Course of Study
Course of Study
Information Technology Tech Prep
Warren County Career Center
3525 North State Route 48
Lebanon, Ohio 45036
Adopted
This document is for the use of the staff at Warren County Career Center.
Credit is given the designer of the template, Upper Valley JVS, Piqua, Ohio.
Table of Contents
Acknowledgements 3
School Board Approval 4
Statement of Recommendation 5
Warren County Career Center Vision and Mission Statements
and Goals and Conditions 6
Course Design 7
Course Philosophy 8
Course Goals 9 Course Description 10
Academic and Technical Integration 11
Job Shadowing/Internships/Career Placement 11 - 12 Articulations and Accreditations 12 - 13
Technology 13
Career-Technical Student Organizations (CTSOs) 14
Students Served 15
Careers Addressed 15
Scope and Sequence 16 - 109
Foundations in Computer Information Systems………16 - 44
Fundamentals of Networking………………………….45 - 80
Advanced Networking…………………………………81 - 109
Performance Measures/Student Assessments/Instructional Strategies 111 - 112
Job Shadow Packet………………………………………………………….....113 - 119
Internship Packet……………………………………………………………....120 - 135
Course Syllabi………………………………………………………………….136 - 143
Foundations in Computer Information Systems………136 - 138
Fundamentals of Networking………………………….139 - 141
Advanced Networking…………………………………142 - 143
Acknowledgements
Information Technology Tech Prep Program
Warren County Career Center
We would like to take this opportunity to express our gratitude to the following people for their guidance and support in the preparation of this course of study:
WCCC Administrative Team
WCCC Educational Services Department
Keith Koons
Carl Flem
Lucian Hatfield
Dave Cairns
Steve Whitefield
Brian Rice
Patricia Moulder
Patty Santoianni
Bob Sheehan
Terry Benedict
Warren County Career Center
Resolution Of School Board Approval
WHEREAS, representatives of the Career-Technical Advisory Committee of the Warren County Career Center have reviewed the Information Technology Tech Prep Course of Study; and
WHEREAS, this Course of Study is based upon Integrating Technical and Academic Competencies for Career-Focused Education for the Information Technology Tech Prep program; and
WHEREAS, the Information Technology Tech Prep faculty and the Career-Technical Advisory Committee have reviewed and added competencies as needed to address local labor market needs and trends in the industry;
NOW, THEREFORE, BE IT RESOLVED, in accordance with the Superintendent’s recommendation, that the Warren County Career Center adopt the Information Technology Tech Prep Course of Study.
District Superintendent Date
President, Board of Education Date
Statement of Recommendation
The Information Technology Tech Prep Advisory Committee at Warren County Career Center has reviewed this course of study and recommends it for use as the foundation for instruction in the Information Technology Tech Prep class.
The developers of this course of study have considered local labor market needs and the school’s ability to offer specialized programs. The competencies have been reviewed and accepted as being congruent with our school’s vision, mission, and strategic goals. When appropriate, additional competencies related to the program area have been incorporated into this course of study.
Achievement of technical competencies, utilizing proper attitudes, and demonstrating appropriate values are critical for successful employment and for furthering educational opportunities within a student's chosen field. We believe that this course of study adequately and correctly focuses upon student development.
This course of study is recommended on:
________________________________________
Name How Affiliated
Name How Affiliated
Name How Affiliated
Name How Affiliated
Name How Affiliated
Name How Affiliated
Name How Affiliated
Name How Affiliated
Name How Affiliated
Warren County Career Center Vision Statement
WCCC is the National and Global Model for integrated academic and technical career learning.
We build upon: innovative funding, strategic partnerships,
community connections, and integrated board/staff planning
Warren County Career Center Mission Statement
To prepare youths and adults to make informed career choices and to successfully enter, compete, and advance in a changing work world.
Warren County Career Center Goals
of High Schools That Work
• To increase the mathematics, science, communication, problem-solving, and technical achievement and the application of learning for career-bound students to the national average of all students.
• To blend the essential content of traditional college preparatory studies - mathematics, science, and language arts - with quality vocational and technical studies by creating conditions that support school leaders, teachers, and counselors in carrying out the key practices.
• The HSTW initiative is built on 10 Key Practices. Refer to the Southwest Region website:
Warren County Career Center Key Conditions
• An organizational structure and process ensuring continuous involvement of faculty and school administrators in planning strategies to achieve the key practices.
• A school principal with strong and effective leadership who supports, encourages, and actively participates with the faculty in planning strategies to achieve the key practices.
• A system superintendent and school board who supports the faculty and school administration in carrying out the key practices. This commitment includes financial support for instructional materials, time for teachers to meet and plan, and professional development in using the key practices to improve student learning.
• Leadership from the school superintendent to involve employers and post-secondary institutions in the design and implementation of a school-based and work-based program to prepare students for post-secondary education and employment.
• A commitment from the school board to support the school eliminating the general track and replacing it with an upgraded academic core and a major.
Course Design
Courses are designed to reflect career-focused education, which combines high-level academics with real-life technical skills. The intent is to maximize a student’s present and future academic and career success.
Career-focused education enhances the integration of academic and technical skills, designs programs that prepare students with transferable skills and promotes each student’s career opportunities.
Course Philosophy
We believe that the primary goal of the Information Technology Tech Prep Program is to develop life-long learners with a high degree of skill and aptitude in Network Information Systems. Information Technology Tech Prep students must be adequately counseled and prepared to continue their education at consortium sponsored technical colleges or at non-consortium sponsored post-secondary institutions including universities.
We believe that the preparation of Information Technology Tech Prep students involves integrated college prep coursework coupled with laboratory experience, job shadowing, and industry experience.
We believe that the graduates of the Information Technology Tech Prep Program should be able to perform adequately as entry-level technicians who are eager to expand their responsibilities and influence in the field.
We believe the Information Technology Tech Prep Program should enable students to take pride in their own work and in their abilities to work cooperatively with others.
Course Goals
The course goals for Information Technology Tech Prep are to:
• Work with guidance staff and local administration to promote Tech Prep programming as a viable Career Pathway for students.
• To actively recruit and inform students in grades prior to grade eleven about Tech Prep options.
• To provide hands-on instruction conducive to meeting the objectives and competencies outlined in this curriculum.
• To work with business and industry to provide on and/or off-campus learning experiences for all students through guest speakers, job shadowing and/or internships.
• To keep channels of communication open with parents regarding the success and options of their student(s).
• To keep abreast of current trends in the Network Systems field through professional development for instructors.
Course Description
Tech Prep is a college prep pathway that combines academic rigor with technical career training. Students successfully completing a Tech Prep program have automatic entry into a locally sponsored college degree program with the benefit of scholarship and guidance through the Tech Prep Consortium. This pathway offers of two years in high school technical training, two years of technical college training (Associate’s degree), and two years at the University (Bachelor’s degree). Upon completion of any of these three levels, students are prepared for the world of work in their Tech Prep field. We are affiliated with the Miami Valley Tech Prep Consortium and the Southwest Ohio Tech Prep Consortium. Tech Prep students earn articulated college credits for their high school course work, giving them a head start in both a career field and a college education. Entrance requirements for a Tech Prep program are as follows:
• 90% attendance average for grades 9 and 10 (recommended)
• Cumulative “C” average for grades 9 and 10
• Minimum of 8 credits with no deficiencies toward graduation after grade 10
• “C” average or higher in College Prep Algebra I or higher
Students not meeting Tech Prep criteria may be admitted into the program as Career/Technical students with the consent of the instructor. Those students are not entitled to Tech Prep scholarships.
Students entering the Information Technology Tech Prep Program should possess a strong interest in the Computer Information Systems field and have a reasonable foundation with modern operating systems and word processing.
Skills taught in this Information Technology Tech Prep include:
• Fundamentals, topology, and cabling of computer networks
• Local Area Network design, configuration, troubleshooting, and maintenance
• Wide Area Network design, configuration, troubleshooting, and maintenance
• Networking standards and the OSI model
• TCP/IP design and implementation including subnetworks
• Dynamic and Static Routing, Routing algorithms/protocols, and bridging protocols/algorithms
• Simple Network Management of network connectivity devices
• Address resolution and server configurations
• Switching and network efficiency
• Network Administration
Academic and Technical Integration
Expectations of curriculum must be aligned with what is written, taught, assessed, and reported. Student expectations focus on active, project-centered learning-an approach to learning that emphasizes a connection between ideas in a discipline and the outside world. Educational programming and course content will clearly connect career and post-secondary opportunities.
At the Warren County Career Center, the main goal is to design courses and projects that use strategies for authentic instruction. These characteristics of instruction focus on deep understanding, established opportunities for concept connections, provide anticipatory and abstract thinking, and emphasize genuine application.
The academic courses at the WCCC follow the state model curricula. They are designed to meet both associate school and state requirements. These standards respond to the need to improve student achievement, quality of curriculum and instruction, and strengthen school and community relationships.
Job Shadowing/Internships/Career Placement
The Warren County Career Center Internship/Placement/Job Shadowing Program involves placing students in meaningful career-based learning experiences to complement their classroom learning. The experiences relate to student interests within their chosen career-technical program and may include job shadowing, group and individual internships, or career placement. This process is coordinated by the Educational Services/Career Pathways Department and supervised by the career-technical instructor.
Job Shadowing is designed to give the student a short-term overview of the many opportunities within a career field. Career-technical instructors confer with students to determine appropriate experiences.
Internships and Job Placement vary somewhat, but during each experience students should accomplish the following goals:
1. Work with mentors, supervisors, co-workers, and others to accomplish assigned tasks that contribute to the long- and short-term goals of the student. All aspects of the internship/placement (including dates, times, responsibilities, evaluations, etc.) will be outlined in an approved Internship Learning Plan that is coordinated by the career-technical instructor.
2. Apply basic skills and knowledge to “real world” business settings and learn new skills that are relevant to the career path.
3. Demonstrate a solid understanding of the basic skills outlined in the Internship Learning Plan.
4. Reflect upon the internship/placement/job shadowing in terms of post-secondary education/career options.
The criterion for participation in career-based learning experiences is included in the approved packet for each activity and may be obtained by the instructor from the Career Pathways office.
The specifics of how these opportunities are offered in this career-technical program or statement of academic support are:
• Instructors contact local business to coordinate job shadow experience for students using the WCCC approved job shadow packet or a modified version relating specifically to the business of the job shadow.
• Instructors are annually provided with a list of business contacts affiliated with the Greater Dayton IT Alliance who are willing to sponsor student internships. Instructors then forward student resumes to those contacts. Internships are granted on a competitive basis following interviews.
• Instructors may establish specific internship programs with local companies using the WCCC approved internship packet or a modified version relating specifically to the business of the internship.
• Instructors may coordinate a job-placement opportunity for students meeting the approved WCCC criteria.
Articulations and/or Accreditations
The Southwest Ohio Tech Prep Consortium does not provide a blanket articulation agreement for their colleges. The colleges listed below will articulate credits on an individual basis for each student:
Cincinnati State Technical College
Miami University Hamilton
Miami University Middletown
Southern State Community College
UC Clermont
UC Raymond Walters College
UC University College
The Miami Valley Tech Prep Consortium articulates the following credits with Sinclair Community College based on the verification of student competency by the instructor:
Intro to Computer Concepts (3 hrs)
Intro to Operating Systems (3 hrs)
Intro to Access (1 hr)
Intro to Word, Excel, and Powerpoint (3 hrs)
Intro to Internet (1 hr)
Intermediate Internet (1 hr)
Additionally, those programs running Cisco Academy have the following credits articulated by the Miami Valley Tech Prep Consortium with Sinclair Community College:
Cisco Networking Fundamentals (7 hrs)
Cisco Router Fundamentals (7 hrs)
Cisco Routing in Lans (7 hrs)
Cisco Routing in WANS (7 hrs)
Students in programs not running Cisco Academy have the ability to test for articulated credit by the Miami Valley Tech Prep Consortium with Sinclair Community College:
Cisco Networking Fundamentals (7 hrs)
Students having earned Industry Level Certifications (Comptia, MCSA/MCSE, Novel, Cisco) have the opportunity to earn articulated credit by the Miami Valley Tech Prep Consortium with Sinclair Community College for all preparatory courses for those certifications.
The Warren County Career Center encourages post-secondary articulation agreements and specific industry accreditations for all courses offered.
Technology
The Warren County Career Center board and staff believe that technology skills are essential for all students to achieve in the 21st century. It is the goal of this district to infuse technology into all facets of education:
• Instruction
• Assessment
• Administration
• Career planning
• Course design
• Professional development
Strategies to incorporate technology into all facets of education are a priority of the district and there is commitment to a continual process to provide updated hardware, software, and professional development for staff members for the purpose of providing a high quality education, with the integration of technology, for all students.
Career-Technical Student Organizations
Career-Technical Student Organizations are national organizations and are part of the curriculum in each of the Career Center programs. Participation provides students with the opportunity to develop leadership skills, grow personally and professionally, and develop civic responsibilities and career-related competencies. Students have the opportunity to enhance their social awareness and to develop and enhance their understanding of business and industry.
Career-Technical Student Organization activities encourage members to learn:
υ To conduct and take part in public meetings
υ To buy and sell cooperatively
υ To speak in public
υ To solve their own problems
υ To assume civic responsibilities.
Each Career Center program is involved in a Career-Technical Student Organization. These organizations provide leadership training for all members through organized activities and also unite to form a Warren County Career Center chapter for each of the Career-Technical Student Organizations. The chapters unify the training of members by offering local, regional, state, and national skill and leadership competitions.
Students have the opportunity to join VICA/Skills USA or Business Professionals of America career organizations. Both organizations offer the election of officers, training with parliamentarian procedure, and encourage community service projects. Through these organizations and the Tech Prep Consortium sponsored Tech Prep Showcase, all students have the opportunity to showcase their skills and compete with others in a variety of settings.
Students Served
The population served by this program is students of grades ten, eleven, and twelve with a strong interest in computer hardware, programming, networking, and/or gaming and meeting the Tech Prep Criteria.
Careers Addressed
Students successfully completing the secondary level of Information Technology Tech Prep are prepared for future careers in:
Network Technician
PC Technician
Help Desk
Network Administration
Security Administration
Systems Installer
Cable Installer
Web Page Designer
Programmer
Digital Design
Database Management
Students may elect to take some or all of the following certification tests:
Comptia A+ Certification
Comptia Network + Certification
Comptia Server +
Comptia Inet +
Cisco CCNA/CCNP
Microsoft MCP/MCSA/MCSE
Scope and Sequence
Source Documents for Scope and Sequence
Foundations in Computer Information Systems
An Information Technology Tech Prep Foundations Course
Table of Contents
Course Description……………………………………………………………… pg 2
Course Goals…………………………………………………………………… pg 2
Course Logistics………………………………………………………………… pg 3
Evaluation……....……………………………………………………………… pg 3
Unit 1: Using the Internet and the Intranet.......................................................... pgs 4-5
Unit 2: Using Microsoft Office as a Tool…………………………………….... pgs 6-7
Unit 3: Exploring Careers in Computer Information Systems………………… pgs 8-9
Unit 4: Introduction to Still-Image Graphic Design…………………………… pgs 10-12
Unit 5: Web Page Design……………………………………………………… pgs 13-16
Unit 6: Motion Picture………………………………………………………… pgs 17-19
Unit 7: Java…………………………………………………………………… pgs 20-23
Unit 8: Independent Study: The Sophomore Project………………………… pg 24
Unit 9: Computer Hardware and Building a Benchtop PC………...………… pgs 25-29
Unit 10: Windows 9x and NT Operating Systems……………………………. pgs 30-32
Unit 11: Review, Summary, and Project Presentations……………………….. pg 33
Information Technology
Course Title: Foundations in Computer Information Systems
Grade 10, Pre-Tech Prep Elective
Room: A105
Time Frame: 50 min/day, Period 1, Full Year
Credits: 1 elective credit at Springboro High School
Description: Students successfully completing this Pre-Tech Prep Elective course and meeting the Tech Prep criteria are guaranteed entry into the Information Technology Tech Prep Program at Springboro High School. This sophomore course is focused on exploring career opportunities in the computer industry. The course is taught in a “hands-on” laboratory environment where students explore all concentration areas of Information Technology including:
• Web page design
• Internetwork communication (LAN, Internet, Intranet)
• Installation, configuration, and operation of home, business, and network operating systems
• Installation, operation, maintenance, and troubleshooting of computer hardware systems
• Using Microsoft Office
• Basic graphic design/graphic art
• Video editing
• Object oriented programming (Java)
• Information Technology Career Options
Requirements: Sophomore Students Only
Statement of Course Goals:
Students explore the areas of Information Technology to gain a better understanding of the dedication and time required to be successful in this education pathway. This is accomplished by introductory instruction in the areas of Network Systems, Programming and Software Development, Information Support and Services, and Interactive Media (Digital Design). At the successful conclusion of this course, students will be prepared to make an informed choice of one of the four Information Technology concentration areas. All students are required to choose an in-depth project from their primary area of interest. These projects are presented to the class during the fourth nine weeks so that all students benefit. Past projects have included:
• Graphic animation with Bryce and/or Poser
• Video Production with Adobe Premiere
• Programming with Visual Basic, Java, Open GL, or C++
• Web Design in dynamic HTML with Perl, Java, and CGI scripts
• Operating systems including Novel Netware, MAC OS, Linux, Unix, and Microsoft Servers
• Voice activated desktop control
• Research projects
These projects train students to explore independently or in small groups (no more than 2), demonstrate their knowledge, and make presentations to an audience.
Students are introduced to the Tech Prep pathway to education. They learn about the Miami Valley Tech Prep Consortium and the Southwest Ohio Tech Prep Consortium. They learn about the colleges affiliated with this Tech Prep pathway and the credits which are articulated with those colleges. They also learn about post-technical college options for our program. By spring of the sophomore year, students are encouraged to take the Pre-ACT and/or Pre-SAT and begin thinking about their college options. All students are invited to participate in the MVTPC’s Tech Prep Awareness Days at which students are given the opportunity to meet Sinclair professors and work in their Cisco or MCSE labs.
Course Logistics
The course is taught with modules and uses the Internet as a reference on various topics of research (we use daily). All student assignments are turned in either on paper or electronically and communication is maintained between the teacher and the student via email. Students are given computer troubleshooting, repair, maintenance, and upgrade exercises in lab. Additionally, students make service calls when appropriate throughout the high school. Proper customer service guidelines must be followed including completion of work orders from the Technology Coordinator.
The school is a member of the MSDN Academic Alliance which provides every current Microsoft operating system, programming language, design tools software, and server. Students having their parent/guardian sign the Student Use Agreement form are permitted to install software on their home computer.
Evaluation
Grading Equation: Sum of points earned ÷ Sum of points possible
Daily grade points: 4 = participated fully in discussion and work
3 = under 12 minutes off task
2 = between 12 and 24 minutes off task
1 = between 24 and 40 minutes off task
0 = absent or over 40 minutes off task
Note: When a student is absent they can make up daily grade points by working before or after school.
Written Assignment Points: 10 = Well written and complete
9 = Completed with minor mistakes
7 = Completed with mistakes
5 = Incomplete
3 = Incomplete and with mistakes
0 = Not turned in
Note: Typical assignments are worth 10 points. A multiplier will be used on this rubric to adjust it for written assignment worth more than 10 points. All assignments may be corrected and re-submitted for a higher point total.
Tests and Quizzes: Tests are worth 100 points and may be re-taken before or after school if the student desires. All tests are comprehensive. Quizzes are fewer than 100 points and cover recent material. Quizzes may not be re-taken.
Portfolio: Each student is required to maintain a current portfolio of Information Technology skills and accomplishments to include actual work accomplished and an IT journal. The portfolio is graded at the end of each nine weeks and is worth 100 points. The portfolio is cumulative for the entire length of the student’s duration in Information Technology at SHS.
Semester Exams: Semester exams will be a comprehensive test. The semester exam will count as 20% of the final semester grade for the course. Students exempting the semester exam must complete all exam preparation work.
Note: The first day of the school year is spent on laboratory orientation, course expectations/handbook, and the SHS Student Handbook.
Unit 1: Using the Internet and the Intranet
Description: Students will learn to use the Internet as a tool for research, downloading files, and communicating with email. Additionally, students will learn to use the laboratory intranet and utilize the laboratory Local Area Network.
Time Frame: Days 2 - 9 of the school year (8)
Evaluation: Daily grades
Two 10 point written assignments:
• MSDN Student User Agreement Form/SHS Internet Agreement Form
• Email the teacher with notes attached
Quiz on Internet Research Capability (competency Based)
Competency 3.2: Access information using electronic sources
Competency 3.3: Demonstrate proficiency with electronic mail
Competency 15.1: Demonstrate basic knowledge of the Internet
Competency 15.3: Access the Internet
Competency 15.4: Utilize Internet services
Competency 20.5: Demonstrate knowledge of network connectivity basics
1) The Laboratory Intranet
a) Accessing/browsing the LAN
b) Server logons
c) Using the Intranet website
i) Navigating the Intranet website
ii) Using the Intranet website as a portal
d) Using Image Files
i) ISO, bin and cue, nrg formats
ii) Daemon Tools
iii) Creating image files
iv) Burning image files
e) The MSDN Academic Alliance
i) Student User Agreement Form
ii) Accessing the software
2) Using the Internet as a Tool
a) Portals
i) What is a portal site?
ii) Finding good IT portals
b) Search Engines
i) Engines
ii) Indices
iii) Meta-crawlers
c) Research on the Internet
i)
ii) Whatis.
iii) Cnet:
iv)
v) Computer/Networking Magazines
vi) Hardware Sites
d) Downloading Files
i)
ii)
iii) Using WS-FTP
e) Email
i) Opening a Hotmail account
ii) Configuring Outlook
iii) Customizing Outlook
iv) Sending, receiving, and managing email
v) File attachments
Competency 1.1: Demonstrate basic knowledge of the history of information technology
3) The History of Information Technology
a) Constructing a Time-Line of the History of PC Architecture
i) Internet Research
ii) Saving the document on the Intranet
b) Constructing a Time-Line of the History of Networking and the Internet
i) Internet Research
ii) Saving the document on the Intranet
Unit 2: Using Microsoft Office as a Tool
Description: Students will complete real IT-related projects using Microsoft Access, Word, Excel, Publisher, and Powerpoint. Working in groups of two, students are to formulate plans for a PC Retail/Service company. Students must formulate a company name, retail parts database, employee database, payroll spreadsheet, profit/loss analysis, service report forms, service invoice, retail invoice, business cards, letterhead, mail-merged address labels and form letters, brochure, and presentation about the company. Students will present their company to each other at the end of the unit.
Time Frame: Days 10 - 24 of the school year (15)
Evaluation: Daily grades
Thirteen 10- point written assignments:
• Client database report
• Retail database report
• Employee database report
• Business Cards
• Brochure
• Letterhead paper
• Address Labels
• Form Letters
• Service report forms
• Payroll spreadsheet
• Service invoice
• Retail invoice
• Powerpoint printout
Quiz: Presentation to the class
Competency 1.4: Demonstrate knowledge of the classes of software associated with information systems
Competency 2.1: Create documents using word processing software
Competency 2.2: Create relational databases
Competency 2.3: Create spreadsheets
Competency 2.4: Perform desktop publishing functions
Competency 2.5: Create presentations using presentation graphics software
Competency 2.6: Integrate computer applications
Competency 34.3: Query a database
1) Microsoft Access
a) Group meeting to determine company name, logo, address, etc.
b) Create company client database (five entries)
c) Create retail parts database
i) Use 5 O’clock Computers and Dalco Electronics for reference
ii) Include monitors, nics, sound cards, video cards, chasis, motherboards, cpus, ram, etc
d) Create employee database
e) Print reports for all three databases
2) Microsoft Publisher
a) Create business cards
b) Create a company brochure
3) Microsoft Word
a) Create letterhead paper
b) Import client database and use mail merge to create address labels
c) Write a form letter to customers and mail merge
d) Create service report forms
4) Microsoft Excel
a) Create a payroll spreadsheet
b) Create a service invoice form
c) Create a retail invoice form
d) Create a profit/loss analysis with graphs
5) Microsoft Powerpoint
a) Create a multimedia presentation about the company
b) Present the company to the class
Unit 3: Exploring Careers in Computer Information Systems
Description: Students will use the Internet to research job titles in each concentration area of Information Technology. Students will complete a brief summary of each job title including entry level salary ranges and job outlook. At the end of the unit, students will write a paper on the job title that interests them the most and include a potential project that could be completed relating to this job title.
