CCNA3 IG v31 092605

This document is exclusive property of Cisco Systems, Inc.
Permission is granted to print and copy this document for noncommercial distribution and exclusive use by instructors in the CCNA 3: Switching Basics and Intermediate Routing course as part of an official Cisco Networking Academy Program.
I. Welcome
Welcome to the CCNA 3 Version 3.1 Instructor Guide. Cisco Worldwide Education (WWE) appreciates all of the hard work of all the instructors. The hope of this guide is to make teaching the CCNA 3 course a little easier. As an introduction to this guide, the following four themes will be emphasized: Student-Centered, Instructor-Facilitated The CCNA curriculum was not designed as a stand-alone e-learning or a distance-learning course. Throughout the history of the Cisco Networking Academy Program, the teaching and learning model has been, and continues to be, based on instructor facilitation. The diagram "Learner Model: Academy Student" summarizes the emphasis WWE puts on the learner. Starting with the prior knowledge of the student, the instructor coordinates learning events. These events are built from a variety of resources, to help the students gain networking knowledge and skills.
One Curriculum Is Not Appropriate For All Students The Cisco Networking Academy Program serves hundreds of thousands of students in almost 150 countries. Students range from early teens to mature adults, from advanced middle school students to undergraduate engineering students. How can one curriculum be right for everyone?
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CCNA 3: Switching Basics and Intermediate Routing v3.1 IG Welcome
Copyright 2004, Cisco Systems, Inc.
There is no way one curriculum will fit the needs of all students. The local instructor plays the central role. Given the learning goals of the program, and the resources described, WWE is completely reliant on local instructors to make the program work for their specific students. Instructors are given reference points to base their instruction from the following: Mission of WWE to educate and train Requirements of the CCNA certification exam Hands-on skills that help make students ready for industry and further education
Given these reference points, instructors still have a lot of freedom in course design. WWE supports an "add anything, but subtract nothing" policy regarding the curriculum. Inclass differentiation is encouraged. Here, struggling students are given remediation and highachieving students are given additional and more challenging assignments. The instructor can make decisions on how much time is to be used on various topics. Depending on the students, some topics can be emphasized and other topics have less emphasis. Only the local instructor can decide how to balance the need to do hands-on labs with the realities of the local studentto-equipment ratio and time schedule. Using this guide may facilitate preparation of lesson plans and presentations. However, consider it a work in progress to which the experiences of thousands of instructors will be added over the coming year. Instructors are strongly encouraged to research, use external sources, and develop in-house labs and exercises. Certain TIs have been highlighted for particular importance to assist the instructor in course and lesson planning. The danger here is that the impression may be conveyed that only these TIs need to be taught. This is not the case. Often a highlighted TI will only make sense if preceding TIs were mastered. However, it may be useful, especially when pressed for time, to have a map of the TIs that best develop the knowledge and skills needed for success in the CCNA program. Assessment is multifaceted and flexible. A wide variety of assessment options exist to provide feedback to the students and document their progress. The Academy Assessment model is a blend of formative and summative assessments that include online and hands-on skills-based exams. Hands-On, Skills-Based The core of the CCNA 3 experience is the sequence of hands-on labs. Each lab has been designated as either essential or optional. Essential labs must be completed. They are fundamental to the CCNA Academy student certification test requirements, job success, and cognitive and effective development. In CCNA 3, students will be required to apply information from CCNA 1 and CCNA 2 to a network and should be able to explain how and why a particular strategy is used. The Cisco Community Cisco instructors are members of a global community of educators. More than 10,000 individuals are actively teaching the CCNA and CCNP courses. WWE is grateful for the diversity, skill, and passion of this community. Instructors are encouraged to take advantage of this community through their Regional Academies (RAs), Cisco Academy Training Center (CATC), the Cisco Academy Connection, and through other forums. It is the commitment of WWE to improve the curriculum, assessment, and instructional resources, such as this guide. Feedback can be submitted through the Cisco Academy Connection. Please continue to check the Cisco Academy Connection for regular releases of more instructional materials. Guide Overview
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Section II, Course Overview, provides a scope and sequence type overview of the course. Section III, Teaching Guide TI by TI, summarizes the most important learning objectives, target indicators, and labs. This section also offers teaching suggestions and background information. Section IV provides a case study to illustrate the process and documentation required for a network design. Section V, Appendices, includes Cisco Online Tools and Utilities, CCNA Assessment Guidelines, Evidence Centered Design of Assessment Tasks in the Networking Academy, and Instructional Best Practices. The following three additional materials come with this guide to provide help with teaching the CCNA 3 course.
Instructor Lab ManualThis document contains instructor versions of labs, including lab solutions. Student Lab ManualThis document contains student versions of labs. Skills-Based AssessmentThis document provides examples of what is expected as a final performance-based assessment for CCNA 3.
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II. Course Overview

Target Audience
The target audience is anyone who desires a practical, technical introduction to the field of networking. This includes high school students, community college students, and lifelonglearning students who are interested in careers as network technicians, network engineers, network administrators, and network help-desk staff.
Prerequisites
The successful completion of this course requires the following: Reading age level of 13 or higher Successful completion of CCNA 1 and CCNA 2
The following skills are beneficial, but not required: Prior experience with computer hardware and basic router configuration Background in cabling and computer programming
Course Description
CCNA 3: Switching Basics and Intermediate Routing is the third of four courses leading to the Cisco Certified Network Associate (CCNA) designation. CCNA 3 introduces Cisco Networking Academy Program students to the basics of switching and intermediate routing skills. The course focuses on the following: Introduction to classless routing Single area OSPF EIGRP Switching concepts Switches Switch configuration Spanning-Tree Protocol Virtual LANs VLAN Trunking Protocol
Course Objectives
The CCNA certification indicates knowledge of networking for the small office, home office (SOHO) market, and the ability to work in small businesses or organizations using networks that have fewer than 100 nodes. A qualified CCNA should be able to perform the following tasks: Install and configure Cisco switches and routers in multiprotocol internetworks using LAN and WAN interfaces. Provide Level 1 troubleshooting service. Improve network performance and security.
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CCNA 3 Switching Basics and Intermediate Routing v3.1 IG Teaching Guide: TI by TI
Perform entry-level tasks in the planning, design, installation, operation, and troubleshooting of Ethernet and TCP/IP networks.
The CCNA 3 course is an important step toward achieving CCNA certification.
Lab Requirements
Please refer to the latest CCNA equipment bundle spreadsheets on the Cisco Academy Connection site.
Certification Alignment
The curriculum is aligned with the following Cisco Internet Learning Solution Group (ILSG) courses: CCNA (Cisco Certified Network Associate) INTRO (Introduction to Cisco Networking Technologies) ICND (Interconnecting Cisco Network Devices)
CCNA 3 Course-Level Claims

A competent student will be able to perform the following tasks: Understand and configure VLSM Understand and configure RIP v2 Understand link-state routing protocols Understand OSPF Configure OSPF Identify EIGRP concepts Configure EIGRP Understand 802.3 Understand switch concepts Understand and identify products used in LAN design Configure switches Understand spanning-tree concepts Understand VLAN concepts Configure VLANs Understand VTP Understand inter-VLAN routing
Course Overview
The course has been designed for 70 contact hours. Approximately 35 hours are planned for lab activities and 35 hours for curriculum content. A case study on Access Control Lists is required, but the format and timing can be determined by the Local Academy.
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The following changes have taken place since CCNA Version 2.x: Removal of the IPX, Network Management, and Threaded Case Study (TCS) modules A case study is now required with format and timing determined by the Local Academy IGRP and access lists moved to CCNA 2 Addition of VLSM, an IP address technique for subnetting subnets Addition of RIP v2, EIGRP, and single-area OSPF routing protocols Addition of CLI configuration of switches Additional material on VLANs and VTP More interactive flash activities Sequence of over 40 e-Labs Lab focus on intermediate routing and command-line interface configuration of switches More interactive flash activities More focus on hands-on labs
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III. Guide to Teaching TI by TI

Nomenclature
The CCNA curriculum uses the following hierarchy:
Target Target Indicator Target (TI) Indicator Indicator (TI) (TI)
For example, 3.2.5 would be read as Module 3, LO 2, and TI 5. However, throughout WWE and Cisco documentation a variety of terminology is used. The following terms are commonly used to describe curriculum, instructional materials, and assessment: Certification-level claims Certification-level claims are high-level statements in regards to the knowledge a CCNA-certified person should have. These statements ultimately govern certification exams. Claims are supported with data and used in the assessment process as a measure of performance. Course A course is a subset of a curriculum. A scheduled course is taught as a collection of chapters. Course-level claims Course-level claims are medium-level statements in regards to the knowledge a person completing CCNA 3 course should have. Claims are supported with data and used in the assessment process as a measure of performance. Core TI A core TI applies directly to the claims and LOs. A core TI should not be omitted when teaching the course. Curriculum Curriculum is a predefined or dynamic path of learning events. A curriculum has an end goal such as certification or achieving required job skills and knowledge.
7 - 159 CCNA 3 Switching Basics and Intermediate Routing v3.1 IG Teaching Guide: TI by TI Copyright 2004, Cisco Systems, Inc.
Hands-on skills The hands-on skills and the certification and course-level claims cover some of the same subjects. These skills are explicitly listed to emphasize hands-on lab-based learning.
Module A module is a logical grouping that comprises a course. Modules are comprised of multiple learning objectives (LOs) similar to chapters.
Learning objective (LO) An LO is a statement that establishes a measurable behavioral outcome. The outcome is used as an advanced organizer to show how the increase of skills and knowledge is being measured. An LO is similar to a reusable learning object (RLO).
Lesson A lesson is a presentation of a coherent set of TIs to meet an LO. The term lesson emphasizes the role of the instructor. The term LO emphasizes the role of the student.
Module caution A module caution is a suggestion on where difficulties may be encountered. These suggestions are especially important for syllabus development, lesson planning, and pacing.
Optional lab An optional lab is an activity for practice, enrichment, or differentiation. Essential lab An essential lab is a lab activity that is fundamental to the course. Reusable learning object (RLO) An RLO is a Cisco instructional design term. It is a collection of reusable information objects (RIOs) that supports a specific LO.
Reusable information object (RIO) A RIO is a Cisco instructional design term. It is a collection of content, practice, and assessment items assembled around a single learning objective. A RIO is similar to a TI.
Target indicator (TI) A TI is typically one text frame with figures and several media content items in the form of text, figures, animation, video, or audio.
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Module 1: Introduction to Classless Routing

When teaching Module 1, course business will need attention. The time required to cover this module may vary considerably with different student populations. Module 1 Caution: Mathematics may cause some difficulties here so it is important that all students are thoroughly familiar with subnetting before starting this module. This is also a good time to double-check all student login and password access to the curriculum student site. Students completing this module should be able to perform the following tasks: Define VLSM and briefly describe the reasons for its use. Divide a network into subnets of different sizes using VLSM. Define route aggregation and summarization as they relate to VLSM. Configure a router using VLSM. Identify the key features of RIP v1 and RIP v2. Identify the important differences between RIP v1 and RIP v2. Configure RIP v2. Verify and troubleshoot RIP v2 operation. Configure default routes using the ip route and ip default-network commands.
1.1 VLSM
Essential Labs: Optional Labs: Core TIs: Optional TIs: 1.1.4 None All None
Certification-level claim: Compute and use Variable Length Subnet Masking (VLSM) techniques to design and implement effective and efficient IP addressing. Course-level claim: This module provides essential background information for the CCNA exam. Namely, this is how to configure IP addresses, subnet masks and gateway addresses on routers and hosts, and how to design an IP addressing scheme to meet design requirements. Hands-on skills: None In this lesson students will be introduced to the new topic of Variable Length Subnet Masks (VLSM). It is important for instructors to introduce this topic after they have made sure that students are thoroughly familiar with subnetting. It might be useful to give students the opportunity to demonstrate their skills at subnetting by giving them a series of small network addressing problems. These could be such as ones they have done in CCNA 1 and 2. Instructors should then emphasize that VLSM is an important topic and students will now be able to use subnet zero.
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CCNA 3 Switching Basics and Intermediate Routing v3.1 IG Module 1
During this module, try to give the students plenty of opportunities to compute and use VLSM techniques to design and implement effective and efficient IP addressing. Best practices for teaching this TI include online study with study guides, group work, practical addressing quizzes using VLSM, lab work, and mini-lecture.
1.1.1 What is VLSM and why is it used?

