinks
No food, drinks, or tobacco will be permitted in the classrooms. Students are expected to maintain proper classroom decorum at all times.
Institution Policies (richlandcollege.edu/syllabusinfo/syllabiInformation.pdf )
Campus Emergency Operation Plan
Richland College and the Dallas County Community College District have developed policies and procedures for dealing with emergencies that may occur on campus.
• To familiarized yourself with these procedures, please take the time to watch the overview video:
• The complete Emergency Operations Plan can be viewed and printed at the following website:
If you have questions or concerns, please contact the Richland College Office of Emergency Management. This office can be reached by phone (972-238-3794) or by email (rlcoem@dcccd.edu).
Campus Contingency Plan
Richland College has developed an Instructional Contingency Plan for Temporary College Closing for On-Campus Courses. Please discuss this contingency plan with your instructor.
DCCCD/Richland College Emergency: 972-860-4290
or
From a campus phone dial 6911
Tentative Schedule
The class material is provided on-line and is organized into 9 chapters.
|Chapter |Topic |
|1 |Introduction to Switched Networks |
|2 |Basic Switching Concepts and Configuration |
|3 |VLANs |
|4 |Routing Concepts |
|5 |Inter-VLAN Routing |
|6 |Static Routing |
|7 |Routing Dynamically |
|8 |Single-Area OSPF |
|9 |Access Control Lists |
|10 |DHCP |
|11 |Network Address Translation for IPv4 |
Richland College Scans Statement
What are SCANS skills?
These are the skills that employers need the most from their workers. SCANS (Secretary’s Commission on Achieving Necessary Skills) are the predictors of success in the workplace.
Who defined these skills?
In 1989, the U.S. Department of Labor and Education jointly surveyed U.S. employers to find out the most important skills and competencies needed by workers. The results of that survey identified SCANS.
Richland College Students and SCANS
Richland College is committed to the preparation of our students for success in the workplace.
All Richland College courses provide learning outcomes, which result in the mastery of SCANS skills. Although each course will not include every SCANS skill, each course syllabus will identify the specific SCANS skills and competencies taught in that course. Throughout a formal program of study (Degree or Transfer Program) a student will have the opportunity to master all SCANS skills and competencies. **Skills Underlined below are the specific SCANS for Unix II ITSC 2437.
SCANS WORKPLACE COMPETENCIES
|RESOURCES. |INTERPERSONAL SKILLS |Information |SYSTEMS |TECHNOLOGY |
|ALLOCATING. | | | | |
|1.a.1 Time |1.b.1. Working on teams |1.c.1. Acquiring & |1.d.1. Understanding |1.e.1. Selecting |
| | |evaluating data |social, technological, & |equipment & tools |
| | | |organizational systems | |
|1.a.2. Money |1.b.2. Teaching others |1.c.2. Organizing & |1.d.2. Monitoring & |1.e.2. Applying |
| | |maintaining files |correcting performance |technology to specific |
| | | | |tasks |
|1.a.3. Materials |1.b.3. Serving customers |1.c.3. Interpreting & |1.d.3. Designing and/or |1.e.2. Maintaining & |
|and facilities | |communications |improving systems |troubleshooting |
| | | | |technologies |
|1.a.4. Space |1.b.4. Leading |1.c.4. Processing | | |
| | |information with | | |
| | |computers | | |
|1.a.5. Staff |1.b.5. Negotiating | | | |
| |1.b.6. Working with | | | |
| |different cultures | | | |
| | |
|SCANS Foundation/Competencies |Courses |
Computer Information Systems, CISCO |I
TCC
1 402 |ITC
C
14
0
6
|ITCC
1442 |ITCC
1446 |ITCC
2432 |ITCC
2436 | | | | | | | | 1. SCANS COMPETENCIES
a. Resources. Allocating:
(1) Time
(2) Money
(3) Materials
(4) Space
(5) Staff |
X
|
X
|
X
|
X
X
|
X
X
|
X
| | | | | | | | b. Interpersonal Skills:
(1) Working on teams
(2) Teaching others
(3) Serving customers
(4) Leading
(5) Negotiating
(6) Working with different cultures |
X
X
X |
X
X
X |
X
X
X |
X
X
X |
X
X
X |
X
X
X | | | | | | | | c. Information
(1) Acquiring and evaluating data
(2) Organizing and maintaining files
(3) Interpreting and communication
(4) Processing Information with computers |
X
X
X
|
X
X
X
|
X
X
X
|
X
X
X
|
X
X
X
|
X
X
X
| | | | | | | | d. Systems:
(1) Understanding social, technological, &
organizational systems
(2) Monitoring & correcting performance
(3) Designing and/or improving systems |
X
|
X
|
X
X
X |
X
X
X |
X
X
X |
X
X
X | | | | | | | | e. Technology:
(1) Selecting equipment & tools
(2) Applying technology to specific tasks
(3) Maintaining & troubleshooting
technologies |
X
|
X
X |
XX
X |
X
X
X |
X
X
X |
X
X
X | | | | | | | | 2. SCANS FOUNDATIONS
a. Basic Skills:
(1) Reading
(2) Writing
(3) Arithmetic/Mathematics
(5) Speaking
(6) Listening |
XX
X
X
X |
X
X
X
X
X |
X
X
X
X
X |
X
X
X
X
X |
X
X
X
X
X |
X
X
X
X
X | | | | | | | | b. Thinking Skills:
(1)Thinking creatively
(2)Making decisions
(3)Solving problems
(4)Seeing with the mind’s eye
(5) Knowing how to learn and reason |
X
X
X
X
X |
X
X
X
X
X |
X
X
X
X
X |
X
X
X
X
X |
X
X
X
X
X |
X
X
X
X
X | | | | | | | | c. Personal Qualities:
(1)Individual responsibility
(2)Self-esteem
(3)Sociability
(4)Self-management
(5)Integrity |
X
X
X
X
X |
X
X
X
X
X |
X
X
X
X
X |
X
X
X
X
X |
X
X
X
X
X |
X
X
X
X
X | | | | | | | |
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