Time Frame: Days 25 - 29 of the school year (5)
Evaluation: Daily grades
Four ten point written assignment grades on the job title research (one for each concentration area)
One 25 point written assignment on the job title of interest paper
Competency 1.2: Demonstrate knowledge of the impact of information technology on society
Competency 1.5: Identify career opportunities in information systems
1) Introduction to Careers in Computer Information Systems
a) Exploring Careers in Interactive Media
i) Animator
ii) Imaging Specialist
iii) Audio/Visual Specialist
iv) Media Designer
v) Multi-Media Specialist
vi) Web Designer
vii) Graphic Designer
viii) Visual Design Consultant
b) Exploring Careers in Information Support and Services
i) Database Specialist
ii) Customer Service Representative
iii) Technical Support Engineer
iv) Help Desk Technician
v) Technical Sales Consultant
vi) PC Technician
vii) Systems Administrator
viii) Computer Operator
c) Exploring Careers in Programming and Software Development
i) Systems Analyst
ii) Programmer Analyst
iii) Operating Systems Specialist
iv) Software Designer
v) Software Applications Specialist
vi) Test Specialist
vii) Software/Application Support
viii) Database Software Technician
ix) Programmer
d) Exploring Careers in Network Systems
i) Network Specialist
ii) Network Analyst
iii) Cable Installers
iv) Network Technician
v) Network Administration
vi) Network Maintenance and Operations
vii) Hardware Support/Maintenance
viii) Telecommunications Technician
Unit 4: Introduction to Still-Image Graphic Design
Description: Students will learn to use scanners, digital cameras, and software to create and/or manipulate digital still images. Adobe Photoshop will be introduced as the primary software package for capturing and editing images.
Time Frame: Days 30 - 38 of the school year (9)
Note: The First Nine Weeks will end at the end of this module. The next module will begin on day 43 leaving a “pad” for unforeseen circumstance.
Evaluation: Daily grades
Three 10-point written assignments:
• Worksheet on file formats, and features/interfaces of cameras and scanners
• Before and after picture assignment for Photoshop
• Coloring Assignment for Photoshop
One 25-point paper summarizing research and work in Graphic Design
End of nine weeks Portfolio Grade (100 points)
Competency 10.3: Demonstrate design skills
Competency 10.4: Demonstrate knowledge of available graphics software programs
Competency 10.5: Create computer graphics
Competency 12.3: Demonstrate proficiency in the use of digital imaging techniques and equipment
Competency 12.4: Manipulate images
1) Still Image File Formats
a) Bitmap
i) Jpeg
ii) Tiff
iii) Bmp
iv) Gif
b) Vector Images
i) EPS
ii) AI
iii) WMF
2) Using a Digital Camera
a) Camera features and use
i) Digital vs optical zoom
ii) Megapixels
iii) Automatic features
iv) Battery types
v) Brands
b) Camera media
i) Smart media
ii) Compact flash
iii) Memory sticks
iv) Multimedia cards
v) Dx cards
c) Importing digital images from the camera
i) USB
ii) Firewire (digital feature of camcorder)
iii) Card readers
3) Using a Scanner
a) Scanner features and use
i) DPI
ii) Interfaces
(1) Scsi
(2) Parallel
(3) USB
iii) Brands
b) Scanning images into Photoshop
4) Multimedia Inkjet Printing
a) Interfaces
i) Parallel
ii) USB
b) Maintenance
i) Cleaning
ii) Changing cartridges
iii) Alignment
c) Printer settings
i) Color
ii) DPI
iii) Paper
(1) Glossy
(2) Matte
(3) Coated
d) Brands
i) Cost to purchase
ii) Cost to use and maintain
e) Using the laboratory network to print to inkjet printers
i) Conserving ink
ii) Sharing a printer over the network
5) An Introduction to Photoshop
a) Digital Photography
i) Selections
(1) Rectangle tool
(2) Magic wand
(3) Zoom
(4) Layering
(5) Color selector
(6) Undo/redo
ii) Red-eye reduction
iii) Touching up a photograph
iv) Color
(1) Enhancement
(2) Modification
(3) Dithering
v) Making adjustments
(1) Brightness
(2) Contrast
(3) Hue
(4) Saturation
(5) Gamma
vi) Scratch removal
b) Coloring with Photoshop
i) Importing an outline drawing
ii) Using Photoshop to color the drawing
(1) Layering
(2) Transparent colors
(3) Fill
(4) Brush
6) More on Graphic Design
a) Copyright and Ethical Considerations
b) Book recommendations
i) Photoshop
ii) Design Essentials
c) Discussion of animation and 3D graphics
i) Gif animation
(1) Available software
(2) Application
ii) Internet research
(1) Software packages and cost
(a) Bryce
(b) Poser
(c) Maya
(d) 3D Studio Max
Unit 5: Web Page Design
Description: Students will learn the elements of style and the html code necessary to complete an Internet “splash” page, online resume, and online portfolio. Students will convert their IT portfolio into a web interface. Students will use an FTP program to update their pages on the laboratory intranet web site. Students will use a program called Web Weaver to explore html code and will explore other packages with GUI interfaces, animation, and conversion utilities from Microsoft Office.
Time Frame: Days 43 - 62 of the school year (20)
Evaluation: Daily grades
Six 10-point written assignments:
• Finished page of HTML tag examples
• Multi-table project
• Frames project
• Forms project
• Stylesheet
• Research paper on other software packages, Internet resources, and Server Side Considerations
Four 25-point Project Assignments
• Splash page
• Resume
• Portfolio
• FTP and debugging
Competency 16.1: Demonstrate knowledge of web page basics
Competency 16.2: Demonstrate knowledge of Internet programming basics
Competency 16.3: Apply knowledge of basic web programming
Competency 16.6: Format page layout
Competency 16.8: Link documents
1) HTML Tags
a) Using notepad to create a page using the following basic tags
i)
ii)
iii)
(1) bgcolor
(2) link
(3) vlink
(4) alink
iv) h1 ….. h6
v)
vi)
vii)
viii)
(1) align
ix)
x)
(1) color
(2) size
xi)
(1) href
(2) name
xii)
(1) size
(2) width
xiii)
(1) border
(2) align
xiv)
(1)
(2)
xv) and
(1)
2) Using Webweaver
a) Opening your document in Webweaver
b) Customizing Webweaver
i) Default directories
ii) Color schemes
c) Webweaver toolbars
d) Webweaver shortcuts
e) Creating a new page in Webweaver
3) Tables
a) Basic Table Design
i)
(1) border
(2) cellpadding
(3) cellspacing
(4) width
ii)
(1) align
(2) valign
iii)
(1) align
(2) valign
(3) colspan
(4) rowspan
iv)
v) Creating a sample table in Web Weaver
b) Nesting tables in tables
i) Keeping track of tags - using indention
ii) Using comments to separate the areas of the page
iii) Multi-table project
c) Using tables to create the page layout
i) Spanning columns to create a page header
ii) Nav link column
iii) Body column
iv) Blocking the page into “cells”
v) Project
4) Frames
a) Basic Frame Design
i)
(1) rows
(2) cols
ii)
(1) src
(2) name
(3) marginwidth
(4) marginheight
(5) scrolling
(6) noresize
iii)
b) Using Webweaver to create frames
i) Frames project
5) Forms
a)
b)
i) multiple
ii) name
iii) size
c)
d)
i) name
ii) cols
iii) rows
e)
i) type
(1) checkbox
(a) name
(2) radio
(a) name
(b) value
(3) text
(a) name
(b) size
(4) submit
(a) value
(5) image
(a) border
(b) name
(c) src
(6) reset
f) Using Webweaver to create forms
i) Forms Project
6) Cascading Style Sheets
a)
i) rel
ii) type
iii) href
iv) title
b) Creating the stylesheet
i) A:Link
ii) A:Visited
iii) A:Hover
iv) .style#
v) ul
vi) ol
vii) td
viii) table
c) Using style sheets to add consistency to the site
d) Viewing pages in different versions of Internet Explorer and Netscape
7) Other Software Packages and Internet Resources
a) Using Microsoft Office
b) Flash
c) Dreamweaver
d) Frontpage
e) Netscape Composer
f) Internet Resources
i) CNET’s
ii) Adding Client-side Scripts to your Webpage
(1)
(2) Javascript.
8) Server-side Considerations
a) Microsoft IIS
i) Adding to Win2000 Pro or WinXP Pro
ii) Folders
b) Discussion of DHTML
c) Research on creating dynamic pages with:
i) Mysql
ii) PHP
iii) Perl
iv) Java
v) CGI
9) The Project
a) Create a personal “splash page”
b) Create a professional online resume
c) Convert IT portfolio to HTML
d) Use WS-FTP to upload pages to the laboratory intranet server
Unit 6: Motion Picture
Description: Students will learn and evaluate different video and audio codecs. Students will learn to convert between WAV, PCM, and MP3 audio and to use Goldwave and Nero audio editors to manipulate and time sound tracks. Students will learn divx encapsulation of video with Flask Mpeg, how to split an AVI file with VirtualDub, and how to capture, convert, and/or create MPEG video. Students will learn video resolutions for VHS, VCD, SVCD, and DVD. Students will use Adobe Premiere to edit motion picture.
Time Frame: Days 63 - 77 of the school year (15)
Evaluation: Daily grades
Three 10-point written assignments:
• Merge audio files project
• Worksheet on video resolution and codecs
• Exam Review Worksheet
One 100 point video editing project
End of nine week’s Portfolio grade (100 pts)
Note: This unit will end the grading for the first semester which is 86 days long (4 days for exams). This leaves a pad for unforeseen circumstance and additional days for semester exam preparation/review. The next unit will begin on day 83.
Competency 13.6: Operate video cameras
Competency 13.7: Identify video formats
Competency 13.7: Identify video formats
Competency 13.9: Digitize video
Competency 14.1: Demonstrate knowledge of audio recording and sound reinforcement
Competency 14.2: Demonstrate knowledge of audio production
Competency 14.3: Create a sound track
1) Audio
a) Digital sampling of analog signals
i) Analog signaling
(1) Waveforms
(2) Examples
ii) Digital signaling
(1) Binary code
(2) Using zeros and ones to represent values
(a) Bits
(b) Nibbles
(c) Bytes
(d) Hexadecimal representation
(e) ASCII code
iii) Digital sampling
(1) Sample size
(2) Sample rate
(3) The digital representation of an analog graph
b) Codecs
i) Windows media (wma)
ii) MP3
(1) Frauhoffer
iii) Uncompressed
iv) PCM
c) Editing WAV files with Goldwave
i) Editing Tools
ii) Effects
d) Capturing digital audio with MusicMatch Jukebox
i) Ripping from digital sources
ii) Converting between codecs
e) Editing MP3 files with Nero
i) Editing Tools
f) Capturing analog audio
i) Audio
ii) Magnetic tape
g) Project: Merging digital and analog audio files
h) Research: Other audio editing software
i) Creative Labs
ii) Cakewalk (digital music)
iii) Acid
iv) Audio Catalyst
2) Comparing Video Formats
a) Codecs
i) Divx
(1) Installation
(a) Divx 3.11
(b) Divx 4.2
(c) Divx 5.2
(2) Viewing
(3) Compressing video with Divx using Flask MPEG
ii) Codec Resolution and multiples of 16
(1) VHS 320 x 240
(a) Capturing with All in Wonder or Gforce Deluxe
(b) Viewing
(2) Custom AVI
(a) 4:3 ratio
(i) 576 x 432
(ii) 640 x 480
(iii) 704 x 528
(iv) 768 x 576
(v) 832 x 624
(b) 16:9 ratio
(i) 768 x 432
(ii) 1024 x 576
(c) Capturing and Viewing
(i) All in Wonder or Gforce Deluxe
(3) MPEG 1 - VCD
(a) NTSC Format
(i) 352 x 240
(b) PAL Format
(i) 352 x 288
(c) Capturing and Viewing
(i) All in Wonder or Gforce Deluxe
(d) Encoding
(4) MPEG 2 - SVCD
(a) NTSC Format
(i) 480 x 480
(b) PAL Format
(i) 480 x 576
(c) Capturing and Viewing
(i) All in Wonder or Gforce Deluxe
(d) Encoding
(5) DVD - MPEG 2/DV
(a) NTSC Format
(i) 720 x 480
(b) PAL Format
(i) 720 x 576
(c) Capturing and Viewing
(i) Pinnacle DV (Camcorder)
(ii) All in Wonder or Gforce Deluxe
(d) Encoding
(6) Other Codecs
(a) Uncompressed AVI
(b) Indeo
(c) Cinepak
(d) Microsoft
3) Editing Video
a) Splitting an AVI with Virtual Dub
b) Adobe Premiere (if available) or Microsoft Video Editor
i) Creating a new project with input/output options
ii) Opening an AVI
iii) Capturing clips from the AVI
iv) Setting the timeline
v) Creating the video timeline
vi) Using video transitions
vii) Using video special effects
viii) Creating the Audio Timeline
ix) Rendering the movie
(1) Build
(2) Preview
x) Exporting the timeline
4) The Project
a) Work in groups of two to create a 60 second commercial
Unit 7: Java
Description: Students will complete an introductory unit in programming with Java following the content of the Sun Microsystems Tutorial Program (Free, online resource). Students will download and install the Sun Java developers pack and begin by creating an introductory program and applet. Students will learn the merit of Java with a comparison to other languages. Students will learn basics of object oriented programming, classes, objects, inheritance and messages. They will also learn features of the language including variables, data types, operators, and control flow.
Time Frame: Days 83 - 86 (end of first semester) and 91-116 of the school year (30)
Evaluation: Daily grades
Twenty 10-point written assignments:
• Hello world program
• Hello world applet
• Getting Started Review Questions
• Getting Started exercise 1
• Getting Started exercise 2
• Getting Started exercise 3
• Getting Started exercise 4
• Getting Started exercise 5
• Object Oriented Language Review Questions
• Object Oriented Language Exercise
• Variables Review Questions
• Variables Exercise
• Operators Review Questions
• Operators Exercise 1
• Operators Exercise 2
• Operators Exercise 3
• Expressions, Statements, and Blocks Review Questions
• Expressions, Statements, and Blocks Exercise
• Control Flow Review Questions
• Control Flow Exercise
Competency 4.1: Demonstrate knowledge of programming language concepts (introduced)
Competency 5.1: Apply computational and logical operations (introduced)
Competency 5.2: Apply techniques for building applications (introduced)
Competency 5.3: Apply language specific programming techniques (introduced)
Competency 5.4: Debug programs (introduced)
1) First Cup of Java (3)
a) Why Learn Java?
i) Platform independent language
ii) Supports applications and web applets
iii) Java support is common to most web browsers and operating systems
iv) Compiled byte codes run on any processor (not hardware dependent)
v) Advanced graphic capability
vi) Object oriented - modular blocks of code can be reused
b) Sun Microsystems
i) java.
(1) Tutorials
(2) First cup of Java
(3) Checklist
(4) Download the Java 2 Platform Standard Edition and install it
c) Hello World Program
i) Type the program in notepad and save it
ii) Compile the program
iii) Execute the program
iv) Debug the program
d) Hello World Applet
i) Type the applet in notepad and save it
ii) Create a web page to call the applet
iii) Compile the source file to create a class
iv) Load web page in the browser
v) Debug the program
2) Getting Started (5)
a) The Java Technology Phenomenon
i) The Java programming language
ii) The Java Platform
b) What can Java Technology Do?
c) How will Java change your life?
d) A Closer Look at Hello World
i) Comments in Java Code
ii) Defining a Class
iii) The main method
(1) Calling the main method
(2) Arguments to the main method
iv) Using classes and objects
(1) Using a class method or variable
(2) Using an instance method or variable
e) The Anatomy of an Applet
i) Importing classes and packages
ii) Defining an applet subclass
iii) Implementing applet methods
iv) Running an applet
f) Solving Common Compiler Problems
i) Syntax errors
ii) Semantic errors
iii) Interpreter problems
(1) Can’t find class
(2) Main method not defined
g) Questions
h) Exercises
i) Modify output of the hello world program
ii) Download a program, compile it, give output
iii) Debugging a downloaded program
iv) Modify the size of the hello world applet
v) Download two source files, compile, run, give output
3) Learning the Java Language (24)
a) Object Oriented Programming Concepts
i) Concepts
(1) What is an Object?
(2) What is a Message?
(3) What is a Class?
(4) What is Inheritance?
(5) What is an Interface?
ii) Translating Object Oriented Concepts into Code
(1) Code for the Click Me Applet
(a) Download
(b) Objects
(c) Classes
(d) Messages
(e) Inheritance
(f) Interfaces
iii) Review Questions
iv) Exercises
(1) Modify the click me applet to display different colors
b) Language Basics
i) Variables
(1) Data Types
(2) Variable Names
(3) Scope
(4) Variable Initialization
(5) Final Variables
(6) Review Questions
(7) Exercises
(a) Modifying the MaxVariablesDemo program
ii) Operators
(1) Arithmetic Operators
(2) Relational and Conditional Operators
(3) Shift and Logical Operators
(4) Assignment Operators
(5) Other Operators
(6) Review Questions
(7) Excersises
(a) Floating Point Zero Test program
(b) Currency Conversion program
(c) Integer bits program
iii) Expressions, Statements, and Blocks
(1) Definitions
(2) Examples
(3) Review Questions
(4) Exercises
(a) Review Question Program
iv) Control Flow Statements
(1) While-Do Statements
(2) For Statement
(3) If/Else Statements
(4) Switch Statement
(5) Exception Handling Statements
(6) Branching Statements
(7) Review Questions
(8) Exercises
(a) Code Snippet problem
Unit 8: Independent Study: The Sophomore Project
Description: Students have now been exposed and introduced to concepts in the Information Technology Concentration Areas of Interactive Media (Digital Design), Programming and Software Development, Network Systems, and Information Support and Services. These sophomore students will spend the remainder of the year building a solid foundation with PC hardware and operating systems. The students should now be prepared to make an informed choice of one of the four Tech Prep concentration areas in Information Technology for their Education Pathway. As part of the curriculum for this course, students are required to complete an exploratory project on an area of interest in IT and present the project to the rest of the class. The remainder of the third nine weeks is independent study time for these students as they work on their projects.
Time Frame: Days 117 -131 of the school year (15)
Evaluation: Daily grades
End of nine week’s Portfolio grade (100 pts)
Note: The presentation of the project will count as a 100 point test grade during the fourth nine weeks.
Competency 36.2: Compose documents
Competency 36.5: Build interpersonal skills with individuals and other team members
Competency 37.3: Conduct technical research
Unit 9: Computer Hardware and Building a Benchtop PC
Description: Working in groups of two, students will be given components to build a computer. They must identify writing on each component, research the part numbers on the internet, and download manuals and drivers. Students will actually build the computer (without chasis) on workbenches as they study the components and perform troubleshooting until the computer is working.
Time Frame: Days 132-156 of the school year (25)
Evaluation: Daily grades
Eight 10-point written assignment grades:
• Worksheet on motherboards, processors, and ram
• Worksheet on electricity and power supplies
• Worksheet on video cards, monitors, and input devices
• Worksheet on Disk Drives
• Worksheet on the Boot Cycle
• Worksheet on Network Cards and Sound Cards
• Worksheet on laser printers
• Pricing a new “dream” PC for under $1200
One 75 point grade for getting the computer running.
A 100-point test on computer hardware
Competency 1.3: Demonstrate knowledge of the hardware components associated with information systems
Competency 18.2: Analyze the computer site environment
Competency 18.3: Demonstrate knowledge of computer architecture and processor types
Competency 18.4: Demonstrate basic knowledge of computer system architecture
Competency 18.5: Demonstrate knowledge of CPU components
Competency 18.7: Explain operation of microprocessor systems
Competency 18.8: Demonstrate knowledge of peripheral equipment
Competency 18.10: Install computer system (e.g., monitor, keyboard, disk drive, and printer)
Competency 18.11: Troubleshoot computer systems
Competency 48.4: Demonstrate proficiency in working with computer system architecture
Competency 48.6: Apply troubleshooting and repair techniques to a microcomputer system
1) The Motherboard, Processor, and Ram
a) Identifying the motherboard manufacturer, model number, and features
i) Form factors
ii) Integrated components
iii) Slots
iv) Ports
v) CPU type
vi) Cache
vii) BIOS
viii) The Bus
(1) CPU Local Bus
(2) Expansion bus
(3) Integrated peripheral bus
(4) System bus
(5) Digital signaling on the bus
(a) Bandwidth
(b) Binary/base ten conversions
(c) Binary/hexadecimal conversions
(d) IRQ
(e) DMA Channels
(f) Bus Mastering
ix) The chipset
(1) Integrated peripherals
(2) The PCI bridge
(3) Other bridges
(4) The system clock and synchronization of the CPU local bus
(a) Front side bus
(b) Role of level one and level 2 cache
x) The RAM
(1) Memory breakdowns
(a) Conventional
(b) Upper
(c) Extended
(d) The IO address table
b) Finding the manufacturers website
i) Downloading drivers
ii) Downloading bios updates
iii) Downloading manuals
c) Identifying the processor
d) Identifying the type and clock frequency of the ram
e) Using the manual to configure the motherboard (jumpers, switches, etc)
f) Install the CPU and the RAM
g) Complete a study guide and worksheet on motherboards, processors, and ram
2) The power supply
a) The basics of AC and DC Electricity
b) Testing an AC receptacle for proper grounding with a digital multimeter
c) Testing a computer power supply with a digital multimeter
d) Study guide and worksheet on electricity and power supplies
3) Video Cards, Monitors, and Input Devices
a) Types of video cards
i) Slots
ii) Specialty cards
b) The video process
i) RAM DAC
ii) Video Memory
iii) Resolution
(1) Video resolution related to memory
(2) Pixels
(3) Number of colors (sample size)
iv) Video Processor
v) Graphics Acceleration
vi) 3D rendering
c) installing a video card on the bench top computer
d) Types of monitors
e) Safety with CRT monitors
f) Adjusting a CRT monitor
i) RGB color gun potentiometer (pots)
ii) Flyback transformer
(1) Focus (pot)
iii) Brightness and contrast (pots)
iv) Horizontal and vertical adjustments (pots)
g) Performing monitor calibration
h) Adding the monitor to the bench computer
i) Keyboard
i) How the keyboard works
ii) The IRQ process revisited
iii) Keyboard maintenance
j) Mouse
i) How the mouse works
ii) Optical vs mechanical mice
iii) Mechanical mouse maintenance
k) Study guide and worksheet on video cards, monitors, and input devices
4) Disk Drives
a) Floppy disk drives
i) Heads, tracks, sectors, and clusters
ii) Medium
iii) Read/write and flying erase heads
iv) Standard floppy sizes
v) Formatting a floppy
vi) Creating and using the Windows 98 boot floppy
vii) Installing the floppy to the bench computer
viii) Booting the computer to a floppy disk
b) Hard Drives
i) Properties of hard drives
(1) Heads, tracks, cylinders, sectors, and clusters
(2) Medium
(3) Read/write head and the actuator arm
(4) Rotation speeds
(5) Size calculations
(6) Partitioning a hard drive
(7) Formatting a hard drive
(a) Fat 16 file system
(b) Fat 32 file system
(c) NTFS
(8) Hard drive maintenance
ii) Types of hard drives
(1) IDE
(a) Large disk support
(b) EIDE standards
(i) ATA 33
(ii) ATA 66
(iii) ATA 100
(iv) ATA 133
(2) Scsi
(a) Types of SCSI
(i) SCSI 1
(ii) SCSI 2
(iii) Differential
(iv) Ultra SCSI
(v) The Host Adapter
(vi) Termination
(b) Serial IDE
iii) Installing the hard drive on the bench computer
(1) Partitioning
(2) Formatting
c) Optical Drives
i) CDROM drives
(1) Pits and lands
(2) CDRW
(a) Medium
(3) Installing the CDROM drive on the bench computer
ii) DVD ROM Drives
(1) DVD Medium
(2) DVD + RW
(3) DVD Ram
d) Local Redundancy
i) Tape drives
(1) Tape backup
(a) Incremental
(b) Differential
(c) Full
ii) RAID
(1) Raid 0
(2) Raid 1
(3) Raid 5
e) Other data storage drives
i) Network Drives
ii) USB drives
f) Study Guide on Disk Drives
g) Disk Drive Worksheet
5) The Boot Cycle and the Post Test
a) BIOS
i) CMOS Configuration Utility
ii) Chipset BIOS
iii) Peripheral BIOS
iv) Plug n Play BIOS
b) POST
c) ESCD and non-PnP devices
d) Study guide and worksheet on the boot cycle
6) The Network Card (nic) and the Sound Card
a) Digital signaling on the LAN
i) Binary code and bandwidth
ii) Transceiver
b) Identifying your network card manufacturer and model
i) Downloading drivers and making driver disks
c) Installing the network card on the bench computer
d) Identifying your sound card manufacturer and model
i) Downloading drivers and making driver disks
e) Installing the sound card on the bench computer
f) Study guide on network cards and sound cards
g) Worksheet on network cards and sound cards
7) Laser Printers
a) Laser printer components
b) The stages of the laser printing cycle
i) Cleaning
ii) Conditioning
iii) Writing
iv) Developing
v) Transferring
vi) Fusing
c) Study guide on laser printers
d) Review worksheet on laser printers
8) The Project
a) Demonstrate that the bench PC boots to a floppy and can access the CDROM drive and hard drive.
b) Choose a PC component online retailer and price the components to build a new “dream” computer for under $1200.