VLSM is simply an extension of basic subnetting, where the same Class A, B, or C address is subnetted by using masks of different lengths. VLSM provides a more efficient way of assigning IP addresses. It provides more flexibility in assigning an adequate number of hosts and subnets given a limited number of IP addresses. In CCNA 1 and 2, the question may have come up as to why host addresses are used on a WAN link, which only requires one address on either end of the link, plus a network address and a broadcast address. VLSM makes it possible to subnet a subnet so VLSM can be used on WAN links with a Classless InterDomain Routing (CIDR) notation of /30. IP subnet zero is enabled by default on Cisco IOS 12.0 and higher. This allows the use of all zeros and all ones subnets. Pay particular attention to the following figures: Figure 4 outlines that VLSM works with OSPF, IS-IS, EIGRP, RIP v2, and static routing. Figure 5 emphasizes the use of the /30 on the serial links. Figures 6 and 7 illustrate VLSM and how it is computed.
The following are questions for the students to research: 1. Why is VLSM described as subnetting a subnet? 2. Why was VLSM not used in CCNA 1 and 2?
1.1.2 A waste of space

Students will start to appreciate why VLSM is so important, especially when it comes to addressing serial links. Review the figures carefully and give other examples so that the students can practice on other addresses. Give the students examples of a 10.0.0.0, a 172.16.0.0, and a 192.168.1.0 address to work on. The following are questions for the students to research: 1. Why use /30 on serial links? 2. Is it compulsory to use /30 on serial links?
1.1.3 When to use VLSM?

Students are given further examples of how VLSM is implemented in an addressing scheme for a large network. Emphasize that large subnets are created for addressing the LANs and small subnets are created for the serial or point-to-point links. Pay particular attention to Figure 2. It would be useful to have the students write down the addresses in binary so they can see where the breaks occur. The following are questions for the students to research: 1. Why select subnet 6 in the figure for further subnetting? Is there any rule on which subnet to pick to further subdivide? 2. Why was /27 chosen?
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It might be useful for the students to draw a VLSM addressing chart with some of the more often used private addresses.
1.1.4 Calculating subnets with VLSM

This is an extremely important TI. Reemphasize that VLSM does not work with RIP Version 1 (RIP v1) or IGRP and make sure that the students study every figure in this TI. Allow the students to write down the steps necessary to calculate VLSM in their engineering journals. Make sure the students appreciate where the dividing line goes. It is important that the students use binary here so that the divisions made become familiar. This is a practical lab for the students. Let the students work through the steps and then give a series of examples where the number of hosts differs. This could be done as homework and kept in their engineering journals. Allow the students to present their answers to the class and explain how they arrived at their answer. The practical lab in this TI will enable students to calculate VLSM subnets. Sample 1 extra VLSM addressing problem
Objectives Create an addressing scheme using VLSM. Scenario The CIDR address 192.168.24.0 /22 is assigned to use and it must support the network shown in the diagram. IP unnumbered or NAT are not permitted on this network. Create an addressing scheme that will meet the diagram requirements. Sample Solution: (using subnet zero) 1. 192.168.24.0/22 does not yield four supernets. It is the supernet. If you look at it from a class C perspective, then it yields four class Cs. 2. Serial links can be assigned the following: a. 192.168.27.244/30 with host addresses 192.168.27.245 and 192.168.27.246 b. 192.168.27.248/30 with host addresses 192.168.27.249 and 192.168.27.250 c. 192.168.27.252/30 with host address 192.168.27.253 and 192.168.27.254
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Note: Addresses assigned to the serial interfaces were selected from the upper end of the range of addresses available. Addresses for the LANs begin from the start of the addresses range to leave room for expansion of serial links and LANs in between. 3. LANs could be assigned the following subnets with respective masks to accommodate the number of hosts required on each subnet: a. LAN 1400 hosts: 192.168.24.0/23 (29 = 512 - 2 = 510 hosts from 192.168.24.1 to 192.168.25.254) b. LAN 2 200 hosts: 192.168.26.0/24 (28 = 256 - 2 = 254 hosts from 192.168.26.1 to 192.168.26.254) c. LAN 350 hosts: 192.168.27.0/26 (26 = 64 - 2 = 62 hosts from 192.168.27.1 to 192.168.27.62) d. LAN 450 hosts: 192.168.27.64/26 (26 = 64 - 2 = 62 hosts from 192.168.27.65 to 192.168.27.126) e. LAN 530 hosts: 192.168.31.96/27 (25 = 32 - 2 = 30 hosts from 192.168.31.97 to 192.168.31.126) This leaves the address range of 192.168.27.128 through 192.168.27.243. Remember the upper range of addresses was taken for the serial interfaces in Step 2. Sample 2 extra VLSM addressing problem
Objectives Create an addressing scheme using VLSM. Scenario The CIDR address 192.168.30.0 /23 is assigned to use and it must support the network shown in the diagram. IP unnumbered or NAT are not permitted on this network. Create an addressing scheme that will meet the diagram requirements.
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Sample Solution: (using subnet zero) 1. 192.168.30.0/23 does not yield two supernets. It is the supernet. If you look at it from a class C perspective, then it yields two class C networks. 2. Serial links can be assigned the following: a. 192.168.31.192/30 with host addresses 192.168.31.193 and 192.168.31.194 b. 192.168.31.196/30 with host addresses 192.168.31.197 and 192.168.31.198 c. 192.168.31.200/30 with host address 192.168.31.201 and 192.168.31.202 Note: Addresses assigned to the serial interfaces were selected from the end of the addresses assigned to the LANs in Step 3. This leaves the address range 192.168.31.204 through 192.168.31.255. 3. LANs could be assigned the following subnets with respective masks to accommodate the number of hosts required on each subnet: a. LAN 1 120 hosts: 192.168.30.0/25 (27 = 128 - 2 = 126 hosts from 192.168.30.1 to 192.168.30.126) b. LAN 290 hosts: 192.168.30.128/25 (27 = 128 - 2 = 126 hosts from 192.168.30.129 to 192.168.30.254) c. LAN 360 hosts: 192.168.31.0/26 (26 = 64 - 2 = 62 hosts from 192.168.31.1 to 192.168.31.62) d. LAN 424 hosts: 192.168.31.64/27 (25 = 32 - 2 = 30 hosts from 192.168.31.65 to 192.168.31.94) e. LAN 530 hosts: 192.168.31.96/27 (25 = 32 - 2 = 30 hosts from 192.168.31.97 to 192.168.31.126) f. LAN 620 hosts: 192.168.31.128/27 (25 = 32 - 2 = 30 hosts from 192.168.31.129 to 192.168.31.158) g. LAN 724 hosts: 192.168.31.160/27 (25 = 32 - 2 = 30 hosts from 192.168.31.161 to 192.168.31.190)
1.1.5 Route aggregation with VLSM

Ensure that the students understand that when using VLSM, they should try to keep the subnetwork numbers grouped together in the network to allow for aggregation. This means keeping networks like 172.16.14.0 and 172.16.15.0 near one another so that the routers need only carry a route for 172.16.14.0/23. A complex hierarchy of variable-sized networks and subnetworks is summarized at various points using a prefix address until the entire network is advertised as a single aggregate route, 172.16.0.0 /16. Route summarization, or supernetting, is only possible if the routers of a network run a classless routing protocol, such as OSPF or EIGRP. Unlike Classful routing protocols, classless routing protocols carry subnet mask information in their routing updates. Make sure the students use the glossary to find out the precise meanings of the following concepts and keep them in their journal: Summarization Supernetting Prefix Aggregate routes
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What is the difference between CIDR and supernetting? Classless Interdomain Routing (CIDR) is the mechanism that allows advertising of both supernets and subnets outside of the normal bounds of a classful network number. Supernetting is a representation that allows masks that are shorter than the natural masks, therefore creating supernets. Emphasize that for summarization to work properly, carefully assign addresses in a hierarchical fashion so that summarized addresses will share the same high-order bits. Emphasize the following rules: A router must know in detail the subnet numbers attached to it. A router does not need to tell other routers about each individual subnet if the router can send one aggregate route for a set of routes. A router using aggregate routes therefore enables the routers to have few entries in their routing tables. VLSM allows for the summarization of routes flexibility by basing the summarization entirely on the higher-order bits shared on the left. Give the students practice at working out route summarization in their engineering journals.
1.1.6 Configuring VLSM

If the students use RIP v1, various error messages will be seen that shows that VLSM cannot be used with RIP v1. The most common activity of a CCNA-certified individual in industry surveys is troubleshooting. Now have the students add the following line after inputting router rip: Router(config-router)#version 2 The students should now be able to implement the networking scheme on the Lab 1.1.4. Whiteboard the figures in this section and walk through the configurations.
1.2 RIP Version 2

Essential Labs: Optional Labs: Core TIs: Optional TIs: 1.2.4, 1.2.5, and 1.2.6 1.2.3 All None
Certification-level claim: Describe, configure, verify, analyze, and troubleshoot the RIP v2 distance vector routing protocol. Course-level claim: This module provides essential background information for the CCNA exam, namely, how to configure routing protocols given user requirements. Hands-on skills: None
1.2.1 RIP history

The students will be familiar with the distance vector protocol RIP v1 from their previous studies. It should be emphasized that RIP v1 was designed to work, as an Interior Gateway Protocol (IGP) within a moderate-sized Autonomous System (AS).
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It is important to link this topic to what the students have learned in VLSM so that they can understand some of the limitations of RIP v1 as follows: RIP v1 does not send subnet masks information in its updates It sends updates as broadcasts on 255.255.255.255 It does not support authentication It is not able to support VLSM or CIDR
1.2.2 RIP v2 features

Emphasize that RIP v2 is an improved version of RIP v1, but that it shares the following features with RIP v1: RIP v2 uses hop count It is a distance vector protocol that uses a hop count metric It uses hold-down timers to prevent routing loops, default is 180 seconds It uses split horizon to prevent routing loops It uses 16 hops as a metric for infinite distance
Contrast the way in which RIP v2 multicasts routing updates using the Class D address 224.0.0.9, which provides for better efficiency, whereas RIP v1 broadcasts updates on 255.255.255.255. Use this as an opportunity to go over the concepts of multicasting and broadcasting. Stress that RIP v2 provides prefix routing, which allows it to send out subnet mask information with the route update. Therefore, RIP v2 supports the use of classless routing in which different subnets within the same network can use different subnet masks, or VLSM. Make sure that the students understand the concepts of authentication and encryption. They could search for the meanings in the glossary and update their own engineering journals with the definitions. Role-plays on authentication could be useful here.
1.2.3 Comparing RIP v1 and v2