Unit 10: Windows 9x and NT Operating Systems
Description: Student groups will continue their work on benchtop computers by installing and simultaneously studying operating systems.
Time Frame: Days 157 - 166 of the school year (10)
Evaluation: Daily grades
Two ten-point written assignment grades:
• Worksheet on Windows 9.x
• Worksheet on Windows NT
Two 25 point grades for installing and configuring each operating system
75 point quiz on Windows 9x and Windows NT
Competency 8.1: Install/configure software programs
Competency 19.1: Describe system components
Competency 19.2: Demonstrate knowledge of computer memory
Competency 19.3: Demonstrate knowledge of auxiliary storage
Competency 19.5: Operate system
Competency 19.6: Maintain system
Competency 19.9: Employ computer system interfaces
Competency 22.1: Demonstrate knowledge of the general characteristics of network operating systems
Competency 48.6: Apply troubleshooting and repair techniques to a microcomputer system
1) Windows 9x
a) Installing Windows 9x
i) Copying cabs to hard drive
ii) Running setup
iii) Configuring and installing drivers
(1) Device Manager
b) Networking with Windows 9x
i) Protocols
(1) Configuring TCP/IP
(2) Winipcfg
ii) File and Print Sharing
iii) Client
iv) Gaining Internet Access
(1) Configuring the proxy server
c) Patching Windows 9x
i) Windows Update
ii) Security issues
d) Windows 9x features
i) Control Panel
(1) Accessing
(2) Components
ii) Share level security
(1) Sharing folders
iii) Msconfig
(1) Essential startup files
iv) Sysedit
(1) A look at the system files
v) The Win9x registry
(1) Registry keys and their meaning
(2) Searching the registry
(3) Internet research - registry tweaks
vi) Policy editor
(1) Editing the registry of the local machine
(2) Using the policy editor for logon policies
e) Study guide and worksheet on Windows 9x
2) Windows NT
a) Installing Windows NT
i) Booting to CDROM drive
ii) Running setup
iii) Configuring and installing drivers
b) Networking with Windows NT
i) Protocols
(1) Configuring TCP/IP
(2) Ipconfig
ii) File and Print Sharing
iii) Client
iv) Gaining Internet Access
(1) Configuring the proxy server
c) Patching Windows NT
i) Windows Update
ii) Security issues
d) Windows 9x features
i) Control Panel
(1) Accessing
(2) Components
ii) User level security
(1) User Accounts
(a) Types of accounts
(b) User rights
(c) Domains
(d) Logon policies
(2) User Profiles
(3) Sharing folders
iii) Computer Management (2000 and XP only)
(1) Disk Management
(2) Local Users and Groups
(3) Security
(4) Event Viewer
(a) Searching Microsoft Knowledge Base for error codes
(b) Monitoring the PC
(5) System Information
(6) Shared folders and sessions
(7) Services
(a) Windows NT as a workgroup server
iv) The Win NT registry
(1) Registry keys and their meaning
(2) Searching the registry
(3) Internet research - registry tweaks
v) Policy editor
(1) Editing the registry of the local machine
(2) Using the policy editor for logon policies
e) Study guide and worksheet on Windows NT
Unit 11: Review, Summary, and Project Presentations
Description: The final two weeks prior to final exams, students will be presenting their projects, reviewing the year’s work, and preparing for final exams. This will include information and resources on A+ Certification Test Preparation.
Time Frame: Days 167 - 176 of the school year (10)
Evaluation: Daily grades
One ten-point written assignment grades:
• Exam Review Worksheet
One 100-point grade for the project presentation
One 100-point grade for the version of the project turned in
End of nine week’s Portfolio grade (100 pts)
Competency 36.1: Apply communication skills
Competency 36.3: Demonstrate sensitivity in communicating with a diverse workforce
Competency 36.4: Deliver oral presentations
1) Project Presentation
a) Each student or group gives a 10-15 minute presentation of their project
b) Each student or group turns their project in for grading
2) A+ Certification Test
a) Online practice sites and braindumps
b) A+ Certification Practice Exams
i) Sybex E-Trainer
ii) Coriolis adaptive test prep
iii) Exam Cram test prep
iv) Online Test Prep
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
(10)
(11)
(12)
(13)
(14)
(15)
(16)
(17)
(18)
(19)
3) Final Exam Review
Fundamentals of Networking
An Information Technology Tech Prep Course
Table of Contents
Course Description ------------------------------------------------------------ Pg 2
Course Goals ------------------------------------------------------------------- Pg 3
Course Logistics ---------------------------------------------------------------- Pg 4
Evaluation ----------------------------------------------------------------------- Pg 5
Unit 1: Introduction to Network Theory --------------------------------- Pgs 6 - 7
Unit 2: The Physical Layer and Cabling --------------------------------- Pgs 8 - 11
Unit 3: The Physical Layer and Connectivity --------------------------- Pgs 12 - 13
Unit 4: Networking Standards and Ethernet ---------------------------- Pgs 14 - 15
Unit 5: Network Operating Systems (NOS) ------------------------------ Pgs 16 - 18
Unit 6: The Data Link Layer and the LAN ------------------------------ Pgs 19 - 20
Unit 7: Wide Area Networks ------------------------------------------------ Pgs 21 - 23
Unit 8: The Network Layer and the Transport Layer ----------------- Pgs 24 - 25
Unit 9: Independent Study: The Junior Project ----------------------- Pg 26
Unit 10: TCP/IP and Subnetting ------------------------------------------- Pgs 27 - 29
Unit 11: Introduction to Routing ------------------------------------------ Pgs 30 - 33
Unit 12: Firewalls and Network Security -------------------------------- Pgs 34 - 35
Unit 13: Review, Summary, and Project Presentations --------------- Pg 36
Fundamentals of Networking
Course Description
Information Technology Tech Prep
Course Title: Fundamentals of Networking
Grade 11, Tech Prep Program Course 1 of 2
Room: A105
Time Frame: 100 min/day, Periods 2 and 3, Full Year
Credits: 2 Career/Technical credits at Springboro High School
Description: This course covers the theory behind networking in a “hands-on” environment. While studying the OSI model and the TCP/IP Protocol Stack, students configure servers, manage switches, monitor network activity, and program routers. All students are members of VICA-Skills USA and/or Business Professionals of America and are eligible to participate in competitive events. The course is delivered as a satellite Career/Technical program of the Warren County Career Center.
Network concepts taught include:
• Fundamentals, topology, and cabling of computer networks (includes fiber optics)
• Local Area Network design, configuration, troubleshooting, and maintenance
• Wide Area Network design, configuration, troubleshooting, and maintenance
• Networking standards and the OSI model
• TCP/IP design and implementation including subnetworks and IP version 6
• Bridging protocols/algorithms and switch management including VLANS
• Dynamic routing, static routing, and routing algorithms/protocols,
• Address resolution and server configurations
Requirements: 90% attendance average for grades 9 and 10
75% cumulative grade average for grades 9 and 10
Minimum of 8 credits with no deficiencies toward graduation after grade 10
75% average or higher in College Prep Algebra I or higher
Statement of Course Goals:
Students are given intensive training in Network Systems covering the first four layers of the OSI model. The model for this course is based on PC network systems, however, the theory is extended to network systems in general including telephony, video network systems, mainframe/terminal, etc. This instruction is delivered in an approximate 3:2 ratio of theory instruction to hands-on laboratory instruction. The course is designed to allow students to continue to learn about and explore Information Technology careers and begin their Tech Prep pathway while gaining specific technical training. Students have the opportunity to participate in youth organization competitive events in either Vica-Skills USA and/or Business Professionals of America. By the end of this course, students have received Network Theory training to take and pass the COMPTIA Network + exam. Students who have also completed Foundations in Computer Information Systems should also be prepared to take and pass the COMPTIA A+ Certification exam.
As Tech Prep is College Prep, all students in this course should take the Pre-SAT and/or Pre-ACT by midterm of their junior year. They should take the SAT and/or the ACT during the spring of their junior year. Additionally, students should be visiting college campuses and narrowing their field of choices down to under ten. All junior students in this course have the opportunity to attend Sinclair Community College twice to take the COMPASS test and tour the campus. Sinclair is a Tech Prep school affiliated with the Miami Valley Tech Prep Consortium. The COMPASS test is the freshmen course placement test used by all Tech Prep colleges we affiliate with. Prior to the first COMPASS session, all students in this course apply to Sinclair community college and become official Sinclair students eligible to take courses, receive Tech Prep benefits and articulated credits. Students also enroll with the SWOTPC which serves as a brokerage for their affiliated colleges.
All students are required to choose an in-depth project from their primary area of interest in Information Technology. These projects are presented to the class during the fourth nine weeks so that all students benefit. Past projects have included:
• Graphic animation with Bryce and/or Poser
• Video Production with Adobe Premiere
• Programming with Visual Basic, Java, Open GL, or C++
• Web Design in dynamic HTML with Perl, Java, and CGI scripts
• Alternative operating systems including Novel Netware, MAC OS, Linux, Unix, and Microsoft Servers
• Youth Organization skills competitions including
o Computer Maintenance (VICA-Skills USA)
o Tech Prep Presentation (VICA-Skills USA)
o Job Skills Demonstration (VICA-Skills USA)
o Cisco Academy Internetworking (VICA-Skills USA)
o Related Technical Math (VICA-Skills USA)
o Job Interviewing Skills (VICA-Skills USA and Business Professionals of America)
o Technical Computer Applications (VICA-Skills USA)
o Community Service Project (VICA-Skills USA)
o C++ Programming (Business Professionals of America)
o Visual Basic Programming (Business Professionals of America)
o Computer Network Technology (Business Professionals of America)
o PC Servicing and Troubleshooting (Business Professionals of America)
o Cisco Systems Administration (Business Professionals of America)
o Microsoft Network Administration (Business Professionals of America)
o Web Page Design Team (Business Professionals of America)
o Network Design Team (Business Professionals of America)
• Miami University’s Technology Challenge
o Web Page Design
♣ Novice category
♣ Expert category
o Robotics challenge
Course Logistics
The course is taught with modules using two primary resources. Through the Warren County Career Center, a Nortel Netknowledge Campus, teachers of this course have full access to the Nortel Netknowledge curriculum and materials. This online reference provides the teacher with an outlined, competency based curriculum including laboratory exercises and a test question bank. It also provides students with an on-line text with review questions and exercises which can be tracked at home. Additionally, it is recommended that the Instructor purchase at minimum an E-book of The Microsoft Press’ Networking Essentials Plus 3rd Edition. This book makes an excellent supplement to the Nortel Curriculum as a teacher resource.
All student assignments are turned in either on paper or electronically and communication is maintained between the teacher and the student via email. Students make service calls when appropriate throughout the high school. Proper customer service guidelines must be followed including completion of work orders from the Technology Coordinator.
The school is a member of the MSDN Academic Alliance which provides every current Microsoft operating system, programming language, design tools software, and server. Students having their parent/guardian sign the Student Use Agreement form are permitted to install software on their home computer.
As of 1/14/03, the Information Technology lab contains:
Hubs: Dlink 16 port 10 mbps, CentreCom 24 port 10 mbps (*), Baystack 253 10 mbps (@), 3COM 12 port 10 mbps (*), Cabletron 12 port 10 mbps, two 3COM 24 port 10/100 mbps, and four Netgear 8 port 10/100 mbps
Switches: Zonet 24 port 10/100 unmanaged, Bay 350T 12 port 10/100 managed (@), Cisco 1900 10 mbps with 2 100 mbps ports managed (*), Synoptics 28115 16 port 10/100 managed (*), Accton Cheetahswitch 24 port 10 mbps managed (*), Linksys 10/100/1000 Etherfast II 24 +2 port managed, four Netgear 8 port 10/100 unmanaged
Routers: Two Linksys cable/dsl, Cisco 1605 with WIC 1T, Cisco 2514, Cisco 2621, Baystack ARN with Tri-serial, two Baystack base, three 3COM 441 (*), Allied Tellesyn AR720, IBM NWAYS 2210E
Wireless: Linksys 802.11B wireless access point with pcmcia wireless nics
Wiring Racks: One fixed wiring rack (7 foot MDF), two portable wiring/server racks (7 foot), one portable wiring/server rack (5 foot)
PCs: All PCs contain a minimum of 256 Mb RAM. New PCs are built each year by students and are phased in and out as deemed necessary. The minimum PC in the lab is currently an AMD system at 550 Mhz. The maximum PC in the lab is currently an Intel PIV system at 1.8 Ghz. There are many varieties of PCs in between. There are three laptops.
Fiber: Leviton field termination kit, two fiber module for Linksys switch, two fiber PCI nics
Servers: There are two dedicated stand alone servers in lab providing application, storage, and printer services. One server provides a laboratory intranet. There are three dedicated student training servers.
Printers: There are two network laser printers in the lab plus two color inkjet printers
Sun: There are several SUN Sparcstation computers configured to run Solaris and/or Linux
Apple: There are several Powermacs running MAC OS and/or Linux
Miscellaneous: There are several Sun “box of disks” differential SCSI storage units
Note: Equipment items followed by (*) are the personal property of the current instructor, David Cairns. Equipment items followed by (@) are the property of Warren County Career Center.
Evaluation
Grading Equation: Sum of points earned ÷ Sum of points possible
Daily grade points: 4 = participated fully in discussion and work
3 = under 12 minutes off task
2 = between 12 and 24 minutes off task
1 = between 24 and 40 minutes off task
0 = absent or over 40 minutes off task
Note: When a student is absent they can make up daily grade points by working before or after school.
Written Assignment Points: 10 = Well written and complete
9 = Completed with minor mistakes
7 = Completed with mistakes
5 = Incomplete
3 = Incomplete and with mistakes
0 = Not turned in
Note: Typical assignments are worth 10 points. A multiplier will be used on this rubric to adjust it for written assignment worth more than 10 points. All assignments may be corrected and re-submitted for a higher point total.
Networking Labs: While more prevalent during the second semester, networking labs are usually rated between 25 and 50 points and are graded on successful completion and participation.
Tests and Quizzes: Tests are worth 100 points and may be re-taken before or after school if the student desires. All tests are comprehensive. Quizzes are fewer than 100 points and cover recent material. Quizzes may not be re-taken.
Portfolio: Each student is required to maintain a current portfolio of Information Technology skills and accomplishments to include actual work accomplished and an IT journal. The portfolio is graded at the end of each nine weeks and is worth 100 points. The portfolio is cumulative for the entire length of the student’s duration in Information Technology at SHS.
Semester Exams: Semester exams will be a comprehensive test. The semester exam will count as 20% of the final semester grade for the course. Students exempting the semester exam must complete all exam preparation work.
Competency 42.9: Conduct meetings
Competency 42.11: Support the company's social and community involvement
Professional Development Youth Organizations are essential for the career planning and guidance of students. Springboro students will become members of VICA-Skills USA and/or Business Professionals of America. The teacher appoints officers based on merit and leadership skills. The offices of President, Vice-President, Treasurer, Secretary, and Parliamentarian shall be held. Regular meetings will be conducted on an as-needed basis with students following proper parliamentarian procedures. Students will conduct fund raisers and community service projects. Students will have the opportunity to participate in competitive skills events. The Information Technology Tech Prep program of Springboro High School will have a charter with the organizations affiliated with.
Note: The first day of the school year is spent on laboratory orientation, course expectations/handbook, and the SHS Student Handbook.
Unit 1: Introduction to Network Theory
Description: Students will be introduced to networking by studying basic LAN/WAN concepts, network types, topology, connectivity devices, and the OSI model.
Time Frame: Days 2 - 8 of the school year (7)
Evaluation: Daily grades
Five 10 point written assignments:
• Worksheet on Ways to Share Information
• Worksheet on Types of Networks
• Worksheet on Network Topology
• Worksheet on Connectivity Devices
• Worksheet on The OSI Model
100 point Test
Competency 20.1: Demonstrate knowledge of basic network classifications and topologies
Competency 20.5: Demonstrate knowledge of network connectivity basics
Competency 20.7: Demonstrate knowledge of the Open Systems Interconnection (OSI) standard (ISO Standard 7498)
Competency 21.1: Demonstrate knowledge of the basics of network architecture
Competency 21.3: Demonstrate knowledge of the basics of token ring technology
Competency 42.1: Maintain a safe working environment
1) Network Concepts
a) Ways to Share Information
i) Client/server
ii) Peer to peer
iii) Nodes on a network
Note: The first day of the school year are spent on laboratory orientation, course expectations/handbook, and the SHS Student Handbook.
b) Types of Networks
i) Local area network (LAN)
ii) Metropolitan area network (MAN)
iii) Wide area network (WAN)
iv) Enterprise networks
2) Basic Network Infrastructures
a) Network Topology
i) Bus
ii) Ring
iii) Mesh
iv) Star
v) Hybrids and Ethernet
b) Connectivity Devices
i) NIC
ii) Hub
iii) Switch
iv) Bridge
v) Brouter
vi) Router
vii) Gateway
3) Introduction to the OSI Model
a) OSI Layers and Their Purpose
i) Physical layer
ii) Data link layer
iii) Network layer
iv) Transport layer
v) Session layer
vi) Presentation layer
vii) Application layer
Unit 2: The Physical Layer and Cabling
Description: Students will learn cabling technology including cable types, termination, characteristics and specifications, data transmission and signaling, and structured cabling.
Time Frame: Days 9 - 25 of the school year (18)
Evaluation: Daily grades
10-point written assignments:
• Cabling and data transmission
• Coaxial cable
• Twisted pair cable
• Fiber optic cable
• Serial cabling
• Structured cabling
• Network design (Visio)
A 100 point lab on cabling termination and wiring
A 100 point test
Competency 1.3: Demonstrate knowledge of the hardware components associated with information systems
Competency 18.6: Demonstrate a basic knowledge of connectivity devices
Competency 20.7: Demonstrate knowledge of the Open Systems Interconnection (OSI) standard (ISO Standard 7498)
Competency 21.1: Demonstrate knowledge of the basics of network architecture
Competency 24.6: Perform network installation procedures
Competency 49.5: Demonstrate proficiency in working with data communications
Competency 49.7: Demonstrate proficiency in working with fiber optic communications systems
1) Characteristics of Cabling and Data Transmission
a) Bandwidth
b) Attenuation
c) Signaling
i) Digital
(1) Binary Representation
(a) Bits
(b) Nibbles
(c) Bytes
ii) Analog
(1) Waveform Properties
(a) Amplitude
(b) Frequency
(c) Period
(d) Phase
iii) Converting between Digital and Analog Signals
(1) Modulation
(2) Demodulation
d) Electromagnetic Interference
2) Coaxial Cable
a) General characteristics
i) Components
ii) Types of connectors
iii) Stranded vs solid core
iv) Plenum vs PVC
b) Thinnet: 10 base 2
i) Topology
ii) Specifications and standards
iii) Connectors
iv) Nics
v) The thinnet network
c) Thicknet: 10 base 5
i) Topology
ii) Specification and standards
iii) Connectors
iv) Nics
v) Backbone cabling
d) RG59
i) Useage
ii) Connectors
3) Twisted Pair Cable
a) Categories of twisted pair
i) CAT 1
ii) CAT 3 and 4
iii) CAT 5
iv) CAT 5E
v) CAT 6
b) Types of twisted pair
i) Shielded (STP) vs unshielded (UTP)
ii) Stranded vs solid core
c) Connectors
i) RJ11 RJ12, RJ45
ii) Keystone jack
iii) Patch panel
iv) Distribution racks and shelves
v) TIA/EIA 568A and 568B standards
vi) Making cables and running wire
4) Fiber Optic Cabling
a) Types of fiber optic cable
i) The components of fiber optic cable
ii) Multimode
iii) Single strand
iv) Multiple strand
v) Zip cord
b) Specifications for fiber optic cable
i) Evolution of bandwidth
ii) Limitations and evolution of the Public Telephone Network
iii) Pure optical networks
iv) OC specifications and Sonet
c) Connectors
i) ST
ii) SC
5) Cabling Lab
a) Termination of thinnet
b) Termination of CAT5
i) RJ45
ii) Keystone
c) Termination of Fiber Optic Cable
i) Single strand
d) Cabling exercise
i) Work boxes, framing, and drywall
ii) Fishing wires
iii) Run wiring
iv) Terminating the patch panel
v) Connecting PCs
6) Serial cabling
a) RS232
i) Standards and pinouts
ii) Modem cables
iii) Null modem cables
iv) DCE/DTE
v) Console cables
vi) Using hyperterminal
vii) Direct cable connections
b) Laplink cabling
i) Standards and pinouts
c) RS449
i) Standards and pinouts
ii) DCE/DTE
d) V35
i) Standards and pinouts
ii) DCE/DTE
e) Proprietary serial cabling
i) Cisco Flex WAN and Smart Serial
ii) Nortel 44 Pin Serial
f) Structured cabling
i) Basic Network Design
ii) Backbone Wiring
iii) Horizontal Cabling
Unit 3: The Physical Layer and Connectivity
Description: Students will learn the components and properties of network adapter cards (Nic), the binary and hexadecimal numbering systems, installation of nics, configuration of an operating system for networking, and properties of other physical layer connectivity devices.
Time Frame: Days 26 - 32 of the school year (7 days)
Evaluation: Daily grades
Four 10-point written assignments:
• Worksheet on signaling
• Worksheet on number base conversions
• Worksheet on nics and Windows configuration
• Worksheet on connectivity devices
25 point lab: Installing and Configuring a Nic
25 point lab: Configuring and Analyzing a Hubbed Network
100 point test
Competency 3.1: Demonstrate knowledge of basic data communications components and trends
Competency 18.6: Demonstrate a basic knowledge of connectivity devices
Competency 19.9: Employ computer system interfaces
Competency 20.4: Demonstrate knowledge of LAN physical media
Competency 20.7: Demonstrate knowledge of the Open Systems Interconnection (OSI) standard (ISO Standard 7498)
Competency 20.8: Demonstrate knowledge of communication standards for networks
Competency 21.1: Demonstrate knowledge of the basics of network architecture
Competency 24.6: Perform network installation procedures
Competency 48.2: Distinguish between analog and digital phenomena and circuits
1) The Network Adapter
a) Signaling
i) Baseband signaling
ii) Broadband signaling
iii) Full duplex transmission
iv) Half duplex transmission
v) Synchronous/asynchronous signaling
vi) Connection oriented/connectionless transmission
vii) Analog sampling
b) Binary and hexadecimal number systems
i) Binary
(1) Converting from denary to binary
(2) Converting from binary to denary
ii) Hexadecimal
(1) Converting from binary to hexadecimal
(2) Converting from hexadecimal to binary
c) Configuration and methods
i) Installation and system resources
(1) IRQ
(2) I/O address
(3) Finding and installing drivers
(4) Setting network properties in Windows
(a) Client
(b) Protocol
(c) Services
(d) Adapter properties
(5) Media access control number (mac address)
(6) IP addressing with TCP/IP protocol
(a) IP address
(b) Subnet mask
(c) Default gateway
(d) Network configuration utilities
(i) Winipcfg
(ii) ipconfig
(7) Transceiver
(8) 10 mbps, 10/100 mbps, 10/100/1000 mbps
(9) Fiber optic nics
(10) Wireless nics
(11) The role of the nic in an Ethernet network
(a) CSMA/CD
(b) Backing off for retransmission
d) Installation and configuration of a nic in Windows (LAB)
2) Physical Layer Connectivity Devices
a) Repeater
i) 5-4-3 rule
b) Hub
i) Active hubs
ii) Passive hubs
c) Media access units
i) Transceiver
ii) Interface conversion
d) Creating a hubbed LAN (LAB)
i) Addressing and protocols
ii) Using Ethereal protocol analyzer
Unit 4: Networking Standards and Ethernet
Description: Students will learn the standards organizations and publications, the 802 specifications, the history of Ethernet, the history of the Internet, and Ethernet topology and design.
Time Frame: Days 32 - 40 of the school year (9)
Evaluation: Daily grades
10-Point written assignments:
• Worksheets on standards
• Paper timeline on history of Ethernet and Internet
• Ethernet topology and design
• Worksheet on other architectures
50 point lab: Capturing and Examining Packets on a Hubbed Network
100 point test
End of nine weeks portfolio grade (100 points)
Note: this unit will be the last of the nine weeks. Five additional days will be built into the time frame in case unforeseeable circumstance occurs.
Competency 1.2: Demonstrate knowledge of the impact of information technology on society
Competency 1.1: Demonstrate basic knowledge of the history of information technology
Competency 18.1: Demonstrate knowledge of hardware standards
Competency 21.2: Demonstrate knowledge of the basics of Ethernet technology
Competency 21.4: Demonstrate knowledge of the basics of token bus, Fiber Distributed-Data Interface (FDDI), and wireless LAN technology
1) Standards Organizations and Publications
a) Request For Clarification documents
i) Finding and using RFCs
b) ISO
c) IEEE
d) 802 Standards
i) 802.1 - network management
ii) 802.2 - LLC sublayer
iii) 802.3 - Ethernet CSMA/CD
iv) 802.4 - Token Bus
v) 802.5 - Token Ring
vi) 802.11 - Wireless
2) Ethernet
a) Evolution and design of Ethernet
i) History of Ethernet
ii) Ethernet frames
b) The relationship of Ethernet to the Internet
i) History of the Internet
ii) Overview of WAN encapsulation of Ethernet frames
c) Method of contention - CSMA/CD
i) Collision domains
ii) Segmenting networks (layer 2 concepts)
iii) Depicting networks graphically
(1) Line diagrams
(2) Section diagrams
(3) Top view diagrams
(4) Microsoft Visio
iv) Baseband signaling in the collision domain
3) Ethernet Topology
a) Physical bus topology
i) 10 base 2 standards
ii) repeaters
iii) star-bus topology
b) Logical bus or star topology
i) Hubs
(1) Active vs passive
(2) Managed vs non-managed
(3) Creating a hubbed network
(a) Capturing and examining packets on a hubbed network (LAB)
(i) Ethereal
(ii) Ping
(iii) ARP cache
(iv) Broadcast environment
(v) What’s different about a switch?
(4) Limitations of Ethernet
(a) Broadcast networks
(b) Minimizing the collision domain
ii) Wireless LANS
(1) Access points
(2) Creating a wireless network
c) Ethernet Design
d) Comparing Ethernet with other architectures
i) Localtalk - collision avoidance
ii) ArcNet
iii) Token Ring - non-contention
iv) FDDI
v) Demand Priority - Anylan
Unit 5: Network Operating Systems (NOS)
Description: Students will learn the difference between a home user operating system and a business network operating system. This study will include client workstations and servers. Students will study NOS in general and then install and configure Windows NT4 server. They will also take a factual look at Novel Netware, Appletalk, and Unix/Linux.
Time Frame: Days 46 - 57 of the school year (12)
Evaluation: Daily grades
Two 10-point written assignments
• Worksheet on properties of NOS
• Worksheet on non-Microsoft NOS
100 point LAB on the installation and configuration of Windows NT 4 Server
50 point Quiz over NOS
Competency 8.1: Install/configure software programs
Competency 16.4: Apply knowledge of web hosting
Competency 19.1: Describe system components
Competency 19.5: Operate system
Competency 20.3: Demonstrate knowledge of common network computing platforms
Competency 21.7: Install basic system architectures using current Windows operating system software
Competency 22.1: Demonstrate knowledge of the general characteristics of network operating systems
Competency 22.2: Demonstrate knowledge of network operating systems (i.e., Novell NetWare, Windows NT, LINUX, UNIX, IBM Network, AppleTalk)
Competency 22.3: Install network system
Competency 24.1: Demonstrate knowledge of network management activities and procedures
Competency 24.8: Perform network operation procedures
1) Overview of NOS
a) Standalone NOS vs supplemental NOS
i) NOS vs home user OS
ii) Why NOS is becoming standard for all users
b) Workstation NOS
i) User level security vs share level security
ii) Basic services
c) Server NOS
i) Logon authentication
(1) Clients
(2) Groups, organizations, containers, users
ii) DHCP
(1) Setting a scope and range
(2) Setting workstation configuration options
(a) DNS
(b) Routers
(c) Others
iii) File serving
iv) Print serving
(1) Shared local printers
(2) Network printers
(a) Creating a tcp/ip port
(b) Creating a netbios port
(c) Print servers
(3) Printer pools (load balancing)
v) Application serving
vi) Data/storage serving
vii) Network administration and management
(1) Central administration
(2) Remote access administration
(3) Remote workstation setup and configuration
2) Installing and Configuring Windows NT4 Server (All LAB)
a) Installation
i) Partitioning and formatting the hard drive
ii) Establishing a primary domain controller
iii) Establishing a backup domain controller
iv) Synchronization and replication
v) Service packs and updates
b) Setting up DHCP services
i) Scope and range
ii) Default gateway
iii) DNS server
iv) WINS server
c) User manager for domains
i) Built in groups
ii) New user groups
iii) Organizing the user database
iv) Creating a trust relationship with another domain
d) Authentication
i) Logging onto the local box as administrator
ii) Using Windows 9x, 2kpro, and/or xp to log onto the domain
iii) Logging onto a client computer as domain administrator
iv) Logging onto the domain as domain user
v) Logging onto a client computer as the local administrator and then accessing the server
e) Logon scripts and policies
i) Establishing group policies
ii) Establishing user policies
iii) Scripting user profiles
f) Event viewer
i) Logging events
ii) System monitor
iii) Network monitor
g) Disk Management
i) Partitions
ii) File systems (NTFS/Fat)
h) Setting up shares
i) Levels of security
(1) Share permissions
(2) Security permissions
i) Establishing a print server
i) Shared local printers
ii) Network printers (TCP/IP port)
j) Establishing a File Server
k) Establishing an application server
l) Running WINS services
i) Netbeui and netbios name resolution
ii) Using LMhosts
iii) Editing LMhosts for inter-domain netbios resolution
m) Server Manager
n) DNS Services
i) Name Resolution
(1) ARP
(2) WINS vs DNS
(3) Internet URL resolution
ii) DNS hierarchy
iii) Proper DNS names
(1) Recognizing DNS names and subnames
(2) Choosing and establishing a DNS name
3) Other Network Operating Systems
a) Novel Netware
i) Novell Directory Services
ii) NT gateway services for Novel
b) Appletalk
i) Zones
ii) Interoperability
c) Unix/linux
i) Network file systems
ii) Samba
iii) Xwindows
Unit 6: OSI Layer 2 - The Data Link Layer and the LAN
Description: Students will learn the data link layer of the OSI model in depth including the mac and LLC sublayers. Students will study segmenting the collision domain by creating a broadcast domain with bridges and switches. Students will learn Spanning Tree protocol and then actually see it work. Students will study switches in depth and perform benchmark testing on switches. Students will manage switches and set up VLANS as an introduction to wide area network technology.
Time Frame: Days 58 - 77 of the school year (20)
Evaluation: Six 10 point written assignments:
• Worksheet on OSI layer 2
• Worksheet on switches and switch architecture
• Worksheet on switch methodology
• Worksheet on Bridge theory
• Worksheet on Spanning Tree Protocol
• Worksheet on VLANs
25 point lab on Ethereal - Capturing Packets on a Switched Network
100 point lab - Benchmark testing managed switches (all duplex modes and speeds)
25 point lab - Spanning Tree Protocol
25 point lab - Visio and LAN design
50 point lab - Configuring VLANS
100 point test on Layer 2 Concepts, Protocols and Devices
Competency 18.6: Demonstrate a basic knowledge of connectivity devices
Competency 20.2: Demonstrate knowledge of local-area network (LAN) trends and issues
Competency 20.7: Demonstrate knowledge of the Open Systems Interconnection (OSI) standard (ISO Standard 7498)
Competency 21.1: Demonstrate knowledge of the basics of network architecture
Competency 24.6: Perform network installation procedures
Competency 24.7: Build Ethernet networks
Competency 24.8: Perform network operation procedures
1) Overview of Layer 2 Concepts
a) Purpose of layer 2
i) Layer 2 connectivity devices
ii) Layer 2 protocols
(1) Netbios
(2) Netbeui
(3) Nwlink
iii) 802.2 - defining the LLC sublayer
(1) MAC sublayer
(2) LLC sublayer
iv) Overview of segmenting the LAN
(1) Breaking up a collision domain
(2) Switching
(a) Capturing packets with Ethereal on a switched network (LAB)
(i) Broadcast environments vs switched environments
(3) Bridging
(4) IP vs Non IP layer 2 devices
(5) Interconnecting with a brouter
v) Ethernet frames
(1) Structure and addressing at layer 2
2) Using a switch to segment the LAN
a) Overview
i) Switches and bridges
ii) Broadcast domains
iii) The forwarding table
iv) Using MAC addresses to segment the LAN
v) Ethernet standards
b) Switch Architecture
i) CISC, RISC, and ASIC
ii) Switch fabric
(1) Crossbar switch
(2) Shared memory switch
(3) High speed bus switch
(4) Parallel switch
iii) Switching methodology
(1) Store and forward
(2) Cut through
(3) Using flow control
(4) Full vs half duplex
iv) Consoling into and testing a managed switch (LAB)
(1) Using hyperterminal
(2) Benchmark testing data transmission speeds of managed switches
(a) Examining the address table
(b) Examining port statistics
3) Bridging theory and switches
a) Transparent learning bridge
i) Infinet loop problem and spanning tree algorithm
(1) Bridge priority and determining the root bridge
(2) Port states (listening, blocking, forwarding, learning)
(3) Bridging protocol datagram units (BPDU)
b) Translation bridge
c) Source route bridge (ring)
i) Route discovery
d) Source route transparent bridging
e) Spanning tree algorithm for switches (LAB)
f) Hierarchy of connectivity on the LAN (LAB)
i) LAN design
(1) Microsoft Visio
4) VLANS
a) Overview of VLANS
b) VLANS - switches vs routers - segmenting the broadcast domain
c) VLANS - allowing segmenting and re-segmenting from one location without rewiring
d) Network security with segmenting the broadcast domain
e) Types of VLANS
i) Port based
ii) MAC based
iii) Protocol based
iv) Policy based
f) Overview of multiple switch VLANS
g) Programming VLANS (LAB)
Unit 7: Wide Area Networks
Description: Students will learn how the public telephone system works. They will learn WAN media, devices, protocols, and interfaces. Students will also learn about security, bandwidth, and other considerations with wide area networking.
Time Frame: Days 78 - 86 (9 days)
Evaluation: Seven 10-point written assignments
• Worksheet on PSTN media and connectivity
• Worksheet on PBX
• Worksheet on signaling
• Worksheet on DTE/DCE
• Worksheet on WAN media
• Worksheet on WAN connectivity
• Worksheet on WAN considerations
100 point test
End of 9-weeks portfolio grade (100 points)
End of Semester Midterm Exam (20% of final semester grade)
Competency 18.6: Demonstrate a basic knowledge of connectivity devices
Competency 23.1: Demonstrate knowledge of basic telecommunications and the interconnection of networks
Competency 23.3: Design WAN systems
Competency 24.1: Demonstrate knowledge of network management activities and procedures
Competency 24.1: Demonstrate knowledge of network management activities and procedures
Competency 48.5: Demonstrate knowledge of the basic elements of communication interfacing
Competency 49.1: Demonstrate knowledge of transmission line applications
Competency 49.3: Demonstrate knowledge of various types of multiplexing systems
Competency 49.10: Demonstrate knowledge of telecommunications networks
1) The Public Telephone Network
a) Loop Lines
i) 56 K
ii) 56K dedicated
iii) ISDN Bri
b) Central Office
i) History of telephone switching
(1) Strowger mechanical switch
(2) Crossbar switch
(3) Electronic switching system
ii) PSTN bandwidth
(1) T-carriers
(2) Fiber
c) Private Branch Exchange (PBX)
i) PBX media
(1) Common equipment
(2) Trunk lines
(a) T1
(b) T3
(c) Fiber
(3) Station lines
ii) PBX features
(1) Blocking
(2) Automatic route selection
(3) Voice mail
(4) Automated attendant
(5) Tandems
(6) Call accounting system
(7) System management
(8) Power failure protection
d) Centrex vs PBX
e) Review of digital and analog signaling
i) Analog
(1) Amplitude
(2) Frequency
(3) Phase
ii) Digital
(1) Binary representation
(2) Sample rates and sizes
iii) Modulation/demodulation
(1) Modulation
(a) Pulse code modulation
(b) Quantizing
(c) Encoding
(2) Demodulation
(a) Decoding
(b) Reconstructing
(c) Filtering
f) Data Terminal Equipment (DTE) and Data Communications Equipment (DCE)
i) DTE
ii) DCE
iii) Modem
(1) Synchronous transmission
(2) Asynchronous transmission
(3) Error control
(4) Hayes standards
(5) Compression standards
g) Multiplexing
(1) Frequency division multiplexing (FDM)
(2) Time division multiplexing (TDM)
(3) Statistical time division multiplexing (STDM)
h) Wireless telephone networks
i) Cell phones
ii) Satellite phones
2) WAN Media and Specifications
a) PSTN Leased Line
b) Private lines
c) Microwave
d) Satellite Microwave
e) ISDN
i) BRI
ii) PRI
f) Synchronous Optical Network (sonnet)
3) WAN Connections
a) Circuit Switching
i) ISDN
ii) Modem
b) Leased Lines
i) Point to Point
c) Packet switching
i) X.25
ii) Frame Relay
iii) Switched Multimegabit Data Service (SMDS)
iv) Cell Switching
(1) ATM
d) Internet
i) Virtual Private Networking (VPN)
4) WAN Considerations
a) Quality of service
b) Reliability
c) Committed information rate
d) Error checking, rates, and correction
e) Security
i) Encryption
(1) Public key encryption
(2) Private key encryption
ii) Firewalls
(1) Gateway
(2) Proxy
(3) Hardware
(4) Application
(5) Demilitarized zone (DMZ)
Unit 8: OSI Layers 3 and 4 - The Network Layer and the Transport Layer
Description: Students will learn these two OSI model layers as they learn about segmenting broadcast domains with routers, protocols, WAN packet structure, transport protocols, and the history of TCP/IP. Students will learn the concepts behind classfull IP addressing and CIDR. The goal of this unit is to introduce and familiarize, not to go in-depth into TCP/IP. Later students will study subnetting and gain an in-depth understanding of TCP/IP.
Time Frame: Days 91-100 of the school year (10)
Evaluation: Daily grades
Five 10-point written assignments:
• Worksheet on The Network Layer
• Worksheet on WAN frames and protocols
• Worksheet on the Transport Layer
• Worksheet on digital logic gates and truth tables
• Worksheet on classfull IP addressing
25 point paper on the history of TCP/IP and the Internet
100 point Test
Competency 20.1: Demonstrate knowledge of basic network classifications and topologies
Competency 20.6: Differentiate processes, services, and protocols
Competency 20.7: Demonstrate knowledge of the Open Systems Interconnection (OSI) standard (ISO Standard 7498)
1) OSI Layer 3 - The Network Layer
a) Overview
i) Purpose
ii) Connectivity devices
iii) Protocols
(1) IP
(2) IPX
(3) ARP
b) The router
i) Segmenting broadcast domains
ii) Ethernet packet structure
(1) Frames
(2) Logical addressing
iii) The LAN - Interior routers
(1) RIP protocol
(2) OSPF protocol
(3) Proprietary protocols
(a) IGRP
(b) EIGRP
iv) Connecting LANS to WANS - Border routers
(1) Border gateway protocol
v) WAN Packet structure
(1) Hop counts
(2) Packet switching
(3) Error correction and retransmission
(4) Sliding windows
vi) The WAN - exterior routers
(1) Frame relay
(2) ATM
(3) SMDS
(4) X.25
2) OSI Layer 4 - The Transport Layer
a) Overview
i) Purpose
ii) TCP
iii) UDP
iv) ICMP
v) IGMP
b) Connection oriented transport
i) TCP protocol
(1) Error checking
(a) CRC
(b) Checksum
(2) Applications using TCP
(a) Port numbers
c) Connectionless Transport
i) UDP
(1) Applications using UDP
(a) Port numbers
3) TCP/IP
a) The History of TCP/IP and the Internet
b) An Introduction to Digital Logic
i) Signal inverter
ii) AND/NAND gate
iii) OR/NOR gate
iv) XOR/XNOR gate
v) Truth Tables
c) IP 4 Addressing
i) Octets
(1) Binary representation
ii) Classful IP addressing
(1) Class A
(2) Class B
(3) Class C
iii) The subnet mask
(1) Calculating the NETID (logical AND)
(2) Calculating the HOSTID
(3) Calculating the broadcast address (logical XOR)
iv) Classless IP addressing
Unit 9: Independent Study: The Junior Project
Description: This is a time when we organize our efforts for our competitions including VICA-Skills USA, Business Professionals of America, Tech Prep Showcase, and Miami University’s Tech Challenge. Historically, 50% of the students in this course compete. This time is spent preparing materials, setting goals, planning, and getting started preparing for competition (the bulk of competition preparation occurs outside of school time). Students who are not competing must prepare an exploratory project and as described under “Logistics”. The Independent Study Unit gives these students time to work on their project. All students must present either their competition experience or project orally to the rest of the class during the fourth nine weeks. Students must also turn in a written paper documenting their experience.
Time Frame: Days 101 - 116 of the school year (15)
Evaluation: Daily grades
Note: The presentation of the project will count as a 100 point test grade during the fourth nine weeks. The written paper about this unit will count as a 25 point grade during the fourth nine weeks.
Competency 36.2: Compose documents
Competency 36.5: Build interpersonal skills with individuals and other team members
Competency 37.3: Conduct technical research
Unit 10: TCP/IP and Subnetting
Description: This unit takes students through an in-depth examination of TCP/IP protocol concentrating heavily on the theory behind IP addressing and subnetting. It also takes students through an examination of IP version 6. Students learn the TCP/IP protocol stack model and the TCP/IP suite of Protocols and gain laboratory experience using their utilities.
Time Frame: Days 116 - 130 of the school year (15)
Evaluation: Daily Grades
Eight 10-point written assignments
• Classful IP addressing
• Borrowing ones for the NETID
• Identifying the subnet type
• Calculating the subnet range value
• Subnetwork design considerations
• TCP/IP Stack Model
• TCP/IP protocols and ports
• TCP/IP utilities
25 point written assignment: Case study of all possible subnets
50 point written assignment: Mapping Subnetworks
Two 25-point Vision projects on subnetwork design
25 point research paper on IP version 6
Two 100 point tests (this is too much content not to break up)
End of nine weeks portfolio grade (100 points)
Competency 15.2: Demonstrate advanced knowledge of the Internet
Competency 21.5: Demonstrate knowledge of the TCP/IP protocol
Competency 21.6: Demonstrate knowledge of basic communication protocols
Competency 24.6: Perform network installation procedures
Competency 24.8: Perform network operation procedures
1) Review
a) IP classes
i) The first octet
(1) Class A - starting bit = 0
(2) Class B - starting bits = 10
(3) Class C - starting bits = 110
(4) Class D - starting bits = 1110
(5) Class E - starting bits = 11110
ii) Reserved addresses
(1) 10.0.0.0 through 10.255.255.255 - usually Internal networks
(2) 172.16.0.0 through 172.31.255.255 - usually Intranets not connected to the Internet
(3) 192.168.0.0 through 192.168.255.255 - usually networks connected to the Internet
(and usually behind a firewall)
(4) The 127.0.0.0 network is reserved for testing
(5) The 0.0.0.0 network is reserved for the default route
iii) Logic gates
iv) Extracting the NETID, HOSTID, and broadcast address
b) CIDR
2) Subnetting
a) Borrowing ones for the NETID
i) 2n possible networks (n = # bits borrowed) with 2n -2 useable
(1) 128 = 2 networks, none useable
(2) 192 = 4 networks, 2 useable
(3) 224 = 8 networks, 6 useable
(4) 240 = 16 networks, 14 useable
(5) 248 = 32 networks, 30 useable
(6) 252 = 64 networks, 62 useable
(7) 254 = 128 networks, 126 useable
(8) 255 = the next class of IPs
b) Calculating the range value of each subnet
i) Identifying the type of subnet
(1) CIDR
(2) Classful
(a) Class A subnetted as a Class A
(b) Class A subnetted as a Class B
(c) Class A subnetted as a Class C
(d) Class B subnetted as a Class B
(e) Class B subnetted as a Class C
(f) Class C subnetted as a Class C
ii) 2x ÷ 2y where x = number of possible ones in the subnet, y = the number of borrowed ones in the subnet
(1) Case by case study of each possible subnet (students create charts)
(a) Subnet mask
(b) Number of bits in subnet
(c) Number of bits borrowed
(d) Subnet range value
(e) Number of useable subnets
c) Mapping the Subnetwork
i) Charting the subnetworks
(1) Subnetwork ID
(2) Subnetwork starting IP address
(3) Subnetwork ending IP address
(4) Subnetwork broadcast address
3) Network Design and Subnets
a) Segmenting the LAN/WAN based on subnetworks
i) Segmenting the LAN
(1) Business considerations
(2) Logical considerations
(3) Economic considerations
ii) Segmenting the WAN
(1) Business considerations
(2) Logical considerations
(3) Economic consideration
iii) Internet Considerations
(1) Who owns Class A IP addresses? Class B? Class C?