Ensure that the students pay particular attention to every figure in this TI as they summarize their learning about RIP v1 and RIP v2. There is a practical lab here, which should be done as well as the interactive activity for reinforcement. The lab is required, though instructors are encouraged to adjust it to the lab environment and the students. The practical lab will enable students to create an IP addressing scheme using Class B networks and configure RIP on routers. The e-Lab will enable students to review the basic configuration of routers.
1.2.4 Configuring RIP v2

Emphasize to the students that very little change is required for initiating Version 2. But despite this fact, there are many changes taking place as result of adding this one line of code. Have the students list the difference in their engineering journals. The figures are all important for the learning process in this section. As an additional variation on the practical lab, it might be useful to allow the faster students to use a VLSM addressing scheme for this lab and have them add Version 2 after the router rip command. As the most common activity of a CCNA-certified individual in industry surveys is troubleshooting, this variation could give students more practice.
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The practical lab and e-Lab enables students to configure RIP v1 and then convert it to RIP v2.
1.2.5 Verifying RIP v2

There is an important lab in this TI that allows the students to verify operations of RIP v1 and RIP v2. The instructor should spend some time going though the output in Figures 1 and 2 to ensure that the students can read and comprehend the outputs. These skills are vital for troubleshooting. It is worthwhile for the students to write in their engineering journal a summary of all the commands they have learned so far. In their engineering journals it is often useful to have drawings of the networks as they set them up, with commands pointing to routers and any special items they have learned from troubleshooting when wiring up and configuring the network. The practical lab enables students to verify RIP v2 configuration.
1.2.6 Troubleshooting RIP v2

Using debug can be challenging for some students as they become overwhelmed by the wealth of information that floods their screen and they are unable to decipher the meaning. Instructors should take time here to ensure that students start to interpret some of the debug output so that they are able to efficiently troubleshoot errors. Capture some debug output to a disk, enlarge it and display it up on a white background for discussion and interpretation. Make sure the students become familiar with Figures 1 through 3. Although the lab is required, instructors are encouraged to adjust it to the lab environment and the students. The practical lab and e-Lab enables students to troubleshoot using debug.
1.2.7 Default routes

This is an important session for the students because they are often confused by the differences between static, default, and dynamic routes and when to use them. This is the time to go through all the figures in Module 1 with the students. Encourage the students to try and build the network as displayed in Figure 3. This would enable the students to practice all the skills they have learned so far in Module 1.
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Module 1 Summary
Before moving on to Module 2, the students must be proficient in devising VLSM networking schemes, be able to give examples of how to use it in a network design, and implement it in a physical network environment. Students should understand the differences between RIP v1 and RIP v2 and be comfortable in setting up networks with either routing protocol. They should know how to configure static and default routes and should be familiar with the ip route and ip default-network commands. They should be able to perform simple troubleshooting tasks involving their workstations and routers. Online assessment options include the end-of-module online quiz in the curriculum and the online Module 1 exam. Students should be able to compare RIP v1 and RIP v2 from memory. An understanding of the following key points should have been achieved: VLSM and the reasons for its use Subnetting networks of different sizes using VLSM Route aggregation and summarization as they relate to VLSM Router configuration using VLSM Key features of RIP v1 and RIP v2 Important differences between RIP v1 and RIP v2 Configuration of RIP v2 Verifying and troubleshooting RIP v2 operation Configuring default routes using the ip route and ip default-network commands
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Module 2: Single Area OSPF

When teaching Module 2, keep in mind that if the student masters the concepts of link-state routing and its difference from distance vector routing, the foundation for future learning will have been established. The purpose of this module is to describe how link-state routing algorithms, also known as shortest path first (SPF) algorithms, maintain a complex database of topology information. A link-state routing algorithm maintains full knowledge of remote networks and how they interconnect. In contrast, distance vector algorithms do not intrinsically provide specific information about distant networks. Comprehension of the operation of link-state routing protocols is critical in order to enable, verify, and troubleshoot their operation. This module explains how link-state routing protocols work, outlines their features, describes the algorithm they use, and points out the advantages and disadvantages of link-state routing. Module 2 Caution: Students may be overwhelmed by vocabulary in some sections of this module. Try to reinforce the concepts with the hands-on labs, practical labs, role-play, and interactive tasks. Students completing this module should be able to perform the following tasks:
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Identify the key features of link-state routing. Explain how link-state routing information is maintained. Discuss the link-state routing algorithms. Examine the advantages and disadvantages of link-state routing. Compare and contrast link-state routing with distance-vector routing. Enable OSPF on a router. Configure a loopback address to set router priority. Change OSPF route preference by modifying the cost metric. Configure OSPF authentication. Change OSPF timers. Describe the steps to create and propagate a default route. Use show commands to verify OSPF operation. Configure the OSPF routing process. Configure OSPF loopback address and router priority. Modify OSPF cost metric. Configure OSPF authentication. Configure OSPF timers. Propagate a default route. Identify common OSPF configuration issues. Verify the OSPF configuration. Define key OSPF terms.
Describe the key differences between distance vector and link-state routing protocols. Describe the OSPF network types. Explain the operation of the shortest path first (SPF) algorithm. Describe the OSPF Hello protocol. Identify the basics steps in the operation of OSPF.
2.1 Link-State Routing Protocol

Essential Labs: Optional Labs: Core TIs: Optional TIs: None None All None
Certification-level claim: Evaluate the key characteristics that distinguish the classes of routing protocols. Course-level claim: Describe the concepts and techniques of link state routing, and compare and contrast with distance vector routing. Hands-on skills: none
2.1.1 Overview of link-state routing

Make sure the students attempt the interactive task in this TI as it reinforces the important differences between link-state and distance vector protocols. In distance vector, the only information the router has about a route is how far away the network is the distance and which interface to send the packet out of the vector. Review link-state and remind the students that the link is an interface on a router and link-state is the status of a link between routers up or down. Emphasize that when a link changes state, the device that detected the change creates a linkstate advertisement (LSA) concerning that link, or route, and that LSA is propagated to all routers. Research: Why is distance vector routing sometimes called routing by rumor? Because the picture the router has of the network is based on information received from its neighbor.
2.1.2 Link-state routing protocol features

Take the opportunity here to allow the students to role-play the way in which hello packets are sent from router to router. Ask groups of students to devise scenarios of their own based on the figures in 2.1.1 and then act out the passing of the hello packets.
2.1.3 How routing information is maintained

The figure in this TI is important and instructors will need to spend time explaining the components of the figure. Since this section has a lot of information, it is vital to assist the students with understanding with the new vocabulary. Question and answer sessions are effective at this TI. If PowerPoint slides are used, engage the students in the discussion.
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2.1.4 Link-state routing algorithms

In this TI emphasize that link-state routing algorithms have the following characteristics: They are known collectively as shortest path first (SPF) protocols They maintain a complex database of the network topology They are based on the Dijkstra algorithm
Questions at this TI include the following: What are the factors used to compute the best route? Is this a completely dynamic process? Can a network administrator influence this calculation?
Lead into a discussion of metrics by comparing using no metric at all, static routing, to using one metric, such as hops.
2.1.5 Advantages and disadvantages of link-state routing

Use the figure to emphasize the advantages and disadvantages of link-state routing. Notice there is a reference to careful hierarchical network design. This provides instructors with an opportunity to review network design.
2.1.6 Compare and contrast distance vector and link-state routing

Try to build discussion around the following questions: 1. What distinguishes classful routing protocols from classless routing protocols? 2. What characteristic of distance vector protocols is responsible for their slow convergence? 3. Which field in a routing table entry measures the reachability of the destination network?
2.2 Single Area OSPF Concepts

Certification-level claim: Configure routing protocols given user requirements. Course-level claim: Describe, configure, verify, analyze, and troubleshoot the OSPF linkstate routing protocol in a single area mode of operation. Hands-on skills: none
2.2.1 OSPF overview

This is an important overview of OSPF and links back to what the students already know about RIP. Ensure that the figures at this TI are discussed, especially Figures 1 and 2, which are animated when students press the white arrow. Remember to stress that OSPF uses areas to implement hierarchical routing as illustrated in Figure 4.
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The following are points to emphasize when contrasting OSPF with RIP: OSPF only floods changes to other routers instead of the entire routing table. OSPF supports VLSM. OSPF overcomes the hop count limit of RIP. OSPF is event driven, whereas RIP broadcasts every 30 seconds. RIP sometimes picks suboptimal paths, in terms of hops rather than bandwidth. OSPF isolates changes to areas, while changes to a RIP topology affect every router.
2.2.2 OSPF terminology

There are many words and concepts for students in this TI and the figures should help to explain them. Use the interactive media activity to reinforce the terms and their abbreviations. Instructors might like to hold an acronym competition to see who can explain the words and concepts in the following table: Link Link-state (LS) Cost Area A link is a physical and electrical connection between two network devices. Link-state is the status of a link between two routers. This status includes information about a router interface and its relationship to neighboring routers. Cost is the value assigned to a link. Link-state protocols assign a cost to a link, which is based on the speed of the network connection. An area is a collection of networks and routers that has the same area identification. Each router within an area has the same link-state information. A router within an area is called an internal router. A DR is one router on an OSPF multi-access network that represents all the routers in that network. Each OSPF network has a DR and BDR. These routers have special responsibilities that are discussed later in this module. A BDR is a standby router that becomes the DR, if the original DR fails. An AD is a listing of all the neighbors to which a router has established bi-directional communication. An LSD is a list of information about all other routers in the network. It shows the network topology. All routers within an area have identical link-state databases. The routing table, also known as the forwarding database, is generated when an algorithm is run on the link-state database. Each routing table is unique and contains information of how and where to send packets to other routers.
Designated Router (DR)
Backup Designated Router (BDR) Adjacencies database (AD) Link-state database (LSD), or topological database Routing table
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SPF algorithm Link-state advertisement (LSA)
An SPF algorithm is a routing algorithm that iterates on length of path to determine a shortest-path spanning tree. An LSA is a broadcast packet used by link-state protocols that contain information about neighbors and path costs. LSAs are used by the receiving routers to maintain their routing tables.
2.2.3 Comparing OSPF with distance vector routing protocols

There is an interactive multimedia activity in this TI that reinforces the differences between OSPF, a link-state routing protocol, and distance vector routing protocols. Instructors should go through Figures 2 through 5 inclusive with the students.
2.2.4 Shortest path algorithm

Use the figures at this TI to emphasize routing with the shortest path algorithm. If the question of cost emerges the following notes from Rick Graziani, an instructor at Cabrillo College might prove useful: Cisco uses a default cost of 108/Bandwidth where Bandwidth is the configured command, or bandwidth command, of the interface and 108 is used as the reference bandwidth. As an example a serial link with a configured bandwidth of 128K would have a cost of 100 000 000/128 000 = 781. The RFC for OSPF v2 states that cost is associated with the output side of each router interface. This cost is configurable by a system administrator. The lower the cost the more likely the interface is to be used to forward traffic data. NB: RFC 2328 does not specify any values for cost. Instructors might like to give some cost problems for the students to solve using the Cisco default cost.
2.2.5 OSPF network types

There is an interactive media activity for the students to solve in this TI. Study each of the figures carefully and point out the multi-access topologies such as Ethernet and Frame Relay that a DR/BDR is elected to handle routing information. In point-to-point or point-to-multipoint topologies no DR/BDR election occurs.
2.2.6 OSPF Hello protocol