(2) How can subnetting be made more efficient?
iv) Designing a segmented LAN using subnetworks (LAB)
v) Designing a segmented WAN using subnetworks (LAB)
4) IP Version 6
a) The need for IP6
b) The IP6 standard
c) Backward Compatability
d) Using IP6
e) Research Assignment
i) Where is IP 6 currently used?
ii) What are the key features of IP 6?
iii) What happened to broadcast addresses?
iv) How does IP 6 subnetting work?
5) The TCP/IP Stack Model
a) TCP/IP Protocol Suite
i) IP
ii) TCP
iii) UDP
iv) ARP
v) ICMP
vi) IGMP
vii) Ping
viii) Tracert
ix) Telnet
x) FTP
xi) HTTP
xii) DNS
xiii) RIP
xiv) SMTP
xv) POP3
xvi) Netstat
xvii) NBTstat
b) Using TCP/IP protocol utilites
i) FTP
ii) Ping
iii) Tracert
iv) Netstat
v) NBTstat
vi) Telnet
vii) HTTP
c) TCP/UDP port numbers
i) Addressing by ports, logical address, and physical address
d) The TCP/IP Stack Model
i) Definition
ii) Comparisons to the OSI Model
Unit 11: Introduction to Routing
Description: Students will be introduced to routing first by setting a computer with 2 nics up with routing services. This will involve a look at Internet Connection Sharing, NAT, and RIP. Next, the properties of dynamic routing will be discussed. After each router has been demonstrated with quick router configuration setup, students will rotate through the routers performing basic router setup with RIP.
Time Frame: Days 136 - 160 of the school year (25)
Evaluation: Daily Grades
Six 10-point written Assignments
• ICS and NAT
• Router Logic and routing table fields
• Router metrics
• Algorithms and logical grouping with routers
• Static Routing and RIP
• Broadband Firewalls
50 point LAB on building a router
25 point LAB on Broadband router configuration
100 point rotational lab on programming each router
100 point group lab (entire class working together) to interconnect routers
100 point test
Competency 18.6: Demonstrate a basic knowledge of connectivity devices
Competency 21.1: Demonstrate knowledge of the basics of network architecture
Competency 24.6: Perform network installation procedures
Competency 24.8: Perform network operation procedures
1) Building a Router (LAB)
a) Setting up a computer with 2 nics
b) Internet connection sharing
i) NAT
c) Using Windows 2000 and RIP services
d) Third party routing software
2) Routing
a) The routing table
i) Router Logic
(1) Stripping the packet
(2) Router table lookup
(3) Encapsulation of the packet
(4) Store and forward properties
(5) Forwarding the packet
ii) Routing table fields
(1) Destination
(2) Metric
(3) Next Hop
(4) Type
(5) Protocol
(6) Age
(7) Index
iii) Routing table metrics
(1) Distance (hops)
(2) Best routes
(a) Speed
(b) Bandwidth
(c) Reliability
(d) Load
(e) Cost
(f) Logical groupings
b) Logical grouping of routers
i) Autonomous System
ii) Neighbors and adjacencies
iii) Backbones
iv) Stub Areas
c) Routing Algorithms
i) Distance-Vector Routing
ii) Link-State Routing
iii) Border-Gateway Routing
iv) Exterior Routing
3) Static Routing
a) Overview
i) Why use static routes?
ii) Network Administration with static routes
b) Types of static routes
i) Default route
ii) Next hop routes
4) Dynamic Routing with RIP
a) Overview
i) Bellman Ford Algorithm
ii) Background of RIP
(1) Exchange of routing tables
(2) Periodic updates
(3) For interior routing on small networks
(4) Versions of RIP
iii) The RIP Routing Table
(1) Destination networks
(2) Hop count
(3) Next hop address
iv) RIP Packet format
(1) Header format
(2) Flags
(3) IDs
(4) Time to Live
v) Why does Cisco dominate the Market?
(1) RIP vs IGRP vs EIGRP
5) The Role of the Broadband Router
a) Routing services vs gateway services
i) Internet Connection Sharing
ii) RIP
iii) Using a Linksys router for Internet connection sharing
iv) Using a Linksys router for routing
v) Viewing the routing tables
b) Firewall Services
i) Stateful Packet Inspection
(1) IP spoofing
ii) Port Blocking
(1) Disallowing exterior users access to the interior
(2) Forwarding ports
(3) Using UPnP forwarding
(4) Port Triggering
(5) DMZ Hosting
iii) Filtering
(1) Does it affect the interior, exterior, or both?
(2) Port filtering
(3) IP filtering
(4) MAC filtering
c) Static Routes
d) DHCP
e) Configuring the Linksys Router for gateway services (LAB)
f) Segmenting the LAN with the Linksys Router and RIP (LAB)
6) Segmenting an Ethernet LAN with RIP (LAB)
a) IBM NWAYs router
i) Consoling into the router
ii) Command interface
iii) Navigating the menus
iv) Using Qconfig to set up RIP
v) Pinging through the router
vi) Examining the router table
vii) Using Ethereal to monitor packet traffic and capture RIP update packets
(1) Examination of RIP packets
viii) Using Telnet to change configurations
b) 3COM Superstack II routers
i) consoling into the router
ii) command interface
iii) Navigating the menus
iv) Setting up RIP
v) Pinging through the router
vi) Examining the router table
vii) Using Ethereal to monitor packet traffic and capture RIP update packets
(1) Examination of RIP packets
viii) Using Telnet to change configurations
c) Cisco Routers (IOS 12)
i) consoling into the router
ii) command interface
iii) Navigating the menus
iv) Using Setup to use dynamic routing
v) Pinging through the router
vi) Examining the router table
vii) Using Ethereal to monitor packet traffic and capture RIP update packets
(1) Examination of RIP packets
viii) Using Telnet to change configurations
d) Allied Tellesyn AR720
i) consoling into the router
ii) command interface
iii) Navigating the menus
iv) Setting up RIP
v) Pinging through the router
vi) Examining the router table
vii) Using Ethereal to monitor packet traffic and capture RIP update packets
(1) Examination of RIP packets
viii) Using Telnet to change configurations
e) Nortel Advanced Remote Node
i) consoling into the router
ii) command interface
iii) Navigating the menus
iv) Using inst_arn to set up RIP
v) Pinging through the router
vi) Examining the router table
vii) Using Ethereal to monitor packet traffic and capture RIP update packets
(1) Examination of RIP packets
viii) Using Telnet to change configurations
f) Routing Problems
i) Using subnets
ii) Interconnecting routers with RIP
Unit 12: Firewalls and Network Security
Description: Students will learn the different types of firewalls and write a research paper on them. Students will gain hands on experience working with certain types of firewalls. Network security issues will be explored and solutions will be discussed.
Time Frame: days 161 - 170 of the school year (10)
Evaluation: Daily grades
Written Assignment:
• Types of firewalls
• Research: names brands of free and inexpensive proxy servers
• Types of virus checkers
• Harmful code and how to eliminate it
• Network security considerations
25 point lab - installing and configuring Proxy 2
25 point lab - installing and configuring Win XP Firewall
50 point lab - network design with firewalls and internet access
25 point lab - configuring a virus checker
50 point paper on network security
100 point test
Competency 19.4: Maintain security requirements
Competency 24.5: Design network security systems
Competency 24.10: Perform network administration
1) Types of Firewalls
a) Proxy Servers
i) What is a proxy server?
ii) How does a proxy server fit into the network?
iii) Running Microsoft Proxy 2.0 (LAB)
(1) Installation
(2) Configuration
(3) Using redirection based on Port number
(4) Filtering
(5) Cache
iv) Discussion of Microsoft 2000 Server and the ISA Server addon
v) Other Proxy servers
(1) For Cost
(2) For Free
b) Hardware/Gateway Firewalls
i) Security Policies
ii) Filtering
iii) Stateful Packet Inspection
iv) Redirection
v) Brands of hardware firewalls
c) Application or Software Firewalls
i) Name Brands
ii) Configuring Windows XP Firewall (LAB)
d) NAT as a firewall
e) Using Combinations of Firewall types
f) Network Design with Firewalls and Internet Access (LAB)
2) Virus Protection
a) Personal Virus Protection vs Enterprise Virus Protection
i) Useage
ii) Name Brands
iii) Updating
iv) Internet Viruscan
v) Scanning email packets for the enterprise
vi) Scanning other packets for the enterprise
vii) Protecting servers
b) Code you need protection from
i) Worm
(1) Destructive
(2) Regenerative
ii) Virus
(1) Boot Sector
(2) File or program
(a) Stealth
(3) Macro
(4) Multipartite
iii) Trojan Horse
(1) Back Door
(2) Famous Trojan Horse Viruses
c) Methods of eliminating a virus
i) Kill/clean
ii) Quarantine
iii) Sending information to McAfee or Norton
iv) Delete Files
v) Emergency boot disks
vi) Registry editing
vii) Trying to recover the system
d) Viruses and File systems
i) NTFS vs FAT
ii) Nimda Virus
e) Configuring a virus checker (LAB)
3) Security Considerations
a) Protecting authorized users from improper network use
i) Policies
ii) Virus checking
iii) Network monitoring
iv) Proxy
v) Mail server storage
b) Protecting the network from outside attacks
i) Tapping
(1) Copper vs Fiber
ii) Wireless encryption
iii) Using firewalls
iv) How hackers operate
(1) Motivation
(2) Methods
(3) Means of prevention
Unit 13: Review, Summary, and Project Presentations
Description: The final two weeks prior to final exams, students will be presenting their projects, reviewing the year’s work, and preparing for final exams. This will include information and resources on Network + Certification Test Preparation.
Time Frame: Days 171 - 176 of the school year (6)
Evaluation: Daily grades
One ten-point written assignment grades:
• Exam Review Worksheet
100-point grade for the project presentation
25 point grade for the paper about the project
End of nine week’s Portfolio grade (100 pts)
Competency 36.1: Apply communication skills
Competency 36.3: Demonstrate sensitivity in communicating with a diverse workforce
Competency 36.4: Deliver oral presentations
4) Project Presentation
a) Each student or group gives a 10-15 minute presentation of their project
b) Each student or group turns their project in for grading
5) Network + Certification Test
a) Online practice sites
b) Network + Certification Practice Exams
i) Sybex E-Trainer
ii) Coriolis adaptive test prep
iii) Exam Cram test prep
iv) Online Test Prep
6) Final Exam Review
Advanced Networking
An Information Technology Tech Prep Course
Table of Contents
Course Description ----------------------------------------------------------- Pg 2
Course Goals ------------------------------------------------------------------ Pgs 2 - 3
Course Logistics -------------------------------------------------------------- Pgs 3 - 4
Course Evaluation ------------------------------------------------------------ Pg 5
Unit 1: Review of LAN/WAN Considerations and TCP/IP ----------- Pgs 6 - 7
Unit 2: Simple Network Management Protocol ------------------------- Pgs 8 - 9
Unit 3: Link State Routing: Dynamic Routing with OSPF ------------ Pgs 10 - 11
Unit 4: Windows 2000 Server --------------------------------------------- Pgs 12 - 13
Unit 5: Routing Projects ----------------------------------------------------- Pgs 14 - 16
Unit 6: Independent Study: Preparing for Careers in IT --------------- Pg 17
Unit 7: The Cisco IOS ------------------------------------------------------- Pg 18
Unit 8: Interdomain Routing: Border Gateway Protocol -------------- Pg 19
Unit 9: Routing with Exterior Routing Protocols ------------------------ Pg 20
Unit 10: Technical Writing ------------------------------------------------- Pg 21
Unit 11: The Business of Information Technology --------------------- Pgs 22 - 24
Unit 12: The Basics of Electricity and Electronic Circuits ------------ Pg 25
Unit 13: Emerging/Future Technology ----------------------------------- Pgs 26 - 30
Unit 14: Final Lab Project and Capstone Presentations ----------------- Pg 31 - 32
Course Description
Course Title: Advanced Networking
Grade 12, Tech Prep Program Course 2
Room: A105
Time Frame: 100 min/day, Periods 5 and 6, Full Year
Credits: 2 Career/Technical credits at Springboro High School
Description: This course is designed to solidify the tough decisions regarding work and college facing high school seniors with advanced computer skills. This course is only available to seniors successfully completing Fundamentals of Networking. Students complete a fall job shadowing experience and apply for spring and summer internships. The course is taught in a “hands-on” laboratory environment and includes advanced projects in Networking. Students are members of VICA-Skills USA and are eligible to participate in competitive events. Concepts taught include:
• Programming interior, border, and exterior routing protocols
• Simple Network Management and configuration/management of network connectivity devices
• Advanced server configurations (web, mail, proxy, project, etc)
• Network design and efficiency
• Network Administration
• Future Technology including:
o GigE and 10GigE
o Wireless Enterprise Networks
o Voice over IP
o High Speed Layer 3 Switching
Requirements: Successful completion of Fundamentals of Networking
Statement of Course Goals
Students in this course take an in-depth study into network management, advanced router programming, and future technology, but they also prepare to transition into the next phase of their educational pathway. During this transition, students are given job training experience through job shadowing, guest speakers, field trips, and internships. Students are also finalizing their resumes and IT portfolios and considering their options for college and transitional work/internship. The course content is delivered in modular format with an approximate 1:4 ratio of theory to laboratory projects.
All students should have taken the ACT and/or SAT by the fall of their senior year. This gives them the opportunity to take it again if their score was not adequate to ensure entrance into their first choice college. It is expected that some senior Tech Prep students choose the “traditional college prep” route by immediately entering a University. It is also expected that some students will enter the work force and allow for part time course work at the collegiate level. It is the goal of this program that 85% of students choose their Tech Prep option by continuing their education in an affiliated Tech Prep College. To meet this goal, students tour Cincinnati State Technical College, Cincinnati State Technical College, and Miami University Middletown. By November of the senior year, it is recommended that all seniors in this course have applied to their top five college choices. By January of their senior year, it is recommended that all seniors complete FAFSA and begin applying for college scholarships. All seniors in Tech Prep standing are eligible to receive the $3000 MVTPC scholarship for Sinclair Community College. They are also eligible to apply for competitive Tech Prep scholarships through the SWOTPC in the spring.
All seniors are members of VICA-Skills USA and/or Business Professionals of America. They have the same opportunities to participate in the following competitive skills events:
• Graphic animation with Bryce and/or Poser
• Video Production with Adobe Premiere
• Programming with Visual Basic, Java, Open GL, or C++
• Web Design in dynamic HTML with Perl, Java, and CGI scripts
• Alternative operating systems including Novel Netware, MAC OS, Linux, Unix, and Microsoft Servers
• Youth Organization skills competitions including
o Computer Maintenance (VICA-Skills USA)
o Tech Prep Presentation (VICA-Skills USA)
o Job Skills Demonstration (VICA-Skills USA)
o Cisco Academy Internetworking (VICA-Skills USA)
o Related Technical Math (VICA-Skills USA)
o Job Interviewing Skills (VICA-Skills USA and Business Professionals of America)
o Technical Computer Applications (VICA-Skills USA)
o Community Service Project (VICA-Skills USA)
o C++ Programming (Business Professionals of America)
o Visual Basic Programming (Business Professionals of America)
o Computer Network Technology (Business Professionals of America)
o PC Servicing and Troubleshooting (Business Professionals of America)
o Cisco Systems Administration (Business Professionals of America)
o Microsoft Network Administration (Business Professionals of America)
o Web Page Design Team (Business Professionals of America)
o Network Design Team (Business Professionals of America)
• Miami University’s Technology Challenge
o Web Page Design
♣ Novice category
♣ Expert category
o Robotics challenge
Additionally, as students prepare for competitions and for their transition into the next phase of their pathway, each is expected to complete a Capstone Project, or a project that encompasses the skills they have learned at the collegiate level. This project includes finalization of the IT portfolio, project development, and presentation of the project, the person, and the technical package that makes up each Tech Prep student. This project causes students to reflect on their experiences and solidify their goals for the future.
Course Logistics
The course is taught with modules using two primary resources. Through the Warren County Career Center, a Nortel Netknowledge Campus, teachers of this course have full access to the Nortel Netknowledge curriculum and materials. This online reference provides the teacher with an outlined, competency based curriculum including laboratory exercises and a test question bank. It also provides students with an organized on-line text with review questions and exercises which can be tracked at home. The other primary resource used in this course is the Internet as a whole. Many of the advanced concepts taught in this course are researched via the Internet.
Springboro Community School District offers an internship program to seniors meeting the Internship criteria during the second semester of the senior year. This non-binding internship gives students the ability to shadow Technology Department personnel during a brief orientation, and then begin fulfilling work orders for the district giving the student valuable experience in network systems and PC repair. For this internship, students report to the district Technology Coordinator in lieu of attending the Information Technology Tech Prep afternoon lab. Duties occur in all buildings within the district. Students may participate daily in the internship or at regularly scheduled intervals. Another expectation for this internship is that seniors train and work with underclass Technology Department student aids to prepare them for summer employment and work as upperclassmen.
At midterm of the senior year, we receive a list of companies willing to sponsor internships from the Greater Dayton IT Alliance. Students in this course have the opportunity to submit their resumes to companies of choice. When companies have finished screening resumes, they call students for interviews. These competitive internships can be for summer, or during the second semester allowing students to go to work rather than attend the afternoon Information Technology Tech Prep lab.
We are currently developing a tour/job shadow/internship program with Lexis Nexis. Seniors tour the Lexis Nexis campus and hear from departmental managers. During the second semester, students have the opportunity to job shadow at the company. Students submit their resume and IT portfolio in the spring and may be called for an interview for a summer internship.
All student assignments are turned in either on paper or electronically and communication is maintained between the teacher and the student via email. Students make service calls when appropriate throughout the high school. Proper customer service guidelines must be followed including completion of work orders from the Technology Coordinator.
The school is a member of the MSDN Academic Alliance which provides every current Microsoft operating system, programming language, design tools software, and server. Students having their parent/guardian sign the Student Use Agreement form are permitted to install software on their home computer.
As of 1/14/03, the Information Technology lab contains:
Hubs: Dlink 16 port 10 mbps, CentreCom 24 port 10 mbps (*), Baystack 253 10 mbps (@), 3COM 12 port 10 mbps (*), Cabletron 12 port 10 mbps, two 3COM 24 port 10/100 mbps, and four Netgear 8 port 10/100 mbps
Switches: Zonet 24 port 10/100 unmanaged, Bay 350T 12 port 10/100 managed (@), Cisco 1900 10 mbps with 2 100 mbps ports managed (*), Synoptics 28115 16 port 10/100 managed (*), Accton Cheetahswitch 24 port 10 mbps managed (*), Linksys 10/100/1000 Etherfast II 24 +2 port managed, four Netgear 8 port 10/100 unmanaged
Routers: Two Linksys cable/dsl, Cisco 1605 with WIC 1T, Cisco 2514, Cisco 2621, Baystack ARN with Tri-serial, two Baystack base, three 3COM 441 (*), Allied Tellesyn AR720, IBM NWAYS 2210E
Wireless: Linksys 802.11B wireless access point with pcmcia wireless nics
Wiring Racks: One fixed wiring rack (7 foot MDF), two portable wiring/server racks (7 foot), one portable wiring/server rack (5 foot)
PCs: All PCs contain a minimum of 256 Mb RAM. New PCs are built each year by students and are phased in and out as deemed necessary. The minimum PC in the lab is currently an AMD system at 550 Mhz. The maximum PC in the lab is currently an Intel PIV system at 1.8 Ghz. There are many varieties of PCs in between. There are three laptops.
Fiber: Leviton field termination kit, two fiber module for Linksys switch, two fiber PCI nics
Servers: There are two dedicated stand alone servers in lab providing application, storage, and printer services. One server provides a laboratory intranet. There are three dedicated student training servers.
Printers: There are two network laser printers in the lab plus two color inkjet printers
Sun: There are several SUN Sparcstation computers configured to run Solaris and/or Linux
Apple: There are several Powermacs running MAC OS and/or Linux
Miscellaneous: There are several Sun “box of disks” differential SCSI storage units
Note: Equipment items followed by (*) are the personal property of the current instructor, David Cairns. Equipment items followed by (@) are the property of Warren County Career Center.
Evaluation
Grading Equation: Sum of points earned ÷ Sum of points possible
Daily grade points: 4 = participated fully in discussion and work
3 = under 12 minutes off task
2 = between 12 and 24 minutes off task
1 = between 24 and 40 minutes off task
0 = absent or over 40 minutes off task
Note: When a student is absent they can make up daily grade points by working before or after school.
Written Assignment Points: 10 = Well written and complete
9 = Completed with minor mistakes
7 = Completed with mistakes
5 = Incomplete
3 = Incomplete and with mistakes
0 = Not turned in
Note: Typical assignments are worth 10 points. A multiplier will be used on this rubric to adjust it for written assignment worth more than 10 points. All assignments may be corrected and re-submitted for a higher point total.
Networking Labs: Networking labs typically account for 25 to 50 points. They are graded on successful completion and participation.
Tests and Quizzes: Tests are worth 100 points and may be re-taken before or after school if the student desires. All tests are comprehensive. Quizzes are fewer than 100 points and cover recent material. Quizzes may not be re-taken.
Portfolio: Each student is required to maintain a current portfolio of Information Technology skills and accomplishments to include actual work accomplished and an IT journal. The portfolio is graded at the end of each nine weeks and is worth 100 points. The portfolio is cumulative for the entire length of the student’s duration in Information Technology at SHS.
Semester Exams: Semester exams will be a comprehensive test. The semester exam will count as 20% of the final semester grade for the course. Students exempting the semester exam must complete all exam preparation work.
Competency 42.9: Conduct meetings
Competency 42.11: Support the company's social and community involvement
Professional Development Youth Organizations are essential for the career planning and guidance of students. Springboro students will become members of VICA-Skills USA and/or Business Professionals of America. The teacher appoints officers based on merit and leadership skills. The offices of President, Vice-President, Treasurer, Secretary, and Parliamentarian shall be held. Regular meetings will be conducted on an as-needed basis with students following proper parliamentarian procedures. Students will conduct fund raisers and community service projects. Students will have the opportunity to participate in competitive skills events.
Note: The first day of the school year is spent on laboratory orientation, course expectations/handbook, and the SHS Student Handbook.
Unit 1: Review of LAN/WAN Concepts and TCP/IP
Description: Students will review the key concepts learned during Fundamentals of Networking. This will include LAN technology and design, WAN technology and design, the OSI model, and TCP/IP.
Time Frame: Days 2 - 11 of the school year (10)
Evaluation: Daily grades
Seven 10-point written assignments:
• LAN Concepts
• LAN Design
• WAN Concepts
• WAN Design
• Routing Concepts
• Subnetting
• OSI Model
100 point test
Competency 15.2: Demonstrate advanced knowledge of the Internet
Competency 18.6: Demonstrate a basic knowledge of connectivity devices
Competency 20.1: Demonstrate knowledge of basic network classifications and topologies
Competency 20.2: Demonstrate knowledge of local-area network (LAN) trends and issues
Competency 20.4: Demonstrate knowledge of LAN physical media
Competency 20.7: Demonstrate knowledge of the Open Systems Interconnection (OSI) standard (ISO Standard 7498)
Competency 21.2: Demonstrate knowledge of the basics of Ethernet technology
Competency 21.5: Demonstrate knowledge of the TCP/IP protocol
Competency 21.6: Demonstrate knowledge of basic communication protocols
Competency 23.1: Demonstrate knowledge of basic telecommunications and the interconnection of networks
Competency 48.5: Demonstrate knowledge of the basic elements of communication interfacing
1) LAN Concepts and Design
a) Physical layer concepts
i) Cabling/media
ii) Collision domains
b) Data Link Layer concepts
i) 802.2
(1) LLC sublayer
ii) 802.3
(1) Ethernet standards
iii) Switch theory
(1) Broadcast domains
(2) Switch architecture
(3) Switch management
(4) Spanning tree protocol
c) Network Design on the LAN
i) Principles of LAN Design
2) WAN Concepts and Design
a) Physical layer concepts
i) Cabling/media
ii) Segmenting broadcast domains
iii) Network segmentation vs interconnection
b) Network layer concepts
i) IP addressing
ii) Classful IP addressing
iii) Calculating the netid, hosted, and broadcast address
iv) CIDR addressing
v) IP 6
vi) Routing concepts
c) Transport layer concepts
i) TCP/UDP
ii) Addressing by port
iii) Packet switching
iv) Circuit Switching
v) Leased Lines/Private Lines
vi) QOS
3) Subnetting
a) Types of subnets
b) Calculating the number of networks
c) Calculating the range value of each subnet
d) Mapping each subnet
i) Network id
ii) Ip range
iii) Broadcast address
e) Using a network calculator for subnetting
4) The OSI Model
a) Review of the layers of the OSI model
b) A closer look at layer 5 through 7
c) Review of the TCP/IP Stack model
Unit 2: Simple Network Management Protocol
Description: Students will learn the components of the simple network management protocol. Students will review their use of Ethereal protocol analyzer and will also look at 3COM Transcend and Nortel’s Optivity Campus. Students will also download and look at freeware SNMP utilities.