There is an interactive media activity for this TI. When studying Figure 1, point out that the version field specifies the OSPF version. Routers must be running the same version or adjacency cannot be established. The Type field specifies the packet type and if authentication is configured it is specified in the OSPF packet header.
2.2.7 Steps in the operation of OSPF

This is an extremely important TI and contains many figures, which should be explained in detail by the instructor. Go over the following states:
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Init 2Way
Exstart Exchange Loading Full
Instructors could have their students act out these states in a role-play situation. The interactive media activity at this TI is a drag and drop of the OSPF state flowchart.
2.3 Single Area OSPF Configuration

Essential Labs: Optional Labs: Core TIs: Optional TIs: 2.3.1, 2.3.2, 2.3.3, 2.3.4, 2.3.5, and 2.3.6 None All None
Certification-level claim: Configure routing protocols given user requirements. Course-level claim: Describe, configure, verify, analyze, and troubleshoot the Open Shortest Path First link-state routing protocol in a single area mode of operation. Hands-on skills: none In this section students get ample opportunity to practice what they have studied in 2.1 and 2.2. It is advisable for the students to do all of the labs as they build on one another to reinforce vital concepts.
2.3.1 Configuring the OSPF routing process

The important concepts to emphasize in configuring OSPF include the following: The process ID is used with the router ospf command. It is a number that is used to identify an OSPF routing process on the router, for example, router ospf 50. Network addresses are configured with a wildcard mask and not a subnet mask. The wildcard mask represents the links or host addresses that can be present in this segment. The students are familiar with wildcard masks from previous ACL lessons. Each network is identified with the area to which it belongs. The specification of an area is written as a whole number or dotted decimal notation.
Use the two figures to reinforce the concepts. The practical lab and e-Lab for this TI will enable students to configure OSPF routing.
2.3.2 Configuring OSPF loopback address and router priority

Stress the importance of using loopbacks in an OSPF network. The practical manner of electing DR and BDR should be emphasized. Reviewing the OSPF flowchart again will indicate the complexity of OSPF to the students. The lab "2.3.2 Configuring OSPF with Loopback Addresses" demonstrates the configuration of loopback addresses for OSPF stability. The practical lab and e-Lab at this TI will enable students to configure loopback addresses.
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2.3.3 Modifying OSPF cost metric

The students have already seen the concept of cost in OSPF networks, which is reinforced in this TI. Have the students pay particular attention to the figures in this TI. Have them use the ip ospf cost ? command to check their own connections. Ensure that the students record in the engineering journal all of the OSPF commands used in the course. Pictures of the network setups, with annotations regarding troubleshooting and commands, would also be valuable. The use of the practical labs is highly recommended though instructors may vary them according to their preferences and equipment. The practical lab and e-Lab in this TI will enable students to modify the OSPF cost metric.
2.3.4 Configuring OSPF authentication

Students enjoy hearing about packet sniffers. Therefore, use this as an introduction to the configuration of OSPF authentication. More adventurous instructors could demonstrate the use of packet sniffers on plain text password. Analyze the following command: Router(config-if)#ip ospf message-digest-key 1 md5 7 asecret The command message-digest is needed so that the password is not sent in clear text. The command message-digest-key id identifies which md5 process is running since a router is capable of running multiple instances of authentication. The 7, used in the command, refers to the Cisco proprietary encryption type followed by the password asecret. Caution: The command for authentication is long and if students inadvertently press an Enter or Space Bar key, for example, that will be part of the key. This could prove to be a valuable troubleshooting lesson. The practical lab in this TI will enable students to configure OSPF authentication.
2.3.5 Configuring OSPF timers

Stress that, although timers can be changed, if routers are to form adjacencies, the Hello, Dead Interval, and network types must be identical among routers or the Hello packets are dropped. Also remember that although a network administrator has the freedom to choose these timer values, a justification that OSPF network performance will be improved is needed prior to changing the timers. The practical lab and e-Lab in this TI will enable students to configure OSPF timers.
2.3.6 OSPF, propagating a default route

Two important configurations are established in this TI. A configured default route is used by a router to generate a Gateway of Last Resort. The static default route configuration syntax uses the network 0.0.0.0 address and a subnet mask 0.0.0.0. Router(config)#ip route 0.0.0.0 0.0.0.0 S1 Router(config)#ip route 0.0.0.0 0.0.0.0 192.168.1.3 Point out that an interface can be used as well as a next hop address. This is referred to as the quad-zero route, and any network address is matched using the following rule. The network gateway is determined by ANDing the packet destination with the subnet mask. The following configuration statement will propagate this route to all the routers in a normal OSPF area: Router(config-router)#default-information originate All routers in the OSPF area will learn a default route provided that the interface of the border router to the default gateway is up.
24 - 159 CCNA 3 Switching Basics and Intermediate Routing v3.1 IG Module 2 Copyright 2004, Cisco Systems, Inc.
The practical lab and e-Lab in this TI will enable students to propagate default route information in an OSPF domain.
2.3.7 Common OSPF configuration issues

This TI emphasizes the potential problems that students can encounter when implementing a complex routing protocol such as OSPF. Have the students get into the habit of running through the checklist provided in Figure 1. Stress the importance of being proactive in troubleshooting. The next TI provides them with a series of useful verification and debug commands. Instructors might find it useful to introduce errors into the previous labs so that students can practice their troubleshooting skills.
2.3.8 Verifying the OSPF configuration

In this TI instructors should ensure that the students become familiar with these verification and debug commands. Encourage the students to use them on the labs they have completed in Module 2.
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Module 2 Summary
Before moving on to Module 3, the students must be proficient in explaining the concepts of single area OSPF. Online assessment options include the end-of-module online quiz in the curriculum and the online Module 2 exam. From memory students should be able to complete various Drag and Drop and Checkbox activities for single area OSPF. An understanding of the following key points should have been achieved: The features of link-state routing How link-state routing information is maintained The link-state routing algorithm The advantages and disadvantages of link-state routing Link-state routing compared with distance vector routing OSPF terminology The differences between distance vector and link-state routing protocols OSPF network types The operation of the shortest path first (SPF) algorithm The OSPF Hello protocol The basics steps in the operation of OSPF Enabling OSPF on a router Configuring a loopback address to set router priority Changing OSPF route preference by modifying the cost metric Configuring OSPF authentication Changing OSPF timers Creating and propagating a default route Using show commands to verify OSPF operation
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Module 3: EIGRP
In Module 3, complex concepts and operations such as the Diffusing Update Algorithm (DUAL) are being explained, so encourage the students to complete as much practical laboratory work as possible to reinforce the concepts. Instructors should emphasize that despite the complexity of DUAL, configuring EIGRP can be relatively simple. The purpose of this module is to understand the operation of the EIGRP routing protocol. This is critical to being able to enable, verify, and troubleshoot its operation. This module explains how the EIGRP routing protocol works, outlines its features, describes the algorithm it uses, and points out the advantages and disadvantages of EIGRP routing. Module 3 Caution: 1. Mathematics in this module may cause difficulties for students. The diversity of the prior experiences the students have may be wide. Encourage the students to become familiar with the router output so they can interpret the mathematical output. Allow the more mathematically advanced students to mentor the mathematically challenged. 2. Students may be overwhelmed by vocabulary in some sections of this module. Try to reinforce the concepts with the hands-on labs, practical labs, role-play, and interactive tasks. Students completing this module should be able to perform the following tasks: Describe the differences between EIGRP and IGRP Describe the key concepts, technologies, and data structures of EIGRP Understand EIGRP convergence and the basic operation of the Diffusing Update Algorithm (DUAL) Perform a basic EIGRP configuration Configure EIGRP route summarization Describe the processes used by EIGRP to build and maintain routing tables Verify EIGRP operations Recognized mistyped commands Troubleshoot incorrectly constructed or incorrectly placed access lists Troubleshoot misconfigured routers, switches, or other network devices Troubleshoot bad physical connections Describe the eight-step process for general troubleshooting Apply a logical process to routing troubleshooting Troubleshoot a RIP routing process using show and debug commands Troubleshoot an IGRP routing process using show and debug commands Troubleshoot an EIGRP routing process using show and debug commands Troubleshoot an OSPF routing process using show and debug commands
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3.1 EIGRP Concepts

Certification-level claim: Configure routing protocols given user requirements. Course-level claim: Describe, configure, verify, analyze, and troubleshoot the Extended IGRP routing protocol. Hands-on skills: none
3.1.1 Comparing EIGRP with IGRP

Since students have already covered IGRP, concentrate on comparing IGRP with EIGRP to start with so they are eased into the topic. EIGRP is proprietary but increases operational efficiency. It is scalable because it supports VLSM and route summarization. It has protocol-dependent modules that enable it to support many routed protocols. Go over the three figures with the students emphasizing the following metrics: Big = Bandwidth Dogs = Delay Really = Reliability Like Me = Load = MTU
Bandwidth and Delay are equally weighted Reliability, Load, and MTU are off by default EIGRP hop count limit = 224 IGRP hop count limit = 255 The interactive media activity should be completed to consolidate the students understanding of the similarities and differences between EIGRP and IGRP
3.1.2 EIGRP concepts and terminology

This TI contains many new terms and concepts and it is advisable to use the seven figures, taking note that Figure 7 is animated to show the work of DUAL. EIGRP uses three tables, neighbor, topology, and router to assist in routing. Compare this use of tables to OSPF. In Figure 1 the output from show ip eigrp neighbors includes Smooth Round Trip Timer (SRTT), which represents the average time it takes to send a message and receive a reply from that neighbor. Retransmission Timeout (RTO) specifies how long to wait without receiving an acknowledgement to a reliably sent packet. Spend time explaining the output of show ip eigrp route.
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3.1.3 EIGRP design features

This is a theory based TI. Remember that EIGRP is an advanced distance vector routing protocol that relies on features commonly associated with link-state protocols. For this reason it is sometimes called a hybrid routing protocol. EIGRP supports VLSM and CIDR, it provides for efficient use of bandwidth, it enables rapid convergence, and it provides multiple network layer support.
3.1.4 EIGRP technologies

It is advisable, when working on this TI, to break it into the four components that it discusses as follows: Neighbor discovery and recovery - Discuss the packets Hello, Update, Query and Reply, and Acknowledgement with the students and explain how they work. Reliable Transport Protocol - Emphasize that Reliable Transport Protocol could be compared with the positive acknowledgement with retransmission of TCP. DUAL finite-state machine algorithm - Stress that EIGRP keeps important route and topology information readily available in a neighbor table and a topology table. These tables supply DUAL with comprehensive route information in case of network disruption. DUAL selects alternate routes quickly by using the information in these tables. If a link goes down, DUAL looks for an alternative route path, or feasible successor, in the topology table. Protocol-specific modules - Highlight that one of the best features of EIGRP is its modular design. Modular, layered designs prove to be the most scalable and adaptable. In theory, EIGRP can easily adapt to new or revised routed protocols, such as IPv6, by adding protocol-dependent modules. Each PDM is responsible for all functions related to its specific routed protocol.
3.1.5 EIGRP data structures

This TI also contains a wealth of information for the students. It is suggested that instructors divide the TI into the following five sections for discussion, which mirror the five EIGRP packet types: Hello Acknowledgement Update Query Reply
Use the three figures to help with explanations.
3.1.6 EIGRP algorithm

This TI describes complex concepts. Therefore it would be useful to display the figures while working through the text. At the end of this module, consider allowing more advanced students to cable the network depicted in the figure, and configure the network so that students can actually see DUAL working. The DUAL demonstration could be used as an advanced topic when students are studying Module 3.2 EIGRP configuration.
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3.2 EIGRP Configuration