Time Frame: Days 12 - 23 of the school year (12)
Evaluation: Daily Grades
One 10-point written assignments
25 point lab on SNMP utilities
100 point rotational lab on proprietary SNMP programs
50 point test on Simple Network Management
Competency 21.6: Demonstrate knowledge of basic communication protocols
Competency 24.1: Demonstrate knowledge of network management activities and procedures
Competency 24.7: Build Ethernet networks
Competency 24.10: Perform network administration
1) Components of simple network management
a) Agents
b) Traps
c) Events
d) MIB
i) Examining the Nortel MIB
ii) Updating an MIB
e) Communities
2) SNMP utilities (LAB)
a) Researching SNMP programs
i) Free
ii) For cost
b) A deeper look at Ethereal
c) Installing and configuring 3COM Transcend
d) Installing and configuring Optivity Campus
e) Proprietary vs generic SNMP utilities
f) TFTP protocol
i) Solar winds TFTP server
3) Using proprietary SNMP programs (LAB)
a) Nortel Routers and Nortel Site Manager
i) Booting the router from a file
ii) Using site manager to configure the router
iii) Using site manager to manage router files
iv) Building a configuration file from Site Manager
v) Erasing, partitioning, and upgrading flash memory
b) 3COM Transcend and 3COM routers
i) Using Transcend to configure routers
ii) Erasing the EEPROM of the router
iii) Changing router operating systems (NVRAM)
c) MSRV3.2 and the IBM NWAYS router
i) Using MSRV3.2 to configure the router
ii) Upgrading the operating system of the router
iii) Building a configuration file from MSRV3.2
d) Cisco routers and Configmaker
i) Configuring the router with Configmaker
ii) Building router configurations with Configmaker
iii) Erasing the NVRAM of the Cisco Router
iv) Erasing the Flash Memory
v) Changing the IOS
Unit 3: Link-State Routing: Dynamic Routing with OSPF
Description: Students will learn the OSPF protocol properties and configurations. Then they will design, wire, and configure an OSPF backbone with three stub areas.
Time Frame: Days 24 - 29 of the school year (6)
Evaluation: Daily grades
One 10-point written assignment
100 point lab
50 point quiz on OSPF
Competency 20.6: Differentiate processes, services, and protocols
Competency 23.1: Demonstrate knowledge of basic telecommunications and the interconnection of networks
Competency 24.7: Build Ethernet networks
Competency 24.8: Perform network operation procedures
1) OSPF Protocol
a) Autonomous systems
b) Link State Routing
i) Dijkstra Algorithm
ii) Hello packets
iii) Link state requests, updates, and acknowledgements
iv) OSPF packet structure
c) The OSPF routing table
i) Finding the best route
ii) Configuring OSPF routes
iii) Setting the AS number
iv) Setting the Area Number
d) The OSPF backbone
i) Establishing a backbone
ii) Responsibility of the backbone
e) The OSPF areas
i) Establishing the areas
ii) Responsibility of the areas
f) Comparison of OSPF to distance-vector routing
2) OSPF Routing Project (LAB entire class)
a) Backbone Team
i) Configuring the backbone
(1) Backbone Design
(a) 3COM routers
(2) Serial Protocols and Ethernet protocols
(a) Configuring Point to Point protocol
(b) Using Serial Crossover Cables
(c) High speed serial backbone with ethernet feeding each area
(3) IP addressing scheme
(4) Area number
b) Area Teams
i) Configuring the Areas
(1) Area Design
(a) Nortel Area
(i) Serial and Ethernet interfaces
1. Point to Point protocol
(b) Cisco Area
(i) Serial and Ethernet interfaces
1. Point to Point protocol
(c) IBM and Allied Telesyn Area
(i) Ethernet interfaces
(2) Configuration of the backbone and each area
(a) Configuration and troubleshooting
(3) Connecting each area to the backbone
(a) Troubleshooting
Unit 4: Windows 2000 Server
Description: Student will install and configure a Windows 2000 advanced server with two nic cards. Each group of students will configure DNS services, DHCP, Active Directory, Group logon policies, and WINS. Each group will configure the IIS web server and ftp services on a separate computer. Each group will install ISA server and configure the firewall for their computer running IIS.
Time Frame: Days 30 - 45 of the school year (16)
Evaluation: Daily grades
Four 10 point written assignments:
• Windows 2000 server preparation
• Active directory
• Security and other services
• Monitoring
100 point lab for installation and configuration
50 point quiz
End of nine weeks portfolio grade (100 points)
Competency 8.1: Install/configure software programs
Competency 15.2: Demonstrate advanced knowledge of the Internet
Competency 16.4: Apply knowledge of web hosting
Competency 19.1: Describe system components
Competency 19.5: Operate system
Competency 20.3: Demonstrate knowledge of common network computing platforms
Competency 21.7: Install basic system architectures using current Windows operating system software
Competency 22.1: Demonstrate knowledge of the general characteristics of network operating systems
Competency 22.3: Install network system
Competency 24.1: Demonstrate knowledge of network management activities and procedures
Competency 24.5: Design network security systems
Competency 24.8: Perform network operation procedures
1) Installation of Windows 2000 advanced server
a) Planning the name of the computer
b) Planning the Domain name of the server (DNS)
c) Forests, Trees, and the role of the server
d) Stand alone servers vs domain controllers
e) Computer management
i) Event viewer
ii) Services
iii) Disk management
iv) Users
(1) Organizational units and objects
2) Active Directory Directory Services
a) Installing DNS Services on the computer
i) Creating the DNS name structure
ii) Promoting the computer to a Primary Domain Controller
b) Installing and initializing Active Directory
c) Creating a backup administrator account
d) Creating user accounts and groups
e) Implementing group policies
i) Creating group policies
ii) Deploying group policies
f) Multiple trees in one forest
i) trusts
g) Directory replication
3) Other Services
a) Configuring print services
b) Configuring terminal services for remote management
c) Configuring WINS for netbios naming resolution
d) Configuring DHCP
e) Configuring routing and remote access services
i) VPN
ii) RIP
f) Certificate services and security
i) Public key encryption
ii) Kerberos
iii) Auditing
g) Monitoring and Optimization
i) Disk monitoring and optimization
ii) SNMP
iii) Performance console
iv) Network monitor
v) Task Manager
Unit 5: Routing Projects
Description: Students will complete routing projects in the lab which will enhance their study and programming skills. Incorporated will be network design, working with other protocols, and stretching and reinforcing the use of SNMP utilities. Students will rotate through the projects using the required equipment to achieve each competency.
Time Frame: Days 46 - 75 of the school year
Evaluation: Daily Grades
50 point LAB grade for each completed project
Competency 20.6: Differentiate processes, services, and protocols
Competency 23.1: Demonstrate knowledge of basic telecommunications and the interconnection of networks
Competency 23.3: Design WAN systems
Competency 24.7: Build Ethernet networks
Competency 24.8: Perform network operation procedures
Competency 48.5: Demonstrate knowledge of the basic elements of communication interfacing
Competency 49.6: Troubleshoot data communications
1) Dynamic routing with IGRP
a) Using two Cisco routers, route IGRP between Ethernet interfaces
i) Achieve ping through
ii) Examine the routing tables
b) Using HDD60 serial crossover cabling, route PPP between the routers and IGRP to a third router
i) Achieve ping through
ii) Examine the routing table
c) Using three Cisco routers, route EIGRP between Ethernet interfaces
i) Achieve ping through
ii) Examine the routing table
2) Routing netbios over IPX
a) Setup
i) Choose a router in the lab
ii) Connect each Ethernet port to a switch or hub
iii) Connect a pc to each switch or hub
b) Configure the router with IPX and netbios
i) Convert IP addresses into hexadecimal for the Network ID numbers
c) Configure the PCs to use IPX and netbios over IPX
d) Establish ping through the router
e) Use the network browser to make a netbios over IPX connection with the remote computer
f) Copy a file from one computer to the other
3) Routing netbios TCP/IP
a) Setup
i) Choose a router in the lab
ii) Connect each Ethernet port to a switch or hub
iii) Connect a pc to each switch or hub
b) Configure the router with IP and netbios
c) Configure the PCs to use TCP/IP and netbios
i) A WINS server can be used
ii) Lmhosts lookup can be used
d) Establish ping through the router
e) Use the netework browser to make a netbios over IPX connection with the remote computer
f) Copy a file from one computer to the other
4) Internet Connectivity using IGRP internally
a) Setup
i) 2 cisco routers connected with HDD60 Serial interface
ii) 2 router Ethernet ports connected by VLAN to two computers
iii) uplink one router to ISP
b) Configure IP networks on the routers - use IGRP protocol
i) Configure DHCP relay
c) Configure PCs on each LAN
i) Give internet access to each PC
5) Subnet problem with Nortel Routers
a) Setup
i) Connect two Nortel routers with a serial connection
ii) Ethernet ports are to be subnets
iii) Connect Ethernet ports to PCs using VLAN
b) Show ping from one PC to the other
6) Web Server visibility and the AR720
a) Setup
i) Connect the AR720 to two netgear switches and configure IP
ii) Connect a Win2000 Server with IIS directly to the AR720 switch
iii) Connect two PCs to one netgear switch and one PC to the other
b) Ping through from PC3 to the server, PC1, and PC2
c) View web pages on the Server from PC3
7) Printing with Netbios over TCP/IP
a) Setup
i) Run RIP and netbios on the Nortel ARN with two Ethernet interfaces
ii) Connect the Ethernet ports through a VLAN to two PCs
iii) Connect and share a printer (LPT) on one pc
iv) Connect a TCP/IP printer to the other network
v) Connect a WINS server if need be
b) Print a document on each printer from the remote network
8) Two Routers with a 4-segment VLAN
a) Setup
i) Connect two 3COM routers by V.35 interface
ii) Connect one router via Ethernet to VLANs 1 and 4
iii) Connect the other router via Ethernet to VLANS 2 and 3
iv) Connect a pc to each VLAN
b) Establish ping from each PC to the other three PCs
9) Internet Access through multi-vendor equipment
a) Setup
i) Cisco 2621
(1) V.35 interface with 3COM router
(2) Eth 0 to ISP
(3) Eth 1 to switch and PC 1
ii) 3COM 441
(1) V.35 interface to Cisco router
(2) Eth 0 to switch and PC 2
(3) Eth 1 to switch and PC 3
b) Establish ping between all PCs
c) Establish internet access for each PC
10) Other Routing Projects
Note: new equipment may be purchased with additional features and/or upgrades may be made giving greater capability. New routing labs will be added as equipment and design permits.
Unit 6: Independent Study: Preparing for Careers in Information Technology
Description: Students will be given time to independently reflect on their high school ITTP experiences. It is expected that all students plan and/or begin their capstone project. It is also time to share with the teacher their plans for college, internships, and work. All students will finalize their resume and portfolio for submission to internship sponsors.
Time Frame: Days 76 - 80 of the school year (5)
Evaluation: Daily grades
One 10-point written assignment: plans for the capstone project
Resume grade (50 points - to be submitted to internship sponsors)
Competency 1.5: Identify career opportunities in information systems
Unit 7: The Cisco IOS
Description: Students will learn the fundamentals of the Cisco IOS and how to use the online resources available at the Cisco website. This will include simulator practice and written work programming within the Cisco IOS.
Time Frame: Days 81 - 88 of the school year (8)
Note: Depending on class size and equipment availability, it may be necessary to combine this unit with unit 4 as students rotate projects.
Note: This will be the final unit of the second nine weeks. This leaves several days on the first semester as a pad for college visits and extended time on routing projects.
Evaluation: Daily grades
Five 10-point written assignments:
• Levels and passwords
• Command line abbviations
• Help screens
• The show command
• Configuration tasks
50 point quiz
End of nine weeks portfolio grade (100 points)
Midterm exam
Competency 24.8: Perform network operation procedures
Competency 22.2: Demonstrate knowledge of network operating systems (i.e., Novell NetWare, Windows NT, LINUX, UNIX, IBM Network, AppleTalk)
Competency 23.3: Design WAN systems
Competency 24.7: Build Ethernet networks
Competency 24.8: Perform network operation procedures
1) IOS Basics
a) Passwords and security levels
b) Modes
i) User Mode
ii) Privileged Mode
iii) Global Configuration Mode
iv) Sub-Configuration Modes
v) ROM Monitor Mode
c) IOS Command line abbreviations
d) IOS help screens
i) Accessing help menus
ii) Using help screens to complete a command
e) Using the Show command
f) The Routing tables
g) Configuration tasks
i) Protocols
ii) Interfaces
iii) Routes
iv) Access lists
h) Monitoring the router
2) IOS practice
a) Router simulator problems
b) Using the Cisco Website
Unit 8: InterDomain Routing: Routing with Border Gateway Protocol
Description: Students will learn the properties and configuration of BGP protocol. They will then gain experience routing BGP on the routers.
Time Frame: Days 91 - 97 of the school year (7)
Evaluation: Daily grades
50 point lab grade
Competency 24.8: Perform network operation procedures
Competency 20.6: Differentiate processes, services, and protocols
Competency 23.1: Demonstrate knowledge of basic telecommunications and the interconnection of networks
Competency 24.7: Build Ethernet networks
Competency 24.8: Perform network operation procedures
1) Fundamentals of BGP
a) The autonomous system number
b) Network design and planning
i) Connecting BGP to the LAN
ii) The router hierarchy
iii) Location of the BGP router
(1) On site
(2) With ISP
c) The BGP routing algorithm
i) Advertising networks
ii) Route attributes
(1) Next hop
(2) Weight
(3) AS path
(4) Origin
(5) Local preference
(6) Community
d) BGP Management
i) Filtering
ii) Peer groups
iii) Route reflectors
2) Routing with BGP (LAB)
a) Setup
i) Connect two routers via serial crossover cables
ii) Setup up two autonomous systems
iii) Connect each autonomous system port to an internal network running OSPF
iv) Configure the routers for BGP
b) Establish ping through from one autonomous system to the other
Unit 9: Routing with Exterior Routing Protocols
Description: Students will configure routers and establish connectivity using frame relay, x.25, and SMDS protocols.
Time Frame: Days 98 - 102
Evaluation: Daily grades
100 point lab grade
Competency 24.8: Perform network operation procedures
Competency 20.6: Differentiate processes, services, and protocols
Competency 23.1: Demonstrate knowledge of basic telecommunications and the interconnection of networks
Competency 24.7: Build Ethernet networks
Competency 24.8: Perform network operation procedures
Competency 49.10: Demonstrate knowledge of telecommunications networks
1) Frame Relay
a) Setup
i) Interconnect two or more routers with crossover serial cabling
ii) Configure serial interfaces to run frame relay
iii) Configure two PC networks on the Ethernet interfaces
b) Establish ping through
2) X.25
a) Setup
i) Interconnect two or more routers with crossover serial cabling
ii) Configure serial interfaces to run frame relay
iii) Configure two PC networks on the Ethernet interfaces
b) Establish ping through
3) SMDS
a) Setup
i) Interconnect two or more routers with crossover serial cabling
ii) Configure serial interfaces to run frame relay
iii) Configure two PC networks on the Ethernet interfaces
b) Establish ping through
Unit 10: Technical Writing
Description: Each student will take a piece of laboratory equipment that is managed and write a step by step configuration guide that a novice user could use to configure the device. Students will first submit an outline, followed by a rough draft, followed by the finished product. This user manual can become part of the student’s portfolio.
Time Frame: Days 103 - 108 of the school year (6)
Evaluation: Daily grades
Two 10-point written assignments:
• Outline of the user guide
• Rough draft of the user guide
100 point written assignment grade for the User Guide
Competency 37.1: Evaluate technical writing requirements
Competency 37.2: Write technical reports
Competency 37.3: Conduct technical research
Competency 37.4: Design technical documentation
Competency 37.5: Develop technical documentation
1) Preparing the equipment
a) Pictures and/or graphics must be made of the interfaces
b) Using the equipment
i) Understanding the management software
ii) Understanding what the novice user needs to know
c) Formulating an outline of the user guide
2) Creating the rough draft
a) Typing and using hyperterminal at the same time
i) Split windows
ii) Writing the user guide components step by step while actually making configurations
3) Creating the final document
a) Translating from the rough draft into a polished final documeny
Unit 11: The Business of Information Technology
Description: Students will study the business side of Information Technology and will develop business forms, documents, and perform basic accounting, customer relations, and quality assurance exercises.
Time Frame: Days 109 - 128 of the school year (20)
Evaluation: Daily Grades
Eight 10-point written assignments:
• Basic business concepts
• Customer database
• Customer service forms
• Payroll
• Budget
• Management
• Ethics
• Histogram
• Control charts
100 point test
Competency 38.1 Build customer relations
Competency 38.2: Perform scheduling functions to meet customer needs
Competency 39.1: Characterize the nature of business
Competency 39.4: Clarify management concepts
Competency 40.1: Demonstrate knowledge of management's role in operating a business
Competency 40.2: Apply basic accounting concepts and principles
Competency 42.11: Support the company's social and community involvement
Competency 43.5: Demonstrate knowledge of social, ethical, and legal issues in the information technology field
Competency 44.1: Demonstrate basic knowledge of quality assurance
Competency 44.2: Employ quality tools
Competency 46.1: Demonstrate knowledge of the role of statistics and probability in business situations
Competency 46.2: Make frequency distributions
Competency 46.3: Present data graphically
Competency 46.4: Apply measures of central tendency
Competency 46.8: Demonstrate knowledge of statistical inference
1) Business Concepts
a) What is in a name?
b) Entrepreneurial vs corporate
i) What does it take to start a private business
ii) What does it take to start a public business
c) Basic Accounting Concepts
i) Capital
ii) Income
iii) Expenditures
iv) Maintaining a ledger
2) Customer Relations
a) Running a help desk
i) Attitude
ii) Knowledge
iii) Dependability
iv) Role playing
b) Creating and maintaining a customer database
i) Proper fields
ii) Categories of customers
iii) Establishing a customer history
c) Customer service forms
i) Work order
ii) Field service report
iii) Invoice
iv) Customer Satisfaction Survey
3) Financial Management
a) Capital expenditures
i) Loans
ii) Start up money
iii) Real Estate
b) Overhead Costs
i) Mortgage or lease
ii) Fuel
iii) Telecommunications
iv) Utilities
v) Insurance
c) Tax liability
i) Quarterly reporting
ii) Tax forms
d) Payroll
i) Workman’s compensation
ii) Liability insurance
iii) Retirement plans
iv) Medical insurance
v) Salary and wages
e) Revenue
i) Paying the bills
ii) Paying the company
(1) Investing for the future
(2) Savings
iii) Allowing for miscellaneous expenditures
f) Preparing a budget
i) Estimation of capital expenditures
ii) Estimation of overhead costs
iii) Estimation of revenue
iv) Estimation of tax liability
v) Estimation of miscellaneous expenditures
vi) Estimation of payroll
g) Application to your personal life
4) Management and Supervision
a) Leading by example
i) Managers do not know everything
ii) Managers have a status to maintain
iii) Managers have an image to portray
iv) Managers must set high expectation
v) Managers must be humble yet firm
b) Workman’s compensation or death
i) Dealing with employee benefits
ii) The employees family
c) Hiring and firing
i) Policies and regulations
ii) Posting a job
iii) Screening the applicant’s resumes
iv) The interview process
d) Interfacing with management of partner companies
5) Ethics
a) Sociological decision making
b) Information ethics
i) Copyright
ii) Piracy
iii) Licensing
iv) Monitoring organizations
c) Environmental issues
6) Statistical Quality Assurance
a) No product is perfect
i) No two items can be identical
b) Normal probability distribution
i) Mean, median, mode
ii) Standard deviation
iii) Creating a histogram
c) The purpose of SQA
i) Monitor activity
ii) Prevent poor production
iii) Making changes
d) Control Charts
i) Attribute Charts
ii) Variable Charts
iii) Setting 3σ limits
iv) Making a control chart
Unit 12: The Basics of Electricity and Electronic Circuits
Description: Students learn the basics of electricity and electronic circuitry in preparation for a study of future technology in this career field.
Time Frame: Days 129 - 135
Evaluation: Daily grades
10 point written assignments
• Electrical concepts
• Series/parallel circuits
• Ac circuits
• Residential wiring concepts
• History of digital circuitry
25 point lab on using the digital multimeter
25 point lab on soldering
50 point quiz
End of nine weeks portfolio grade
Competency 47.1: Demonstrate an understanding of electrical fundamentals
Competency 47.2: Demonstrate knowledge of operating the various types of equipment used to test/measure DC circuits, AC circuits, solid-state devices, digital circuits, analog circuits, and microprocessors
Competency 47.3: Demonstrate proficiency in working with DC circuits
Competency 47.4: Demonstrate proficiency in working with AC circuits
1) Electrical Circuits
a) Fundamentals of electricity
i) Conductor vs insulator
ii) AC vs DC
iii) United States vs Europe
iv) Voltage, current, resistance, power
v) Ohm’s Law
vi) Using a digital mutimeter (LAB)
b) DC Circuits
i) Series
ii) Parallel
iii) Series Parallel
c) AC Circuits
i) Capacitance
ii) Inductance
iii) Root mean square
iv) Reactance
d) Soldering (LAB)
e) Concepts of residential wiring
i) Service panel
ii) Work boxes
iii) Receptacles and switches
iv) Home Run
2) Digital Circuitry
a) The history of digital circuitry
i) Vacuum tube
ii) Integrated circuit
(1) semiconductors
(2) Transistor logic
iii) Amplifiers
iv) Microprocessors
Unit 13: Emerging/Future Technology
Description: Students will study the diverse and expanding changes in the technology of telecommunications. This study will examine trends, actual emerging changes, and future predictions.
Time Frame: Days 136 - 155 of the school year (20)
Evaluation: Daily Grades
Twelve 10 point written assignments
• Intelligent devices
• Broadband and bandwidth
• Gigbit Ethernet
• VPN Considerations
• VPN protocols
• VPN Security
• Electromagnetic waves and networking
• Wireless networking considerations
• Wireless network types
• VoIP concepts
• VoIP protocols
• VoIP solutions
Two 100 point tests (too much material for one test)
Competency 20.1: Demonstrate knowledge of basic network classifications and topologies
Competency 21.1: Demonstrate knowledge of the basics of network architecture
Competency 21.4: Demonstrate knowledge of the basics of token bus, Fiber Distributed-Data Interface (FDDI), and wireless LAN technology
Competency 23.1: Demonstrate knowledge of basic telecommunications and the interconnection of networks
Competency 23.3: Design WAN systems
Competency 49.1: Demonstrate knowledge of transmission line applications
Competency 49.10: Demonstrate knowledge of telecommunications networks
1) Intelligent devices
a) Home Automation
b) Intelligent applicances
c) Bluetooth
d) Future of Internet use
2) Converging Networks
a) Voice/data/video
i) What is voice over IP?
ii) What is video over IP?
iii) What will future networks look like?
3) Broadband and bandwidth
a) Review of bandwidth and signaling
b) Broadband technologies of today
i) Plain Old Telephone System (POTS)
(1) Network design considerations
ii) T-Carriers
(1) Network design considerations
iii) ISDN
(1) Network design considerations
iv) Exterior routing protocols, media, and bandwidth
(1) Frame Relay
(a) Network design considerations
(2) SMDS
(a) Network design considerations
(3) ATM
(a) Network design considerations
(i) Constant bit rate
(ii) Variable bit rate
(iii) Available bit rate
(iv) Unspecified bit rate
v) xDSL
(1) Network design considerations
(a) HDSL
(b) ADSL
(c) VDSL
vi) SONET
(1) Network design considerations
(a) Path switched rings
(b) Line switched rings
vii) Dense Wavelength Division Multiplexing of fiber optics
(1) Network design considerations
viii) Cable
(1) Network design considerations
ix) Calculating the bandwidth required for video streaming
4) Gigabit Ethernet
a) Review of Ethernet standards
b) Gigabit Ethernet
i) Fiber Optics
(1) 1000 base S
(2) 1000 base L
ii) Copper
(1) 1000 base CX
iii) Network Design Considerations
(1) Cable length limits and standards
(2) Updating legacy networks
5) Virtual Private Networks
a) What is a VPN?
i) Entension of internal network
ii) Extranet
b) VPN Considerations
i) Security
ii) Availability
iii) Dedicated bandwidth
c) Tunneling Protocols
i) Point to Point Tunneling protocol (PPTP)
(1) Using IPSEC with VPN Protocols
(2) Client to LAN Tunnels
(3) ISP to LAN Tunnels
ii) Layer 2 Forwarding Protcol (L2F)
(1) Cisco’s use of PAP
(2) L2F over Frame relay, Sonnet, and ATM
iii) Layer 2 Tunneling Protocol (L2TP)
(1) Using non IP based protocols
d) IPSEC Protocol
i) Authentication
ii) Encryption
e) Three Reasons to implement VPN
i) Remote Access
ii) Extended Intranet
iii) Extranet
f) VPN Models
i) Service Provider to Service Provider
ii) Service Provider to Enterprise
iii) Enterprise to Enterprise
g) Encryption
i) Private Key
(1) Symmetric Encryption
(a) Triple DES
(b) IDEA
(c) Blowfish
(d) Cast
(2) Diffie-Hellman algorithm
ii) Public Key
(1) Rivest Shamir Adleman (RSA)
h) User Authentication
i) PAP
ii) CHAP
iii) RADIUS
6) Wireless Networks
a) Review of signaling and modulation
b) Electromagnetic waves
i) Electromagnetic spectrum
ii) Frequency allocation
iii) Converting frequency to wavelength
iv) Introduction to radio waves
v) Introduction to Microwaves
c) 802.11
i) Standard
ii) 802.11 Networking and the OSI Model
iii) Multiple Access with Collision Avoidance (MACA)
d) Multiplexing
i) Frequency Division
ii) Time Division
iii) Code Division
e) Spread Spectrum Radio Signals
i) Frequency Hopping Spread Spectrum
ii) Direct Sequence Spread Spectrum
f) Reasons to implement wireless networking
i) Mobile IP
ii) Connectivity issues
iii) Fast reconstruction or backup
iv) Moving the network
v) expansion
g) Wireless Network Considerations
i) Installation
ii) Management of Mobile IP
iii) Security
iv) Compatibility
h) Types of Wireless networks
i) Cellular
ii) Point to Point
iii) Wireless LANS
(1) Infrared LANS
(2) Peer to peer
(3) Cellular
iv) Wireless WANS
(1) Pocket radio
(2) Cellular
(a) Cellular packets
(b) Personal Communications Service
v) Satellite Networks
7) Voice Over IP
a) Review of TCP/IP
i) Addressing
ii) Subnetting
iii) Unicast/multicast/broadcast/anycast
b) Voice Fundamentals
i) Frequencies
ii) Voiced/unvoiced/plosive sounds
c) Digitizing Voice
i) Pulse Code Modulation
ii) Code Excited Linear Prediction (CELP)
d) Review of POTS and PBX
e) VoIP Protocols
i) H.323
(1) Terminals
(2) Gateways
(3) Gatekeepers
(4) Multipoint Control Units
ii) IGMP
iii) Real Time Protocol (RTP)
(1) Time Stamping
(2) Sequence Numbering
(3) Data Identification
(4) Real Time Control Protocol (RTCP)
(5) Resource Reservation Protocol (RSVP)
f) VoIP Solutions
i) Computer to computer communications
(1) Software solutions
ii) Computer to telephone communications
(1) Internet Telephony Service Providers
iii) VoIP Telephone Systems
(1) PBX to VoIP gateway
(2) IP PBX
(3) Telephony devices
(a) IP telephones
(b) USB telephones
g) Internet Call Waiting
i) Dedicated lines
ii) Software solutions
iii) Hardware solutions
h) Why use VoIP
i) VoIP Business Solutions
i) E-Commerce Purchasing
ii) Call back
iii) Electronic help desk
Unit 14: The Final Lab Project and Capstone Presentations
Description: This lab-based unit pulls concepts together that have been learned during the program. The class will be given a business scenario to dissect and plan. Students will construct a laboratory simulated enterprise. Students will choose a team to participate on including Management, Cabling/Connectivity/Storage, Email, Intranet, Internet, E-Commerce, Telephony, Network Administration, Data Solutions, Server, and Security. Many of the activities of each team will overlap and force cooperation between teams. During this time, all seniors will present their capstone projects.
Timeframe: Days 157 - 175 of the school year
Evaluations: Daily grades
200 point lab grade
100 point Capstone Project grade
End of nine-weeks portfolio grade (100 points)
Final Exam Grade
Competency 35.1: Manage information system project methodologies
Competency 35.2: Define scope of work to achieve individual and group goals
Competency 35.3: Develop time and activity plan to achieve objectives
Competency 35.4: Manage work processes and procedures
Competency 36.1: Apply communication skills
Competency 36.2: Compose documents
Competency 36.3: Demonstrate sensitivity in communicating with a diverse workforce
Competency 36.4: Deliver oral presentations
Competency 36.5: Build interpersonal skills with individuals and other team members
Competency 24.4: Perform network analysis, selection, and design
1) Network Design and Planning
a) Addressing the needs of the enterprise
i) Video/Voice/Data
ii) Choosing bandwidth options
iii) Cabling
iv) Departmental or other logical divisions
v) Software solutions
vi) Hardware Solutions
vii) Cost analysis
b) Writing a Network Proposal
c) Making a formal network presentation
2) Implementation of the Approved Network Design
a) Management team
i) Installing and configuring MS Project Management Server
b) Cabling/connectivity/storage team
c) Email team
i) Installing and configuring MS Exchange Server
d) Intranet Team
e) Internet Team
f) E-Commerce Team
g) Telephony Team
h) Network Administration Team
i) SNMP
ii) Network Monitoring
i) Data Solutions Team
i) Installing and configuring MS SQL Server
j) Server Team
i) Creating the PDC server
ii) Configuring ISA server
iii) Interfacing with other servers
k) Network Security Team
3) Presentation of the Senior Capstone Project (includes students on internships)
Performance Measures/Student Assessment/Instructional Strategies
Warren County Career Center targets high performance measures and uses a variety of different ways to provide assistance to its students to achieve high level thinking skills, problem solving skills, and decision-making skills so that they can be successful in their chosen field of study. The Career Center strives to achieve high performance as measured by the Department of Education’s High Performance Measures. These are: 1) Ohio Graduation Test (OGT) Rate - 90%, 2) Positive Post-Program Placement - 90%, 3) Work Keys Assessment Results - 90%, 4) Ohio Career-Technical Career Assessment (OCTCA) Results - not available, 5) Career-Technical Student Organization (CTSO) - 95%, 6) Career-Technical Passport Rate - 100%, and 7) Student Attendance - 95%.
Assessments/Evaluations
• Observations
• Demonstrations
• Portfolios
• Standardized Tests
• Class Assignment
• Quizzes/Tests/Exams
Instructional Strategies
• Teacher-Directed & Student-Centered Activities
• Case Study Problem Solving
• Cooperative Learning
• Project-Based Learning
• Career-Based Learning (Internships/Shadowing/Placement)
• Community-Based Learning (CTSOs and Other)
• Exploratory Learning
• Independent Research
• Team Teaching
Content Specific Strategies
¬ Daily Grades: Students are assessed based on their participation, attitude, behavior, and time on task.
¬ Laboratory Activities: Students are assessed based on their participation, time on task, quality, and completion of the assigned activity. Instructional strategies include:
o Teaming/cooperative learning
o Exploratory research and application
o Individual project work
¬ Tests and Quizzes: Students are assessed regularly over the theory is taught. Tests are given on the computer using a variety of question formats such as: True/False, Essay, Multiple Choice, Matching, and Short Answer.
¬ Written Assignments: Written assignments are give to reinforce discussion, research, and application.
o Laboratory reports
o Worksheets for reinforcement of theory
o Research papers
o Project documentation
¬ Portfolio: Students are assessed every nine weeks on the care, quality, and completeness of their Information Technology Portfolio.
¬ Projects: Students are assessed each year on the scope, quality, and effort on an IT project or competition. Accompanying an Oral Presentation is written documentation.
¬ Job Shadowing: Students participating in a job shadowing experience must complete and submit the appropriate documentation in accordance to the Board approved Job Shadow Packet.
¬ Internship: Students participating in an internship must complete and submit the appropriate documentation in accordance to the Board approved Internship Packet.
¬ Project Based Learning: The senior class completes a project management project. Students are assessed on effort, role in the project, quality of work, and cooperative/cumulative effort. Additional projects may arise for any Information Technology course in on-campus or off-campus jobs approved by the Administration. Such projects must not deviate from the Scope and Sequence.
[pic]
Introduction to Job Shadowing
Job shadowing is a work-based option where students learn about a career by “walking through” the workday as a shadow to a business/industry professional. The job shadowing work experience is a temporary, unpaid exposure to the workplace in an occupational area of interest to the student. Students witness firsthand the work environment, employability and occupational skills in practice, the value of professional training, and potential career options. Job shadowing is designed to increase career awareness, help model student behavior through example, and reinforce in the student the link between classroom learning and work requirements.
Job shadowing helps students accomplish the following:
$ Gain information about possible future career interests
$ Observe the daily routine of their adult host/mentor
$ Observe the system of the host company or business
$ Gain insight to the academic, technical, and personal skills required by a particular occupation
$ Gain an understanding of the connection between school and work
$ Gain information to assist students in goal setting and educational planning
$ Develop contacts for future opportunities
Additional work based opportunities may include:
$ Class/group activities
$ Internships
$ Apprenticeships
$ Conferences/workshops
$ Volunteer activities
Student Profile Form
Name ___________________________
Address ___________________________
___________________________
Phone ___________________________
Age: ___________________________
Goals:
What are your short term goals for school and work following graduation from Springboro High School?
What are your long term career goals?
Work Experience:
List any jobs or volunteer work that you have done. Include dates.
School Activities:
List all clubs, athletics, offices, and other school related activities in which you have participated as a high school student.
Honors and Awards:
List any honors or awards you have received as a high school student for achievement, athletics, service, or community work.
Job Shadowing Goals:
What do you hope to see, experience, and/or gain from your job shadowing experience?
Note: All Springboro High Information Technology Tech Prep students are studying a curriculum based upon A+ Certification objectives, Network + Certification Objectives, and CCNA Certification Objectives.
Job Shadow Host/Mentor Evaluation Form Company
Please give this form to the job shadow student or fax it to David Cairns at 748-3983
Student name ________________________________ Date __________________
Host/Mentor name ________________________________ Email __________________
Job title shadowed ________________________________
Thank you for participating in this job shadow experience. You have provided a very worthwhile opportunity for the students in our program. Because of outstanding business partners like Company, Springboro High IT students are able to see and experience their field of study in an exemplary work environment before they transition to college. Your feedback and comments below will be used to strengthen our program and our relationship with Company.
What would you suggest to improve future job shadow experiences with Springboro High Students?
______________________________________________________________________________
______________________________________________________________________________
Do you have other comments?
______________________________________________________________________________
______________________________________________________________________________
I. The student was on time. yes no
Comments:
II. The student was properly dressed and prepared. yes no
Comments:
III. Student behavior was appropriate. yes no
Comments:
IV. Student asked appropriate questions and showed genuine interest. yes no
Comments:
V. I would be willing to host another Springboro High job shadow student. yes no
Comments:
VI. Would you recommend this student for a summer internship? yes no
Comments:
Would you be interested in participating in any of the following activities?
1. Be a guest Speaker for Springboro IT Sophomore and Junior students? yes no
2. Mock Interview Springboro IT Seniors? yes no
3. Serve on the Springboro High IT Program’s Advisory Committee? yes no
Checklist for Job Shadow Students
Before:
Read the entire job shadow packet and have any questions that arise answered.
Confirm the date and time of the job shadow.
Complete the student profile form and submit it to Mr. Cairns at least one week prior to the job shadow date.
Complete necessary paperwork for a student work experience day from school.
Dress for the job shadow experience is business-casual. Plan to wear khaki pants, a polo or button down shirt/blouse, leather shoes.
Make sure you are well-groomed for the job shadow - do not wear excessive jewelry.
Obtain the necessary directions for meeting your job shadow host/mentor. You will be required to sign in as a guest in the building four reception area.
During:
Show up a minimum of five minutes early. Do not be late!
Keep the following interpersonal skills in mind:
4. shake hands on introduction and departure
5. maintain eye contact when speaking or being spoken to
6. provide your host/mentor with your personal business card
7. politely ask your host/mentor for a business card
8. show enthusiasm be gracious to your host/mentor at all times
Be prepared to ask questions and take notes
Provide your host/mentor with the evaluation form and explain that you can return the form or they can fax it to your teacher
Be prepared to buy lunch.
Thank your host/mentor at the end of the experience.
After:
Complete and turn in your job shadow packet.
Send your host/mentor a follow up/thank you email. Be sure to include specific events from the job shadow experience.
Send Contact a thank you letter and deliver it via snail-mail. If you are interested in applying for an internship with Company, express it. Be sure to include the highlights of your day and the events that were memorable.
Complete any assignments that you missed while job shadowing.
Note: Job shadow packets are due no later than one week following the job shadow experience. Students not expressing interest in writing to Contact will not be considered for an internship.
Thank You Letter Guide
Write your thank you email and letter the evening after the job shadow experience. Take time to reflect on your day. It is important to send your mail the following day.
While writing your letter be sure to:
9. Type your text in a professional format
10. Spell and grammar check
11. Begin your letter with a sentence that specifically thanks the recipient for donating their time to your education.
12. State specifics that you learned or enjoyed during the job shadow experience.
Have someone proof your letter before mailing.
Be sure to turn a copy of your letters in with your job shadow packet.
Sample Thank You Letter
Date
Recipient’s Name
Recipient’s Title
Company
Address
City, State, Zip
Dear Recipient,
Thank you for providing the opportunity for me to job shadow at Company. The time you have devoted to my education has made a profound impression on me. I found Company to be a fascinating organization. The information you shared and the experience I had yesterday has given me a new perspective on the information technology field. I am excited about it. I hope to be considered for a summer internship with Company.
Yesterday ________________________________________________ impressed me the most. I also enjoyed _____________________________ and _____________________________. I know IT is such a broad area of study, but yesterday gave me insight that I would really like to focus on ____________________________ in my future education.
I never realized how important communication and problem solving skills would be in the work place. I returned to school today with a revitalized perspective of my academic classes.
Again, thank you for helping me to develop plans for my future. I will never forget my day at Company.
Sincerely,
Your Name
Your Address
Your Email
A Thank You letter must be sent via email to the Host/Mentor that was shadowed. You may use this sample as a guide, but be sure to create your own personal content. Additionally, a Thank You letter must be submitted to Mr. Speary if you want to be considered for a summer internship with Company. Copies of these Thank You letters must be included with your job shadow paperwork to be turned in to Mr. Cairns.
Sample Job Shadow Questions for the Host/Mentor
• What occupations and job titles exist within your department?
• What type of education/training is required to work within your department?
• What opportunities exist for the advancement of entry-level employees?
• Is it possible for members of your department to work with or even be transferred to other departments?
• How did you become interested in this type of work?
• What kind of experience is required for this position?
• What personality traits are important for this position?
• Has the technology changed must in past years for this position? What changes do you think will occur in the future?
• How many hours is a full time employee expected to work in this department? Can you work at home? Is flex scheduling an option?
• Do you ever work on projects as a team member? Are you ever dependent on other people to do your job?
• What are the salary ranges for this different levels in this field?
• How are employees evaluated? How are raises earned?
• What do you like best about your position? About Company?
• Is there anything about your job that you would change?
• How often do you use math, science, and communication skills in your work?
• Do you hold a degree or professional IT certifications?
• Which IT certifications do you feel are essential for entry level employees?
• What job opportunities do you feel are available today in this field?
• What major changes do you predict will occur in this career field in the next five to ten years?
• What advise would you give me so that I could some day work in this career field?
Note: These are not questions to drill your host/mentor with. You will not turn in a list of questions and answers. You are responsible for turning in an essay about your experience with your host/mentor which summarizes all of the information you have gathered. Use these questions as a guide only. Ask questions of your own. Your interpersonal skills with your host/mentor will dictate your success in this job shadow experience. The quality of your essay will dictate your grade for IT class.
Student Job Shadow Follow-up Form
This form is to be completed and turned in with copies of your Thank You letters and your essay within one week following your job shadow day.
Student______________________________
Company Division Shadowed ____________________________________
Person(s) Shadowed ___________________________________
Date of Shadow _______________ Total Hours Shadowed _______________________
How would you rate this job shadow experience?
Fantastic Great Good OK
Why? ____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
If you were to job shadow again, what would you do differently?
If you could give advice to another student about job shadowing, what would it be?
Warren County Career Center
Internship Eligibility Requirements
Springboro High School’s Information Technology Tech Prep Program (ITTP) is a satellite program of the Warren County Career Center.
To be eligible for an internship, students will:
1. Hold official senior status with no credit deficiencies toward graduation
2. Have passed all applicable proficiency tests
3. Have a B average or higher with no D’s or F’s recorded during the first semester of the senior year. This standard must be maintained throughout the internship.
4. Have an attendance record of 95% during the first semester of the senior year. This attendance record must be maintained during the internship.
5. Have and maintain a good disciplinary record.
6. Have a professional resume and Information Technology portfolio prepared for presentation to the Mentor/Host.
7. Provide the Mentor/Host with letters of recommendation from academic instructors, Mr. Cairns, and/or guidance counselors upon request.
8. Have reliable transportation and written permission to drive between the high school, middle school, elementary schools, and administration building.
Student Internship Agreement Form
This internship agreement is between ___________________________________, a student of the Warren County Career Center and Springboro High School, and Company Name. This internship will be supervised by Title, Name, and coordinated by ITTP Instructor, Mr. David Cairns. The internship will hold to the following timeline:
Beginning Date _________________________ Ending Date ___________________________
As a student intern, I acknowledge that I have been given a unique opportunity to gain valuable professional experience. I have reviewed the attached Internship Learning Plan and feel confident that I will be able to fulfill the job duties described in a timely and professional manner. I acknowledge that this internship is to be considered an academic experience and that my performance will be evaluated based upon the following criteria:
• My ability to perform in a professional manner , as indicated by my ability to arrive on time, my ability to meet deadlines, my ability to take initiative in learning, and my ability to interact with my mentor/supervisor and colleagues.
• My skill development during the internship, as indicated by my ability to fulfill the learning plan goals.
• The evaluations of my mentor/supervisor and career/technical instructor.
• A typed journal of the daily activities of the internship
• A typed paper to be completed within one week of the end of the internship describing the internship experience, the professional development experienced, and the personal growth attained.
• The completion of all required assignments.
Student Signature ______________________________ Date ____________
Parent/Guardian Signature ________________________________ Date_____________
Employer/Instructor Agreement
I agree to supervise __________________________________ as an intern for the Springboro Community Schools Technology Department. I acknowledge that this will be an academic experience as well as a professional experience for the intern, and agree to provide learning assistance and supervision throughout the internship. I certify that during the internship, this student will gain experience with the skills outlined in the attached Internship Learning Plan developed in conjunction with Information Technology Instructor, Mr. David Cairns. I agree to consult with both the intern and the Mr. Cairns before making any major changes to that plan.
Host Mentor Name _________________________________________Date _____________
As the instructor of the ITTP Program, I find the Technology Department of SCSD to be an acceptable environment to foster learning and professional development for my students. I have worked with Host/Mentor to develop an appropriate Learning Plan for this student. Based upon my interactions with this student and his/her previous performance in academic courses and in ITTP, I feel confident that this student will be able to successfully complete the goals for the internship as outlined in the learning plan.
Mr. David Cairns ____________________________________________Date _____________
As the Principal of Springboro High School, I authorize this student to participate in the internship program as outlined in the attached Learning Plan.
Dr. Ron Malone _____________________________________________Date _____________
As a guidance counselor of Springboro High School, I certify that this student has met the criteria required to participate in this internship.
Guidance Counselor __________________________________________Date _____________
As the Career Pathways Liaison for SCSD, I authorize this student to participate in the internship program as outlined in the attached Learning Plan.
Liaison ____________________________________________________Date _____________
Internship Employer Fact Sheet
The SCSD Technology Department can play a vital role in preparing students for future careers. When you commit time an resources to an internship for high school students, you are investing in the future of the Springboro Community and the economic well being of the nation.
Our goal in the Warren County Career Center Internship Program involves placing students in meaningful career-based learning experiences to complement their classroom/laboratory learning. The experiences relate to student interests within the ITTP Program.
Definition
The internship is a non-paid, structured learning experience during normal ITTP laboratory hours. Specific dates, times, and student career-based assignments are agreed upon by the instructor, student intern, and the mentor/supervisor. At the discretion of the employer, interns may be paid for hours worked outside of the normal ITTP laboratory hours (after 2:15 PM and/or summer dates) at any rate deemed appropriate.
Goals of the Program
Our objective is to provide students with opportunities for “first-hand” experience in a work setting of a career of their interest. Internships vary somewhat, but during each experience, students should accomplish the following goals:
• Work with mentors, supervisors, co-workers, and others to accomplish assigned tasks that contribute to the long and short-term goals of the host organization. All aspects of the internship (including dates, times, responsibilities, evaluations, etc) will be outlined in an approved Internship Learning Plan.
• Apply basic skills and knowledge to “real world” business settings and learn new skills that are relevant to your individual organization.
• Demonstrate a solid understanding of the basic skill outlined in the Internship Learning Plan.
• Reflect upon the internship in terms of post-secondary career options.
The Employer’s Role
• Work closely with the ITTP instructor throughout the length of the internship. This plays an important role in the success orate of the student intern and also in the success of the program as a whole.
• Designate a member of the organization to supervise the student during the internship.
• Conduct an orientation with the student intern.
• Work with the ITTP instructor to develop a job description and Learning Plan for the intern.
• Complete timely, periodic evaluations of the internship student. This item is critical because it becomes part of the grading process for the ITTP instructor. These evaluations will be detailed in the Internship Learning Plan.
The Teacher’s Role
• The ITTP instructor will work closely with you throughout the internship process to help design the Learning Plan and evaluate student progress.
• The ITTP instructor will prepare the students for interviews with an emphasis being given to the resume and job application process.
• The ITTP instructor will contact you by phone, e-mail, fax or personal visit to monitor the student and any potential problems during the internship. A minimum of one contact per week is preferred.