Essential Labs: Optional Labs: Core TIs: Optional TIs: 3.2.1 and 3.2.3 None All None
Certification-level claim: Configure routing protocols given user requirements. Course-level claim: Describe, configure, verify, analyze, and troubleshoot the EIGRP routing protocol. Hands-on skills: none
3.2.1 Configuring EIGRP

Now that students have studied the concepts and terminology associated with EIGRP, they are ready for their first hands-on lab. They should find this easy to set up despite the complexity of the theory they have just studied. Instructors may vary the lab to suit their particular environment. This TI contains one figure, 3.2.1 Configuring EIGRP for IP, that could be used as an additional lab by simplifying it. For another practical lab, instructors might allow their students to modify their RIP v2 labs to run EIGRP. The practical lab and e-Lab here will enable students configure EIGRP.
3.2.2 Configuring EIGRP summarization

Instructors are advised to illustrate to the students the three figures on summarization.
3.2.3 Verifying basic EIGRP

This TI supplies students with important commands for verifying and debugging EIGRP. The figures supply important information regarding the commands. The practical lab and e-Lab here will enable students verify EIGRP.
3.2.4 Building neighbor tables

This TI provides more information about neighbor tables. Figure 2 is interactive to demonstrate the way in which neighbors exchange information. Important information on interpreting the fields in the neighbor table is presented here. Instructors could have their students go back to their labs to see their own neighbor table outputs.
3.2.5 Discover routes

There is an important interactive figure in this TI that describes DUAL. Instructors may link back to 3.1.4 for further information on DUAL.
3.2.6 Select routes

In this TI, there are four important figures to help illustrate the selection of routes. Figure 4 demonstrates the selection rules for describing the feasible successor route.
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3.2.7 Maintaining routing tables

The operation of DUAL is described in this TI. The three figures serve to illustrate how the task of maintaining routing tables is carried out.
3.3 Troubleshooting Routing Protocols

Certification-level claim: Configure routing protocols given user requirements. Course-level claim: Describe, configure, verify, analyze, and troubleshoot RIP, IGRP, EIGRP, and OSPF. Hands-on skills: none
3.3.1 Routing protocol troubleshooting process

In this TI, the steps taken during troubleshooting are outlined in a series of ten figures. Students need to continue to use troubleshooting commands such as ping, extended ping, traceroute, and telnet while doing the practical labs. Instructors may want to obtain a copy of McAfee Visual Trace (formerly Neotrace) to show a visual demonstration of ping and telnet.
3.3.2 Troubleshooting RIP configuration

Students are reminded about troubleshooting RIP in this TI. The important commands are included in the two figures here. It might be useful to refer back to Module 1 and try out these troubleshooting tips on the labs there.
3.3.3 Troubleshooting IGRP configuration

Students studied IGRP in CCNA 2 and will revisit it in the TIs dealing with the similarities and differences between EIGRP and IGRP. Remind students of the important troubleshooting commands at this TI. If IGRP does not appear to be working correctly, check the following: Layer 1 or Layer 2 connectivity issues Mismatched autonomous system numbers on IGRP routers Network statements are missing or incorrectly assigned The outgoing interface is down The advertised network interface is down
To view IGRP debugging information, use the following commands: debug ip igrp transactions [host ip address] to view IGRP transaction information debug ip igrp events [host ip address] to view routing update information
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To turn off debugging, use one of the following commands no debug ip igrp no debug all undebug all
3.3.4 Troubleshooting EIGRP configuration

The figures in this TI sum up the important verification and debugging commands that students need for troubleshooting EIGRP. If there is time, encourage the students to go to the EIGRP labs and test out these commands. It might be useful to introduce faults into the correctly working labs to test the troubleshooting skills of the students. The following are some possible reasons why EIGRP may not be working correctly: Layer 1 or Layer 2 connectivity issues Mismatched autonomous system numbers on EIGRP routers The link may be congested or down The outgoing interface is down The advertised network interface is down Auto-summarization is enabled on routers with discontiguous subnets
Use no auto-summary to disable automatic network summarization.
3.3.5 Troubleshooting OSPF configuration

The figures in this TI sum up the important verification and debugging commands that students need for troubleshooting OSPF. If there is time, encourage the students to go to the OSPF labs and test out these commands. It might be useful to introduce faults into the correctly working labs to test the troubleshooting skills of the students.
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Module 3 Summary
Before moving on to Module 4, the students must be proficient in explaining the concepts and configuration of EIGRP. Online assessment options include the end-of-module online quiz in the curriculum and the online Module 3 exam. Students should be able to complete a checkbox activity for comparing IGRP and EIGRP. In addition, students should be able to complete a crossword puzzle about EIGRP concepts and terminology. The students should have achieved an understanding of the following key points: Differences between EIGRP and IGRP Key concepts, technologies, and data structures of EIGRP EIGRP convergence and the basic operation of the Diffusing Update Algorithm (DUAL) Basic EIGRP configuration Configuring EIGRP route summarization The processes used by EIGRP to build and maintain routing tables Verifying EIGRP operations The eight-step process for general troubleshooting Applying a logical process to routing troubleshooting Troubleshooting a RIP routing process using show and debug commands Troubleshooting an IGRP routing process using show and debug commands Troubleshooting an EIGRP routing process using show and debug commands Troubleshooting an OSPF routing process using show and debug commands
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Module 4: Switching Concepts

When teaching Module 4, keep in mind that students have studied LANs in CCNA 1 and 2 so some of this material should be familiar. The purpose of this module is to prepare the students to tackle the command line switch interface in the next module. This module explains key concepts such as microsegmentation, CSMA/CD, broadcast, and collision domains. Module 4 Caution: There are no practical labs in this module. Instructors may find it beneficial to devise role-plays and possibly demonstrate some of the concepts. Some ideas have been included in this Instructors guide. Students completing this module should be able to perform the following tasks:
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Describe the history and function of shared, half-duplex Ethernet Define collision as it relates to Ethernet networks Define microsegmentation Define CSMA/CD Describe some of the key elements affecting network performance Describe the function of repeaters Define network latency Define transmission time Describe the basic function of Fast Ethernet Define network segmentation using routers, switches, and bridges Describe the basic operations of a switch Define Ethernet switch latency Explain the differences between Layer 2 and Layer 3 switching Define symmetric and asymmetric switching Define memory buffering Compare and contrast store-and-forward and cut-through switching Understand the differences between hubs, bridges, and switches Describe the main functions of switches List the major switch frame transmission modes Describe the process by which switches learn addresses Identify and define forwarding modes Define LAN segmentation Define microsegmentation using switching Describe the frame-filtering process Compare and contrast collision and broadcast domains Identify the cables needed to connect switches to workstations
Identify the cables needed to connect switches to switches
4.1 Introduction to Ethernet/802.3 LANs

Essential Labs: Optional Labs: Core TIs: Optional TIs: None None None This LO is a review of CCNA 1 topics
Certification-level claim: Evaluate key characteristics of LAN environments. Course-level claim: Describe the operation and technology of the IEEE 802.3 Ethernet variants. Hands-on skills: none
4.1.1 Ethernet/802.3 LAN development

This TI describes the development of Ethernet 802.3 LAN development. Encourage the students to complete the interactive media activity and explore the six figures. Roleplaying based on the figures could be useful in teaching this topic.
4.1.2 Factors that impact network performance

This TI emphasizes three of the many factors contributing to network congestion. They are multitasking, faster operating systems, and more Web-based applications. This TI should encourage a lot of discussion about the growth of media intensive applications since the Web came to public attention in the 1990s. Encourage the students to discuss with the group the types of files they now download. Ask them about the types of Internet connections they have at home or at work and have them describe any issues they have had with downloading.
4.1.3 Elements of Ethernet/802.3 networks

This TI discusses how the essential elements of Ethernet LANs can each contribute to network performance degradation. In certain circumstances, things that are part of a normal Ethernet LAN create problems to the LAN. They include the broadcast nature of Ethernet, the use of CSMA/CD, multimedia applications, the normal latency of Ethernet media, and related Layer 1, 2, and 3 devices. Ensure the students study the figures in this TI. Role-playing on the topic of CSMA/CD is an option for presenting this material.
4.1.4 Half-duplex networks

To help reinforce the students understanding of half-duplex Ethernet, review the meaning of the terms simplex, half duplex, and full duplex. Many best practices could be used for this TI. Try including kinesthetic activities such as having students converse using simplex, half duplex, full duplex in the form of two-way radios, or small FM radios. Another example would be to have students hold some exposed Category 5 UTP cable and determine which wire pairs are used in half and full duplex operation. Another interesting fact about this diagram is that collision detection is typically achieved by the NIC sensing that both the TX and RX circuits are active at the same time. The figure at this TI is rather complex so instructors are encouraged to spend some time going over the various sections of it.
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4.1.5 Network congestion

Figures 2 and 3 summarize this TI well. In Figure 2, the bandwidth requirements of various multimedia applications are described. Note that 10 Mbps LANs can handle a wide variety of applications well, but for some high bandwidth purposes Fast Ethernet (100 Mbps) is necessary. Encourage the students to complete the interactive media activity.
4.1.6 Network latency

Students might remember latency from CCNA 1 v3.1 8.1.4. As described in Modules 3 and 4, in CCNA 1, there is propagation delay for the signals traveling along the copper cable, optical fiber, or as microwaves through air. In addition, as network devices process signals, additional delay or latency is introduced. Understanding that all networking devices introduce latency is critical. A simple classroom demonstration is to use a note passed from one student to another. A direct transfer is almost immediate, but does take a finite, non-zero, amount of time. If an intermediary is introduced and the note has to be checked for a destination address and then readdressed, the time taken to perform this task is latency. The more hands the note passes through, being encapsulated and de-encapsulated, the greater the latency or delay. Reinforce this with OSI Layer diagrams showing the de-encapsulation and re-encapsulation of packets traveling through a variety of devices. The figure and text for this TI need careful explanation.
4.1.7 Ethernet 10BASE-T transmission time

In this TI, transmission time is explained. Emphasize that these transmission times are for 10 Mbps Ethernet. Different Ethernet speeds, such as 100 Mbps and 1000 Mbps, have different transmission times. Students should complete the interactive media activity for reinforcement.
4.1.8 The benefits of using repeaters

Benefits of repeaters include extension of the length of the network and an increase in the number of stations that can be connected. Also, the repeater concept can be expanded to the multiport repeater, or hub, which provides the benefits of repeaters plus connectivity between multiple devices. However, there is a limit to this process, recall from CCNA 1, TI 7.1.5, the Ethernet 5-4-3 rule, maximum of five segments, connected through four repeaters, or concentrators, and only three of the five segments may contain user connections. Note that repeaters and hubs have disadvantages, most notably expanding collision and broadcast domains. While hubs allow increased connectivity, they decrease the total bandwidth of the LAN segment. This is because the bandwidth each device receives is divided among the devices on the LAN. Therefore, hubbed networks do not scale well. Review the limitations of specific architectures, particularly the use of devices that extend the scope of a LAN. Daisy-chaining switches can extend the LAN indefinitely. Each switch-to-switch connection, with maximum length of 100 m, is essentially a point-to-point connection without the media contention or timing issues of using repeaters and hubs. However, past a certain number of interconnected switches, the network becomes very inefficient and routers must be used.
4.1.9 Full-duplex transmitting

Full-duplex Ethernet is introduced in this TI. Note: It may be implemented in several varieties of Ethernet as long as appropriate NICs are used. Web research is recommended because of the many detailed sites available on full duplex and fast Ethernet. There is an interactive media activity for students to complete.
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4.2 Introduction to LAN Switching

Certification-level claim: Evaluate key characteristics of LAN environments. Course-level claim: Describe and compare the concepts and techniques used within Ethernet switched LANs. Hands-on skills: none
4.2.1 LAN segmentation

Emphasize that bridges, switches, and routers all create smaller collision domains, but that only routers and VLANs create smaller broadcast domains. This process of creating smaller collision and broadcast domains is referred to as segmentation. Instructors can design network topologies from completed labs to demonstrate collision and broadcast domains.
4.2.2 LAN segmentation with bridges

Bridging is described in more detail at this TI. While bridges are no longer as important as switches, the concept of bridging is fundamental to the concept of switching and cognitively, should be taught first. If possible, show hubs, bridges, switches, and routers to the students so they can compare and contrast them.
4.2.3 LAN segmentation with routers

Routers connect different networks. Therefore, when routers are inserted in a LAN, segmentation is caused. While this is one benefit of using routers, their main purpose remains best path selection and switching. Having passed CCNA 2, students should be very familiar with routers.
4.2.4 LAN segmentation with switches

Switches, which are sophisticated multiport bridges, also segment networks through the process of microsegmentation. Students may ask the questions Why does anyone ever use a bridge? and Why does anyone ever use a hub?. First, bridges were invented and available before switching technology. The switch represents the advancement of the idea of a bridge. Second, there was a large price differential between hubs and switches and sometimes the inexpensive connectivity of a hub was all that was required. This is no longer the case.
4.2.5 Basic operations of a switch

The two basic operations of a switch are to build and maintain a switching table, which is to classify Layer 2 MAC addresses as local to an interface or non-local to an interface, and switch Layer 2 frames. Routers also build and maintain tables by mapping Layer 3 addresses to the interface for forwarding Layer 3 packets.
4.2.6 Ethernet switch latency

This TI goes into more detail of how a switch adds latency. Actual latency analyses of real networks can get extremely complicated. However this must be done, especially as network speeds increase towards 1000 Mbps or 1 Gbps.
4.2.7 Layer 2 and Layer 3 switching

This is an advanced topic included for vocabulary purposes. Students will probably hear or read about Layer 3 switching and Layer 3 switches in their studies and work experience.
4.2.8 Symmetric and asymmetric switching

Symmetric and asymmetric switching is reviewed in this TI. Emphasize that memory buffering is required on an asymmetric switch. The buffer prevents traffic from the 100-Mbps port from overwhelming the 10-Mbps port.
4.2.9 Memory buffering

Asymmetric switching relies on memory buffering so that fast ports do not overwhelm slower ports. Types of memory buffering are explained in this TI.
4.2.10 Two switching methods

Figure 2 is crucial to understanding the difference between store-and-forward switching, and the two types of cut-through switching, which are Fast Forward and Fragment Free. The interactive media activity should be used for reinforcing the concepts.
4.3 Switch Operation

Certification-level claim: Evaluate key characteristics of LAN environments. Course-level claim: Describe and compare the concepts and techniques used by Ethernet LAN switches. Hands-on skills: none
4.3.1 Functions of Ethernet switches

Instructors should concentrate on the following two main functions of Ethernet switches: Isolate traffic among segments Achieve greater amount of bandwidth per user by creating smaller collision domains
The first function is to isolate traffic among segments. Segments are the smaller units into which the networks are divided by use of Ethernet switches. Each segment uses carrier sense multiple access/collision detect (CSMA/CD) access method to maintain data traffic flow among the users on that segment. It would be useful to refer back to the section on CSMA/CD here and show the flowchart. Such segmentation allows multiple users to send information at the same time on the different segments without slowing down the network. The second function of an Ethernet switch is to ensure each user has more bandwidth by creating smaller collision domains. Ethernet and Fast Ethernet switches segment LANs by creating smaller collision domains. Each segment becomes a dedicated network link, like a highway lane functioning at up to 100 Mbps. Popular servers can then be placed on individual 100-Mbps links.
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Often in networks of today, a Fast Ethernet switch will act as the backbone of the LAN, with Ethernet hubs, Ethernet switches, or Fast Ethernet hubs providing the desktop connections in workgroups.
4.3.2 Frame transmission modes

Students have seen this information before in CCNA 1, TI 8.1.5. This will be a review except for the adaptive cut-through method, which is introduced for the first time. Instructors should encourage the students to study the figures at this TI for reinforcement. Students could be encouraged to do some research on adaptive cut-through. Students could use role-plays to demonstrate the different ways in which frames are transmitted.
4.3.3 How switches and bridges learn addresses

Switches and bridges learn in the following ways: Reading the MAC source address of each received frame or datagram Recording the port on which the MAC address was received
Remind the students of the work they have done in previous semesters on these devices.
4.3.4 How switches and bridges filter frames

If the frame is addressed for another LAN, the bridge copies the frame onto the second LAN. Ignoring a frame is called filtering. Copying the frame is called forwarding. Emphasize that a bridge is considered a store-and-forward device because it must examine the destination address field and calculate the cyclic redundancy check (CRC) in the frame check sequence field, before forwarding the frame to all ports. Students may need a further explanation of the term CRC. Encourage them to check the glossary for an explanation of this term. If the destination port is busy, the bridge can temporarily store the frame until the port is available. The time it takes to perform these tasks slows the network transmissions causing increased latency.
4.3.5 Why segment LANs?

Highlight that there are two primary reasons for segmenting a LAN. The first is to isolate traffic between segments. The second reason is to achieve more bandwidth per user by creating smaller collision domains. By this stage students have heard of this term several times but instructors are encouraged to make sure that students understand the difference between collision and broadcast domains. The three figures are particularly useful.
4.3.6 Microsegmentation implementation

The four figures in this TI serve to illustrate that Ethernet switching increases the bandwidth available on a network. It does this by creating dedicated network segments, point-to-point connections, and connecting these segments in a virtual network within the switch. Students will find the explanation that a virtual network circuit exists only when two nodes need to communicate makes the concept clear. This is called a virtual circuit because it exists only when needed, and is established within the switch. Role-plays could be introduced here to illustrate the working of virtual circuits
4.3.7 Switches and collision domains

A major disadvantage of Ethernet 802.3 networks is that they are likely to have collisions. Collisions occur when two hosts transmit frames simultaneously. When a collision occurs, the transmitted frames are corrupted or destroyed in the collision.
The sending hosts stop sending further transmissions for a random period of time due to the Ethernet 802.3 rules of Carrier Sense Multiple Access with Collision Detection (CSMA/CD). Collisions cause network to be unproductive. Encourage the students to discuss what happens when networks slow down. People will give up on the network and react in ways illustrated in Figure 1.
4.3.8 Switches and broadcast domains

Communication in a network occurs in three ways. Role-playing could be utilized to demonstrate the three methods, which are illustrated in the three figures. The most common way of communication is by unicast transmissions. In a unicast transmission, one transmitter tries to reach one receiver. Another way to communicate is known as a multicast transmission. Multicast transmission occurs when one transmitter tries to reach only a subset, or a group, of the entire segment. The transmitter might reach two stations. However, one of the stations chooses not to participate, so it is excluded from the multicast group. The final way to communicate is by broadcasting. Broadcasting is when one transmitter tries to reach all the receivers in the network. The server station sends out one message and everyone on that segment receives the message.
4.3.9 Communication between switches and workstations

There are four important figures at this TI to illustrate communication between switches and workstations. When a workstation connects to a LAN, it is unconcerned about the other devices that are connected to the LAN media. The workstation simply transmits data frames using a Network Interface Card (NIC) to the network medium. The workstation could be attached directly to another workstation, using a crossover cable or attached to a network device, such as a hub, switch, or router, using a straight-through cable. Switches are Layer 2 devices that use intelligence to learn the Media Access Control (MAC) addresses of the devices that are attached to the ports of the switch. This data is entered into a switching table. Once the table is complete, the switch can read the destination MAC address of an incoming data frame on a port and immediately forward it. Switches provide significant scalability on a network and may be directly connected. The figures illustrate various scenarios of frame transmission utilizing a multi-switch network.
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Module 4 Summary
Before moving on to Module 5, the students must be proficient in explaining the concepts of switches. Online assessment options include the end-of-module online quiz in the curriculum and the online Module 4 exam. From memory students should be able to complete various Drag and Drop activities relating to switching. An understanding of the following key points should have been achieved: The history and function of shared, half-duplex Ethernet Collisions in an Ethernet network Microsegmentation CSMA/CD Elements affecting network performance The function of repeaters Network latency Transmission time The basic function of Fast Ethernet Network segmentation using routers, switches, and bridges The basic operations of a switch Ethernet switch latency The differences between Layer 2 and Layer 3 switching Symmetric and asymmetric switching Memory buffering Store-and-forward and cut-through switching modes The differences between hubs, bridges, and switches The main functions of switches Major switch frame transmission modes The process by which switches learn addresses The frame-filtering process LAN segmentation Microsegmentation using switching The process a switch uses to learn addresses Forwarding modes Collision and broadcast domains The cables needed to connect switches to workstations The cables needed to connect switches to switches
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Module 5: Switches
When teaching Module 5, the importance of network design is emphasized. This module is primarily theoretical but instructors are encouraged to develop practical ways to demonstrate the various sections. In fact many of the aspects in this module could be linked to the case study to allow the students to apply the theory in a practical manner, for example, getting the students to prepare a cut sheet layout for their case study. It is also useful to encourage the students to examine the LAN design at their own campus. Module 5 Caution: There is one interactive media activity but no practical labs in this module. Instructors are encouraged to relate the theory found herein to the case study. Instructors may find it beneficial to devise role-plays and where possible assist the students by demonstrating some of the concepts. Some ideas have been included in this Instructors guide. Students completing this module should be able to perform the following tasks: Describe the four major goals of LAN design and list the key considerations in LAN design Understand the steps in systematic LAN design Understand the design issues associated with Layers 1, 2, and 3 Describe the three-layer design model Identify the functions of each of layer of the three-layer model List Cisco access layer switches and their features List Cisco distribution layer switches and their features List Cisco core layer switches and their features
5.1 LAN Design

Certification-level claim: Design and implement a simple internetworking LAN using Cisco technology. Course-level claim: Design a simple LAN using layered techniques. Hands-on skills: none
5.1.1 LAN design goals

This TI is vocabulary intensive. Ensure that the students understand the meanings of the four goals, which are functionality, scalability, adaptability, and manageability. Best practices for teaching this TI include mini-lecture and Web research. The instructor should look at the way in which their campus LAN is set up.
Also, encourage the students to examine the design of the case study. Although they have not studied VLANs, go through the design with the students highlighting design issues.
5.1.2 LAN design considerations

The four figures in this TI will prove useful discussion points for the class. Three key components of LAN design are placement of servers, segmentation, and bandwidth versus broadcast domain. Servers and segmentation were covered in Module 4. Bandwidth domain is everything associated with one port on a bridge or switch. The term bandwidth domain emphasizes the area of a network in which bandwidth is shared. When used in the context of an Ethernet switch, a bandwidth domain is the same as a collision domain. The best practices for teaching this TI are graphical organizers. For example print out the four figures and have students make their own notations of collision domains, bandwidth domains, broadcast domains, and network segments. The two major categories of servers to be considered in a network design are enterprise and workgroup servers. Enterprise servers support all the users on the network through, for example, e-mail and DNS. Workgroup servers support a specific category of users for example engineers. Have the students study the layout of the network in the case study and discuss the placement of servers in this scenario and in the LAN setup at their own campus. Compare this to their work in Module 4 on collision and broadcast domains.
5.1.3 LAN design methodology

The best practices for teaching this TI include design activities and Web research. Have the students apply what they have just read in this TI to the case study user requirements. Web research sites on LAN design methodology offer a wide range, from simple to the sophisticated techniques that can help with the design process. A mini-lecture based on the ten figures should provoke plenty of discussion. Students could work on the cut sheet and addressing maps for the case study.
5.1.4 Layer 1 design

The nine figures in this TI should prove useful to going over the Layer 1 design. It cannot be emphasized enough that the term Ethernet refers to a whole host of technologies. For purposes of the case study, have the students consider 10BASE-T, 10BASE-FL, 100BASETX, 100BASE-FX, 1000BASE-T, 1000BASE-SX, and 1000BASE-LX. These are the most common Ethernet varieties of interest today. Each variety of Ethernet specifies the following: The data rate the number in front of BASE, in Mbps The signaling method all use BASEband as opposed to Broadband signaling The medium type Category 5, 5e, 6, and 7 UTP, multi-mode and single-mode optical fiber The maximum lengths which vary widely from 100 m to several km
The best practices for teaching this TI include having the students doing group work on their design activity, using Web research to check facts, prices, and other issues, and document their work in their engineering journals.