Time Commitment
Internships may last for different lengths of time as determined by the requirements of the ITTP program instructor and the host/mentor.
The Application Process
The ITTP instructor will recommend students who are eligible to be placed as interns and forward resumes and IT portfolios to the host/mentor. Interviews will be scheduled by the host/mentor who will make decisions regarding the acceptance of students.
Internship Requirements
To be eligible for an internship, students will:
1. Hold official senior status with no credit deficiencies toward graduation
2. Have passed all applicable proficiency tests
3. Have a B average or higher with no D’s or F’s recorded during the first semester of the senior year. This standard must be maintained throughout the internship.
4. Have an attendance record of 95% during the first semester of the senior year. This attendance record must be maintained during the internship.
5. Have and maintain a good disciplinary record.
6. Have a professional resume and Information Technology portfolio prepared for presentation for Host/Mentor.
7. Provide Host/Mentor with letters of recommendation from academic instructors, Mr. Cairns, and/or guidance counselors upon request.
8. Have reliable transportation and written permission to drive between the high school, middle school, elementary schools, and administration building.
Fact Sheet for Internship Parent(s)/Guardian(s)
The internship program is a joint effort of the Warren County Career Center and local employers. The intent is to help students explore career opportunities and post-secondary educational options. Student interns receive hands-on experience working side-by-side with experienced professionals and mentors.
What Student Interns Do
Student interns work closely with experienced employees in completing real job assignments. They also get to observe employees in other aspects of the company’s operations. Interns become contributing members of a work site team.
Time Commitment
Internships may last for different lengths of time as determined by the ITTP program instructor and the host/mentor. The time-line will be stated in the Internship Learning Plan.
Benefits for Students
As Interns, students will:
• Interact with professionals at the company/business site
• Gain experience in an actual work setting
• Work as scheduled with an adult mentor/professional
• Get first-hand experience with materials and technology used by the company
• Develop the ability to work cooperatively with others
• Learn about career options
• Gain an understanding of the importance of education beyond high school in preparing for a career
• Connect what they learn in high school to how it is used in the workplace
• Add focus to their plans for the years following graduation
Eligibility Requirements
To be eligible to apply for an internship, students will:
1. Hold official senior status with no credit deficiencies toward graduation
2. Have passed all applicable proficiency tests
3. Have a B average or higher with no D’s or F’s recorded during the first semester of the senior year. This standard must be maintained throughout the internship.
4. Have an attendance record of 95% during the first semester of the senior year. This attendance record must be maintained during the internship.
5. Have and maintain a good disciplinary record.
6. Have a professional resume and Information Technology portfolio prepared for presentation for Host/Mentor.
7. Provide Host/Mentor with letters of recommendation from academic instructors, Mr. Cairns, and/or guidance counselors upon request.
8. Have reliable transportation and written permission to drive between the high school, middle school, elementary schools, and administration building.
The Application Process
The application process begins with the ITTP student. All ITTP students are required to complete HTML based resumes and IT Portfolios. The ITTP instructor makes students aware of internship opportunities including competitive internships offered through the Greater Dayton IT Alliance, our summer internship program with LexisNexis, and our co-op internship program with Springboro Community School District. All eligible senior ITTP students have the opportunity to submit their resume and portfolio to the company(s) of their choice through the ITTP instructor. The host/mentor then screens resumes and calls selected students for interviews. The ITTP instructor will assist the student with the application process by proofing resumes and portfolios and preparing students for the interviews.
Responsibilities of the Parent/Guardian
Prior to the Internship:
• Review the application process to make sure you understand the requirements.
• Ensure that your student meets the eligibility requirements for the Internship Program.
• Discuss the internship with your student, the responsibilities involved, and his/her career goals.
• Proof your student’s resume and portfolio and make suggestions.
After Your Student is accepted as an Intern:
• Meet with the ITTP instructor and/or host/mentor to discuss the internship.
• Track your student’s progress by having periodic discussions about the internship’s value and impact.
Attendance
Attendance at the internship site is critical. Any unexcused absence or failure to notify the host/mentor of an absence will end the internship opportunity. It is the responsibility of the student to inform both the ITTP instructor and the host/mentor of the reason for the absence.
Transportation
Parents will have full responsibility for arranging transportation to and from the internship site.
Please Note: Students are subject to probation or removal from the Internship Program if guidelines/requirements are not maintained during the internship.
Fact Sheet for Student Interns
The Warren County Career Center has teamed up with local employers to offer a special work based learning opportunity. As an intern, you will explore an exciting career while doing real work in the Information Technology Field.
What You Will Do
When a company selects you as an intern, you will be assigned to a position working closely with an experienced professional who will be your mentor. You may learn the company from the ground up by observing employees on the job. You might rotate through the company to learn how various departments do business or you might work with one employee in depth to learn a particular skill. You will become a contributing member of a team as you carry out work assignments under the supervision of a mentor.
In addition to you job responsibilities, you will be required to complete assignments designed by your ITTP instructor to help connect schoolwork to you experiences at the learning site.
Time Commitment
The internship will last a specific length of time as determined by the ITTP instructors and the host/mentor and described in the Internship Learning Plan.
Transportation
Students/Parents will be responsible for providing all transportation to and from the internship site.
School Credit
Credit for the Internship Program will be incorporated into your ITTP Program credit. Regularly scheduled evaluations by the ITTP instructor will be used to determine progress. A written journal and final report will also be used to determine your ITTP grade during the internship period.
Benefits to the Student
As an intern you will:
• Interact with professionals and develop contacts
• Gain experience in an actual career setting
• Work daily with an adult mentor
• Learn about career and advanced/post secondary education options
• Get first-hand exposure to materials and equipment used in business and industry
• Learn new technical skills
• Learn how academic coursework is used in the workplace
• Use the technical skills you have learned in school
• Develop self-confidence about you ability to succeed
Eligibility Requirements
To be eligible to apply for an internship, students will:
1. Hold official senior status with no credit deficiencies toward graduation
2. Have passed all applicable proficiency tests
3. Have a B average or higher with no D’s or F’s recorded during the first semester of the senior year. This standard must be maintained throughout the internship.
4. Have an attendance record of 95% during the first semester of the senior year. This attendance record must be maintained during the internship.
5. Have and maintain a good disciplinary record.
6. Have a professional resume and Information Technology portfolio prepared for presentation for Host/Mentor.
7. Provide Host/Mentor with letters of recommendation from academic instructors, Mr. Cairns, and/or guidance counselors upon request.
8. Have reliable transportation and written permission to drive between the high school, middle school, elementary schools, and administration building.
Attendance
Students will not go to their internship assignment if he/she is absent from school for any academic classes. It is the responsibility of the student to inform both the ITTP instructor and his/her mentor of the reason for the absence. Any violation of this rule may end the internship.
Documents
Any documentation, written assignments, or evaluations must be submitted to the ITTP instructor as required. This paperwork will be specified in the Internship Learning Plan. Negligence in following this rule may end the internship.
Please Note: Students are subject to probation or removal from the Internship Program if guidelines/requirements are not maintained during the internship.
Internship Learning Plan
Information Technology Tech Prep
Warren County Career Center
Company Name
Host Mentor Name
Phone:
Fax:
Email:
Student:
Student email:
Student Internship Title:
Instructor: Mr. David Cairns
Instructor email: wj_cairns@
Internship Description:
Core ITAC represents what individuals need to now and be able to do to be successful in further education, in a career, and in life. The areas that must be covered in this plan are:
• Solving problems and thinking skillfully
• Planning and managing a career
• Working responsibly
• Applying technology
• Managing resources
• Communicating Effectively
Tasks Students Will Perform:
Skills Required
Work Processes, Technology, and Equipment that Student will Observe and Use
Safety Precautions
Students are required to have an emergency medical form on file in the district office. Students must wear safety glasses when installing network drops and/or using power tools. Students must observe proper grounding when working with power supplies and discharge capacitors before working on monitors.
Dress Code and Behavior Expectations
Students may wear jeans or khaki pants with no holes, a polo or button down shirt, and rubber soled shoes (including clean tennis shoes). Appropriate dress is mandatory and students not following these guidelines will be removed from the internship program.
Technical and Other Related Skills to be Developed during the Internship
How will the Student be Evaluated?
Students are required to submit a journal to the Information Technology Instructor on the Monday following the week worked. The attached weekly summary sheet must be used for this journal. The weekly time sheet must be submitted to the Instructor on the Monday following the week worked. The Mentor/Supervisor must complete the attached Employer’s Evaluation form every three weeks of the internship and review it with the student. The Employer’s Evaluation form must be submitted to the Instructor. The Instructor, a Career Center Pathways Coordinator, or an SHS guidance counselor must perform a site visit every three weeks and complete the attached Site Visit Report. The Site Visit Report must be submitted to the Instructor.
Internship Schedule
Dates:
Student Internship
Weekly Summary
To: Mr. Cairns
From:
Date:
In relation to my personal internship goals and the tasks I have been assigned, I accomplished the following activities this week:
In relation to my personal internship goals and the tasks I have been assigned, I hope to accomplish the following activities next week:
I need assistance with the following questions or topics to be successful in my internship next week:
Note: This report is to be turned in to Mr. Cairns on the Monday following the week worked.
Weekly Internship Time Report
Name:
Week of (date):
Springboro Community School District
Day of WeekDateTime InTime OutTotal HoursSundayMondayTuesdayWednesdayThursdayFridaySaturday
Total Hours for the Week:
Signature of the Mentor: _______________________________________________
Note: This report is to be turned in to Mr. Cairns on the Monday following the week worked.
Employer’s Evaluation
Intern:
Work Period:
Springboro Community Schools
Instructions: The immediate supervisor should evaluate the student objectively, comparing him/her with other students of comparable academic level, with other personnel assigned the same or similarly classified jobs or with individual standards. Remarks and additional comments are helpful.
Willingness To Learn ___ Learned work exceptionally well ___ Learned work readily ___ Average understanding of work ___ Somewhat slow to learn ___ Very slow to learn Initiative ___ Proceeds well on his/her own ___ Works independently at times ___ Does all assigned work ___ Must be pushed frequently ___ Does not complete workDependability ___ Completely dependable ___ Above average dependability ___ Usually dependable ___ Sometimes careless or neglectful ___ UnreliableWork Attitude ___ Outstanding enthusiasm ___ Very interested and industrious ___ Average interest and diligence ___ Somewhat indifferent ___ Definitely not interested Judgment ___ Very mature judgment ___ Above average decision making ___ Usually makes right decision ___ Often uses poor judgment ___ Consistently uses poor judgmentInterpersonal Skills ___ Exceptionally well accepted ___ Works well with others ___ Gets along satisfactorily ___ Has difficulty working with others ___ Works very poorly with othersMaturity-Poise ___ Very confident and poised ___ Has good self assurance ___ Average Maturity and poise ___ Seldom displays maturity ___ Timid Quality of Work ___ Excellent ___ Very good ___ Average ___ Below Average ___ Very PoorQuantity of Work ___ Unusually high output ___ Above average output ___ Normal work output ___ Below average output ___ Low output - slowAttendance ___ Regular ___ IrregularPunctuality ___ Regular ___ IrregularOverall Performance ___Outstanding ___ Very Good ___ Average ___ Marginal ___ Unsatisfactory
The student’s outstanding personal qualities are:
The student needs to improve the following qualities:
This report has been discussed with the student: yes ______ no ______
Warren County Career Center
Student Internship
Site Visit Report
Student _________________________________________ Date of visit _________________________
Information Technology Tech Prep at Springboro High School
Mentor:
Length of visit: __________________
Purpose of Visit:
_____ Student observation _____ Student Evaluation _____ Problem Solving
_____ Counseling _____Other (explain)
____________________________________________________________________________________
Comments: Record observations, any actions to be taken and recommendations. Identify specific strengths and needed improvement.
____________________________________________ ______________________________
Signature Date
Foundations in Computer Information Systems
Course Syllabus
Unit 1: Using the Internet and the Intranet, Days 1 - 9
Two 10 point written assignments:
• MSDN Student User Agreement Form/SHS Internet Agreement Form
• Email the teacher with notes attached
Quiz on Internet Research Capability (competency Based)
Unit 2: Using Microsoft Office as a Tool, Days 10 - 24
Thirteen 10- point written assignments:
• Client database report
• Retail database report
• Employee database report
• Business Cards
• Brochure
• Letterhead paper
• Address Labels
• Form Letters
• Service report forms
• Payroll spreadsheet
• Service invoice
• Retail invoice
• Powerpoint printout
Quiz: Presentation to the class
Unit 3: Exploring Careers in Computer Information Systems, Days 25 - 29
Four ten point written assignment grades on the job title research (one for each concentration area)
One 25 point written assignment on the job title of interest paper
Unit 4: Introduction to Still-Image Graphic Design, Days 30 - 38
Three 10-point written assignments:
• Worksheet on file formats, and features/interfaces of cameras and scanners
• Before and after picture assignment for Photoshop
• Coloring Assignment for Photoshop
One 25-point paper summarizing research and work in Graphic Design
End of nine weeks Portfolio Grade (100 points)
Unit 5: Web Page Design, Days 43 - 62
Six 10-point written assignments:
• Finished page of HTML tag examples
• Multi-table project
• Frames project
• Forms project
• Stylesheet
• Research paper on other software packages, Internet resources, and Server Side Considerations
Four 25-point Project Assignments
• Splash page
• Resume
• Portfolio
• FTP and debugging
Unit 6: Motion Picture, Days 63 - 77
Three 10-point written assignments:
• Merge audio files project
• Worksheet on video resolution and codecs
• Exam Review Worksheet
One 100 point video editing project
End of nine week’s Portfolio grade (100 pts)
Unit 7: Java, Days 83 - 86
Twenty 10-point written assignments:
• Hello world program
• Hello world applet
• Getting Started Review Questions
• Getting Started exercise 1
• Getting Started exercise 2
• Getting Started exercise 3
• Getting Started exercise 4
• Getting Started exercise 5
• Object Oriented Language Review Questions
• Object Oriented Language Exercise
• Variables Review Questions
• Variables Exercise
• Operators Review Questions
• Operators Exercise 1
• Operators Exercise 2
• Operators Exercise 3
• Expressions, Statements, and Blocks Review Questions
• Expressions, Statements, and Blocks Exercise
• Control Flow Review Questions
• Control Flow Exercise
Unit 8: Independent Study: The Sophomore Project
End of nine week’s Portfolio grade (100 pts)
Note: The presentation of the project will count as a 100 point test grade during the fourth nine weeks.
Unit 9: Computer Hardware and Building a Benchtop PC
Eight 10-point written assignment grades:
• Worksheet on motherboards, processors, and ram
• Worksheet on electricity and power supplies
• Worksheet on video cards, monitors, and input devices
• Worksheet on Disk Drives
• Worksheet on the Boot Cycle
• Worksheet on Network Cards and Sound Cards
• Worksheet on laser printers
• Pricing a new “dream” PC for under $1200
One 75 point grade for getting the computer running.
A 100-point test on computer hardware
Unit 10: Windows 9x and NT Operating Systems
Two ten-point written assignment grades:
• Worksheet on Windows 9.x
• Worksheet on Windows NT
Two 25 point grades for installing and configuring each operating system
75 point quiz on Windows 9x and Windows NT
Unit 11: Review, Summary, and Project Presentations
One ten-point written assignment grades:
• Exam Review Worksheet
One 100-point grade for the project presentation
One 100-point grade for the version of the project turned in
End of nine week’s Portfolio grade (100 pts)
Fundamentals of Networking
Course Syllabus
Unit 1: Introduction to Network Theory, Days 1 - 8
Five 10 point written assignments:
• Worksheet on Ways to Share Information
• Worksheet on Types of Networks
• Worksheet on Network Topology
• Worksheet on Connectivity Devices
• Worksheet on The OSI Model
100 point Test
Unit 2: The Physical Layer and Cabling, Days 9 - 25
10-point written assignments:
• Cabling and data transmission
• Coaxial cable
• Twisted pair cable
• Fiber optic cable
• Serial cabling
• Structured cabling
• Network design (Visio)
A 100 point lab on cabling termination and wiring
A 100 point test
Unit 3: The Physical Layer and Connectivity, Days 26 - 32
Four 10-point written assignments:
• Worksheet on signaling
• Worksheet on number base conversions
• Worksheet on nics and Windows configuration
• Worksheet on connectivity devices
25 point lab: Installing and Configuring a Nic
25 point lab: Configuring and Analyzing a Hubbed Network
100 point test
Unit 4: Networking Standards and Ethernet, Days 32 - 40
10-Point written assignments:
• Worksheets on standards
• Paper timeline on history of Ethernet and Internet
• Ethernet topology and design
• Worksheet on other architectures
50 point lab: Capturing and Examining Packets on a Hubbed Network
100 point test
End of nine weeks portfolio grade (100 points)
Unit 5: Network Operating Systems (NOS), Days 46 - 57
Two 10-point written assignments
• Worksheet on properties of NOS
• Worksheet on non-Microsoft NOS
100 point LAB on the installation and configuration of Windows NT 4 Server
50 point Quiz over NOS
Unit 6: OSI Layer 2 - The Data Link Layer and the LAN, Days 58 - 77
Six 10 point written assignments:
• Worksheet on OSI layer 2
• Worksheet on switches and switch architecture
• Worksheet on switch methodology
• Worksheet on Bridge theory
• Worksheet on Spanning Tree Protocol
• Worksheet on VLANs
25 point lab on Ethereal - Capturing Packets on a Switched Network
100 point lab - Benchmark testing managed switches (all duplex modes and speeds)
25 point lab - Spanning Tree Protocol
25 point lab - Visio and LAN design
50 point lab - Configuring VLANS
100 point test on Layer 2 Concepts, Protocols and Devices
Unit 7: Wide Area Networks, Days 78 - 86
Seven 10-point written assignments
• Worksheet on PSTN media and connectivity
• Worksheet on PBX
• Worksheet on signaling
• Worksheet on DTE/DCE
• Worksheet on WAN media
• Worksheet on WAN connectivity
• Worksheet on WAN considerations
100 point test
End of 9-weeks portfolio grade (100 points)
End of Semester Midterm Exam (20% of final semester grade)
Unit 8: OSI Layers 3 and 4 - The Network Layer and the Transport Layer, Days 91 - 100
Five 10-point written assignments:
• Worksheet on The Network Layer
• Worksheet on WAN frames and protocols
• Worksheet on the Transport Layer
• Worksheet on digital logic gates and truth tables
• Worksheet on classfull IP addressing
25 point paper on the history of TCP/IP and the Internet
100 point Test
Unit 9: Independent Study: The Junior Project, Days 101 - 115
Note: The presentation of the project will count as a 100 point test grade during the fourth nine weeks. The written paper about this unit will count as a 25 point grade during the fourth nine weeks.
Unit 10: TCP/IP and Subnetting, Days 116 - 130
Eight 10-point written assignments
• Classful IP addressing
• Borrowing ones for the NETID
• Identifying the subnet type
• Calculating the subnet range value
• Subnetwork design considerations
• TCP/IP Stack Model
• TCP/IP protocols and ports
• TCP/IP utilities
25 point written assignment: Case study of all possible subnets
50 point written assignment: Mapping Subnetworks
Two 25-point Vision projects on subnetwork design
25 point research paper on IP version 6
Two 100 point tests (this is too much content not to break up)
End of nine weeks portfolio grade (100 points)
Unit 11: Introduction to Routing, Days 136 - 160
Six 10-point written Assignments
• ICS and NAT
• Router Logic and routing table fields
• Router metrics
• Algorithms and logical grouping with routers
• Static Routing and RIP
• Broadband Firewalls
50 point LAB on building a router
25 point LAB on Broadband router configuration
100 point rotational lab on programming each router
100 point group lab (entire class working together) to interconnect routers
100 point test
Unit 12: Firewalls and Network Security, Days 161 - 170
Written Assignments:
• Types of firewalls
• Research: names brands of free and inexpensive proxy servers
• Types of virus checkers
• Harmful code and how to eliminate it
• Network security considerations
25 point lab - installing and configuring Proxy 2
25 point lab - installing and configuring Win XP Firewall
50 point lab - network design with firewalls and internet access
25 point lab - configuring a virus checker
50 point paper on network security
100 point test
Unit 13: Review, Summary, and Project Presentations, Days 171 - 176
One ten-point written assignment grade:
• Exam Review Worksheet
100-point grade for the project presentation
25 point grade for the paper about the project
End of nine week’s Portfolio grade (100 pts)
Advanced Networking
Course Syllabus
Unit 1: Review of LAN/WAN Concepts and TCP/IP, Days 1 - 11
Seven 10-point written assignments:
• LAN Concepts
• LAN Design
• WAN Concepts
• WAN Design
• Routing Concepts
• Subnetting
• OSI Model
100 point test
Unit 2: Simple Network Management Protocol, Days 12 - 23
One 10-point written assignments
25 point lab on SNMP utilities
100 point rotational lab on proprietary SNMP programs
50 point test on Simple Network Management
Unit 3: Link-State Routing: Dynamic Routing with OSPF, Days 24 - 29
One 10-point written assignment
100 point lab
50 point quiz on OSPF
Unit 4: Windows 2000 Server, Days 30 - 45
Four 10 point written assignments:
• Windows 2000 server preparation
• Active directory
• Security and other services
• Monitoring
100 point lab for installation and configuration
50 point quiz
End of nine weeks portfolio grade (100 points)
Unit 5: Routing Projects, Days 46 - 75
50 point lab grade for each of 10 completed projects
Unit 6: Independent Study: Preparing for Careers in Information Technology, Days 76 - 80
One 10-point written assignment: plans for the capstone project
Resume grade (50 points - to be submitted to internship sponsors)
Unit 7: The Cisco IOS, Days 81 - 88
Five 10-point written assignments:
• Levels and passwords
• Command line abbviations
• Help screens
• The show command
• Configuration tasks
50 point quiz
End of nine weeks portfolio grade (100 points)
Midterm exam
Unit 8: InterDomain Routing: Routing with Border Gateway Protocol, Days 91 - 97
50 point lab
Unit 9: Routing with Exterior Routing Protocols, Days 103 - 108
100 point lab grade
Unit 11: The Business of Information Technology, Days 109 - 128
Eight 10-point written assignments:
• Basic business concepts
• Customer database
• Customer service forms
• Payroll
• Budget
• Management
• Histogram
• Control charts
100 point test
Unit 12: The Basics of Electricity and Electronic Circuits, Days 129 - 135
10 point written assignments
• Electrical concepts
• Series/parallel circuits
• Ac circuits
• Residential wiring concepts
• History of digital circuitry
25 point lab on using the digital multimeter
25 point lab on soldering
50 point quiz
End of nine weeks portfolio grade
Unit 13: Emerging/Future Technology, Days 136 - 155
Twelve 10 point written assignments
• Intelligent devices
• Broadband and bandwidth
• Gigbit Ethernet
• VPN Considerations
• VPN protocols
• VPN Security
• Electromagnetic waves and networking
• Wireless networking considerations
• Wireless network types
• VoIP concepts
• VoIP protocols
• VoIP solutions
Two 100 point tests (too much material for one test)
Unit 14: The Final Lab Project and Capstone Presentations, Days 157 - 175
200 point lab grade
100 point Capstone Project grade
End of nine-weeks portfolio grade (100 points)
Final Exam Grade
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- phil s a certification study guide
- chapter 01 ethical hacking overview
- las positas college
- senate agenda
- denver va state catalog rev 8 24 06
- avoid these five costly traps when hiring a computer
- december 2006 spald item 1 attachment 2d information
- course description utah valley university
- impact online
- course of study
Related searches
- background of study in research
- types of study skills
- different types of study methods
- homeschool course of study template
- army new course of fire
- course of study in college
- course of study examples
- course of study vs major
- college course of study examples
- alabama course of study ela
- major course of study
- course of study meaning