The keys to this TI are the figures. While bridges are Layer 2 devices that can segment networks, in most modern networks, switches are the dominant devices. Best practices for teaching this TI include a design activity in small groups, specifically a discussion of the case study requirements for switches to create smaller collision domains.
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Emphasize to the students that the design process is working its way up the OSI model. Now Layer 3 decisions must be made. The ten figures will prove very useful for the students in preparing documentation for the case study. The figures show them how logical addresses may be mapped to physical network devices, how routers are used for segmentation, construction of addressing maps, physical network maps, and most importantly VLAN communication and implementation. Link all these figures to the case study.
5.2 LAN Switches

Certification-level claim: Design a simple internetwork using Cisco technology. Course-level claim: Describe the three-layer process as used by Cisco for internetwork design purposes, list examples of Cisco access, distribution, and core layer switches. Hands-on skills: none In this section use the knowledge the students have of hierarchical LAN design including physical, data link, and network layer design. Next, acknowledge the use of the hierarchical design model for medium to large sized enterprises using the three layers, access, distribution and core.
5.2.1 Switched LANs, access layer overview

The three figures show the set up of the hierarchical layers, in particular the access layer and the use of shared and switched bandwidth.
5.2.2 Access layer switches

In this TI, it would be useful if the students could also see examples of the various switches mentioned. Stress the access layer functions in a campus environment. These functions would be the shared bandwidth, switched bandwidth, MAC layer filtering, and microsegmentation.
5.2.3 Distribution layer overview

This TI explains the functions that are carried out at the distribution layer in a switched network. There is one figure showing Layer 3 switching. Emphasize the following: Aggregation of the wiring closet connections Broadcast/multicast domain definition VLAN routing Media transitions that need to occur Security
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5.2.4 Distribution layer switches

The three figures in this TI allow students to view the types of distribution layer switches that are available. If instructors have these devices in the campus LANs it might be useful to organize a class visit to view the devices that are used in their own campus networks. Some instructors organize visits to commercial sites to enhance awareness of large networks.
5.2.5 Core layer overview

Instructors should encourage students to complete the interactive media activity here to reinforce their understanding of the functions that are carried out at the core layer, namely that the core layer is a high-speed switching backbone. The core layer should be designed to switch packets as fast as possible.
5.2.6 Core layer switches

The three figures here provide students with picture of switches which most of them will not have seen in an Academy environment. If instructors have these devices in their campus LANs it might be useful to organize a class visit to view the devices that are used in their own campus networks. Some instructors organize visits to commercial sites to enhance awareness of large networks.
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Module 5 Summary
Before moving on to Module 6, the students must be proficient in explaining the concepts of LAN switches and LAN design. Online assessment options include the end-of-module online quiz in the curriculum and the online Module 5 exam. From memory students should be able to complete the Matching LAN Design and Goals interactivity and the Point and Click Core Layer activity. An understanding of the following key points should have been achieved: The four major goals of LAN design Key considerations in LAN design The steps in systematic LAN design Design issues associated with Layers 1, 2, and 3 The three-layer design model The functions of each of layer of the three-layer model Cisco access layer switches and their features Cisco distribution layer switches and their features Cisco core layer switches and their features
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Module 6: Switch Configuration

When teaching Module 6, explain how a Catalyst switch goes through its startup on powering up. When the startup is complete, the initial software settings may be configured. In this module students will have the opportunity to complete a series of hands-on labs that should ensure they feel comfortable with the command-line interface (CLI) configuration of switches. Instructors could draw comparisons between the ways students have been programming routers to the way they will program switches. It is suggested that the case study be examined along with the work in this module, as the students will begin programming the switches. Relate what they are learning to the case study. Module 6 Caution: This module contains many hands-on labs and instructors are encouraged to assist their students to do as many of these labs as possible. Prepare the students to see different outputs according to the type of switch they are using. Some academies may be using the menu driven switches, so instructors need to ensure that these students understand how to program the CLI switches. This could be achieved by the use of mini-lectures and demonstrations. Students completing this module should be able to perform the following tasks: Identify the major components of a Catalyst switch. Monitor switch activity and status using LED indicators. Examine the switch bootup output using HyperTerminal. Use the help features of the command line interface. List the major switch command modes. Verify the default settings of a Catalyst switch. Set an IP address and default gateway for the switch to allow connection and management over a network. View the switch settings with a Web browser. Set interfaces for speed and duplex operation. Examine and manage the switch MAC address table. Configure port security. Manage configuration files and IOS images. Perform password recovery on a switch. Upgrade the IOS of a switch.
6.1 Starting the Switch

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Certification-level claim: Describe the components of network devices. Course-level claim: Describe, configure, and administer a Cisco Catalyst LAN switch. Hands-on skills: none
6.1.1 Physical startup of the Catalyst switch

Emphasize the fact that switches are dedicated, specialized computers. Compare and contrast switches with routers. Emphasize the important points. The following are points to observe before starting the switch: Verify the cable and console connection. Attach the power cable plug to the switch power supply socket. Observe the boot sequence:
o o LEDs on the switch chassis Cisco IOS software output text
The following are points to observe during the initial startup of a Catalyst switch: System startup routines initiate the switch software Initial startup uses default configuration parameters
Step Action 1
Before starting the switch, verify the following: All network cable connections are secure. The terminal is connected to the console point. A console terminal application, such as HyperTerminal, is selected. Attach the power cable plug to the switch power supply socket. The switch should power up. Note that most switches do not have on/off switches. Observe the following boot sequence: LEDs on the switch chassis Cisco IOS software output text
2 3
6.1.2 Switch LED indicators

Explain the following LEDs on the front of the switch: System LED Remote Power Supply (RPS) LED Port Mode LED Port Status LEDs
6.1.3 Verifying port LEDs during switch POST

There are many ideas to present here. The following could help in answering some of the questions students might ask about POST LEDs during switch POST:
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At the start all port LEDs are green Each LED turns off after its test completes If a test fails, its LED turns amber
System LED turns amber if any test fails If no test fails, POST completes On POST completion, LEDs blink Description
Off: No link present Green: Link present, no activity Flashing green: Link present with traffic activity Alternating green and amber: Link fault. Error frames can affect connectivity. Excessive collisions and cyclic redundancy check (CRC), alignment, and jabber errors are monitored for a link-fault indication. Amber: Port not forwarding because management disabled the port, suspended because of an address violation, or suspended by SpanningTree Protocol (STP) because of network loops.
Port LED Display Mode Port status (STAT LED on)
Bandwidth utilization (UTL LED on)
Green: Current bandwidth utilization displayed over the amber LED background on a logarithmic scale Amber: Maximum backplane utilization since the switch was powered on Green and amber: Depends on model as follows: If all LEDs on Catalyst 2950-12, 2950-24, 2950C-24, and 2950T-24 switches are green, the switch is using 50 percent or more of the total bandwidth. If the far-right LED is off, the switch is using more than 25 but less than 50 percent of the total bandwidth, and so on. If only the far-left LED is green, the switch is using less than 0.0488 percent of the total bandwidth. If all LEDs on Catalyst 2950G-12-EI switches are green, the switch is using 50 percent or more of the total bandwidth. If the LED for GBIC module slot 2 is off, the switch is using more than 25 but less than 50 percent of the total bandwidth. If LEDs for both GBIC module slots are off, the switch is using less than 25 percent of the total bandwidth, and so on. If all LEDs on Catalyst 2950G-24-EI and 2950G-24-EI-DC switches are green, the switch is using 50 percent or more of the total bandwidth. If the LED for GBIC module slot 2 is off, the switch is using more than 25 but less than 50 percent of the total bandwidth. If LEDs for both GBIC module slots are off, the switch is using less than 25 percent of the total bandwidth, and so on. If all LEDs on Catalyst 2950G-48-EI switches are green, the switch is using 50 percent or more of the total bandwidth. If the LED for the upper GBIC module slot is off, the switch is using more than 25 but less than 50 percent of the total bandwidth. If LEDs for both GBIC module slots are off, the switch is using less than 25 percent of the total bandwidth, and so on.
Full duplex (FDUP LED on)
Green: Ports configured in full-duplex mode Off: Ports using half-duplex mode
6.1.4 Viewing initial bootup output from the switch

There are seven figures in this TI, which sum up the initial bootup output from the switch. It is also possible to use the automatic configuration but in most instances the students will do their own configuration.
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6.1.5 Examining help in the switch CLI

There is an interactive media activity for the students to complete as well as three figures. Emphasize the similarities between the CLI on the router. The following table explains the types of help: Context Sensitive Help Provides a list of commands and the arguments associated with a specific command. Console Error Messages Identifies problems with any switch commands that are incorrectly entered so that the operator can alter or correct them. Command History Buffer Allows recall of long or complex commands or entries for reentry, review, or correction.
6.1.6 Switch command modes

Instructors could again stress the similarities between the CLI of a switch and a router by comparing the user EXEC mode and the privileged EXEC mode. The figure illustrating the use of the show commands should prove a valuable starting point for discussion. Instructors could demonstrate the outputs for the commands to further stimulate learning and to illustrate the similarities between the CLI on a switch and a router.
6.2 Configuring the Switch

Essential Labs: Optional Labs: Core TIs: Optional TIs: 6.2.1, 6.2.2, 6.2.3, 6.2.4, 6.2.6, 6.2.7a, 6.2.7b, and 6.2.8 6.2.5, 6.2.9 All None
Certification-level claim: Customize a switch configuration to meet specified network requirements. Course-level claim: Describe, configure, and administer a Cisco Catalyst LAN switch. Hands-on skills: none
6.2.1 Verifying the Catalyst switch default configuration

In the hands-on lab will assist in reinforcing the concepts set out in this TI. The students will see there is an initial configuration dialogue when doing the lab but do not use it. This will be covered in 6.2.2. The following table illustrates some useful show commands: Switch name Command Explanation
Displays the configuration of the system hardware, software version, names, and sources of configuration files and boot images
SydneySwitch# show version
SydneySwitch# show running- Displays the current active configuration file of the switch configuration SydneySwitch# show interfaces SydneySwitch# show ip
Displays the statistics for all interfaces configured on the switch Displays the IP address, subnet mask, and default gateway
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6.2.2 Configuring the Catalyst switch

In this lab, students are taken through the configuration of a switch using a name and an IP address. At this time review the device-naming conventions that were discussed in CCNA 2 v3.1. If instructors wish to take students through the automatic configuration the following notes show how. If POST completes successfully on a Catalyst 2950 switch, students will be prompted to enter the initial configuration for the switch. They can use an automatic setup program to assign switch IP information, host and cluster names, and passwords and to create a default configuration for continued operation. Later, they can use CLI to customize their configuration. To run the setup program, access the switch from the PC terminal that is connected to the console port. Complete the initial configuration by answering each question as it appears. The practical lab and e-Lab in this TI will enable students to configure a switch.
6.2.3 Managing the MAC address table

This TI emphasizes the work that switches carry out while dynamically recording and maintaining thousands of MAC addresses. It also shows an administrator may bypass the aging out of the dynamic entries by using the command Switch#clear-mac-addresstable. The practical lab and e-Lab in this TI will enable students to see how to manage the MAC address table.
6.2.4 Configuring static MAC addresses

In this TI the following emphasizes why administrators configure static MAC addresses: Security So the MAC address will not be aged out A server may need to be attached to the port and the Mac address is known
The practical lab and e-Lab in this TI will enable students to configure static MAC addresses.
6.2.5 Configuring port security

Instructors could spend time discussing the importance of securing an Internetwork. Especially where access layer switchports are accessible through the structured cabling at wall outlets in rooms and offices. The practical lab and e-Lab in this TI will enable students to configure port security.
6.2.6 Executing adds, moves, and changes

The importance of following a set procedure when adding a new switch is emphasized in the first figure. The set procedure is as follows:
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Configure the switch name Determine and configure the IP address for management purposes Configure a default gateway Configure administrative access for the console, auxiliary, and virtual terminal (vty) interfaces Configure security for the device Configure the access switch ports as necessary
The practical lab and e-Lab in this TI will enable students to add, move, and change MAC addresses.
6.2.7 Managing switch operating system file

The two hands-on labs help to ensure that students know how to create and verify a basic switch configuration. The labs also show how to backup the switch IOS to a TFTP server and then restore it as well as managing switch startup configuration files. Remind the students that they have learned the difference between IOS file and the startup configuration files for routers in CCNA 2. It is also useful for students to make copies of their configuration files so that they may use them when doing the case study. At this time, review the way students may save their configuration files to disk and later paste them into the switch. This method of saving the configuration file allows the students to begin initial configuration of both the routers and switches in the case study. The practical lab and e-Lab in this TI will enable students to manage switch operating system files.
6.2.8 1900/2950 password recovery

Any switch management procedure will ensure that passwords are set on the console and vty lines. An enable password or an enable secret password will also be set. These practices help ensure that only authorized users have access to the user and privileged EXEC modes of the switch. There will be circumstances where physical access to the switch can be achieved, but access to the user or privileged EXEC mode cannot be gained because the passwords are not known or have been forgotten. The practical lab and e-Lab in this TI will enable students to recover passwords on a Catalyst 2900 series switch.
6.2.9 1900/2900 firmware upgrade

IOS and firmware images are periodically released with bugs fixed, introduction of new features, and performance improvements. The network can be made more secure, or can operate more efficiently with a new version of the IOS. In these circumstances the IOS should be upgraded. The practical lab and e-Lab in this TI will enable students to complete a firmware upgrade of a Catalyst 2900 series switch.
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Module 6 Summary
Before moving on to Module 7, the students must be proficient in explaining the concepts of, and understand how to configure, Catalyst LAN switches. Online assessment options include the end-of-module online quiz in the curriculum and the online Module 6 exam. From memory, students should be able to complete the Fill in the Blank Switches and Collision Domain activity. An understanding of the following key points should have been achieved: The major components of a Catalyst switch Monitor switch activity and status using LED indicators Examine the switch bootup output using HyperTerminal Use the help features of the command line interface The major switch command modes The default settings of a Catalyst switch Set an IP address and default gateway for the switch to allow connection and management over a network View the switch settings with a Web browser Set interfaces for speed and duplex operation Examine and manage the switch MAC address table Configure port security Manage configuration files and IOS images Perform password recovery on a switch Upgrade the IOS of a switch
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Module 7: Spanning-Tree Protocol

This important lesson covers redundancy in a network as well as Spanning-Tree Protocol (STP). . The module describes the five Spanning-Tree protocol states. The features of redundant switch and bridge topologies are described in this TI as well as the problems associated with broadcast storms, multiple frame transmissions, and Media Access Control (MAC) address table instability. In the section on STP the topic of loop avoidance is covered. The lesson explains how STP and Rapid STP can solve redundant switch topology issues. Instructors should stress the importance of this powerful tool, which gives network administrators the security of a redundant topology without the risks of problems caused by switching loops. Students will need to know what problems can arise from a redundant topology so that they can recognize them when they occur. Module 7 Caution: There is plenty of new vocabulary here for the students. The use of analogies should help in the explanation of redundancy. Students will also find the vocabulary and the operation of STP challenging. There are some interactive media activities, e-Labs and hands-on labs, which should help. Role-playing could also be used to reinforce some the STP concepts. Students completing this module should be able to perform the following tasks: Define redundancy and its importance in networking Describe the key elements of a redundant networking topology Define broadcast storms and describe their impact on switched networks Define multiple frame transmissions and describe their impact on switched networks Identify causes and results of MAC address database instability Identify the benefits and risks of a redundant topology Describe the role of spanning tree in a redundant-path switched network Identify the key elements of spanning-tree operation Describe the process for root bridge election List the spanning-tree states in order Compare Spanning-Tree Protocol and Rapid Spanning-Tree Protocol
7.1 Redundant Topologies

Certification-level claim: None Course-level claim: Compare and contrast various forms of redundancy built into networks, and explain the advantages and disadvantages of its incorporation. Hands-on skills: none
Most complex networks include redundant devices to avoid single points of failure. While a redundant topology eliminates some problems, it can introduce others.
7.1.1 Redundancy
There is an excellent overview of redundancy at the website, http://computer.howstuffworks.com/lan-switch5.htm. It is important to emphasize that in a star or star-bus network, the point with the most potential for shutting down all or part of the network is the switch or hub. Instructors could encourage the students to role-play the parts of the switches as depicted in the illustrations at the web site.
7.1.2 Redundant topologies

The use of analogies is useful in this TI to allow the students to visualize why they might place extra equipment in their network setup. Instructors might find it useful to show students the network setup in their campus if it has appropriate redundancy built in.
7.1.3 Redundant switched topologies

While redundant designs may eliminate the single point of failure problem, they introduce several others that must be taken into account, such as the following: 1. Without some loop avoidance process in operation, each switch will flood broadcasts endlessly. This situation is commonly called a broadcast storm. 2. Multiple copies of unicast frames may be delivered to destination stations. Many protocols expect to receive only a single copy of each transmission. Multiple copies of the same frame may cause unrecoverable errors. 3. Instability in the MAC address table content results from copies of the same frame being received on different ports of the switch. Data forwarding may be impaired when the switch consumes resources coping with instability in the MAC address table. Therefore, in this TI it is important for students to understand why redundant topologies are useful. They increase network uptime and eliminate a single point of failure. However, they can also cause the following problems in the network: Broadcast storms Multiple frame copies MAC address table instability problems
Each of these three points is expanded in the next three TIs.
7.1.4 Broadcast storms

Broadcast storms can disrupt normal traffic flow. It can also disrupt all the devices on the switched or bridged network. This is because the CPU in all devices on the segment must process broadcasts. For example, it can lock up the user PCs and servers trying to process all the broadcast frames. A broadcast storm occurs on an Ethernet collision domain when there are 126 or more broadcast packets per second. The animated figure serves to illustrate the concept of broadcast storms. The danger of a broadcast storm slowing down or completely stopping network communications should be emphasized. Some instructors might decide to demonstrate a broadcast storm. A protocol analyzer could then be used to locate the device that is causing the broadcast storm.
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7.1.5 Multiple frame transmissions

In a redundant topology, multiple copies of the same frame can arrive at the intended host, potentially causing problems with the receiving protocol. Most protocols are designed not to recognize or cope with duplicate transmissions. In general, protocols that make use of a sequence numbering mechanism will assume that many transmissions have failed and that the sequence number has recycled. Other protocols attempt to hand the duplicate transmission to the appropriate upper-layer protocol, with unpredictable results. The figure can be used to explain how this can occur so that students are aware that unnecessary processing is occurring in all devices.
7.1.6 Media access control database instability

MAC database instability results when multiple copies of a frame arrive on different ports of a switch. In a redundant switched network it is possible for switches to learn the wrong information. A switch can learn that a MAC address is on a port when it is not. In the figure, the packet could be forwarded endlessly around the network from switch to switch. Instructors could point out that in order to prevent looping on a network switches and bridges use the Spanning-Tree Protocol, which is the subject of the next session.
7.2 Spanning-Tree Protocol

Essential Labs: Optional Labs: Core TIs: Optional TIs: 7.2.4 and 7.2.6 None All None
Certification-level claim: Configure a switch with spanning tree to avoid switching loops. Course-level claim: Describe the operation of the spanning-tree algorithm, and describe the methods by which it is implemented and used in a switched network. Hands-on skills: none Spanning-Tree Protocol (STP) is a Layer 2 link management protocol that provides path redundancy while preventing undesirable loops in switched or bridged networks. The STP operation is transparent to end stations. The STP runs on Layer 2 switches, bridges, and routers configured to operate as bridges.
7.2.1 Redundant topology and spanning tree

The Spanning-Tree Protocol is a Layer 2 link management protocol used to maintain a loopfree network. The Spanning-Tree Protocol continually probes the network so that a failure or addition of a link, switch, or bridge, is responded to. When the network topology changes, the switches and bridges running STP automatically reconfigure their ports to avoid loss of connectivity or creation of loops. STP is enabled by default in Catalyst switches. The following is the key point to emphasize: STP interrupts logical loops created by physical loops in a switched environment. Also mention that it occurs in bridged environments. How is this achieved? STP ensures that certain points on some of the switches do not forward packets.
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Does this mean there is no longer a physical loop? No, the physical loop is still there but a logical loop no longer exists. What is an advantage of this? If a device fails then STP is able to create a new logical path over the physical network. The three figures in this TI should be used to emphasize the key points.
7.2.2 Spanning-Tree Protocol

The purpose of STP is to maintain a loop-free network topology. A loop-free topology is accomplished when the switch or bridge recognizes a loop in the topology and logically blocks one or more redundant ports automatically. There are many complex ideas in this TI. Instructors are advised to spend time on it, and to utilize the figures and the two interactive media activities to reinforce concepts. The switches and bridges on a network use an election process over STP to configure a single logical path. Step 1 2 3 4 Action Selection of root bridge Configurations made by the other switches and bridges using the root bridge as a reference point. Each bridge or switch now determines which of its own ports offers the best path to the root bridge. The logical loop is removed by one of the switches or bridges by blocking the port that creates the logical loop. Blocking is done by calculating costs for each port in relation to the root bridge. Then the port with the highest cost is disabled.
The following are questions for this TI: How is the root bridge selected? STP devices settle on the root bridge by using an administratively set priority number. The root bridge is the one with the lowest priority number. What happens if two devices have the same priority number? If this happens, the STP devices pick the one with the lowest MAC address. Bridges use STP to transfer the information about the MAC address and priority number on each bridge. What are BPDUs? Bridge Protocol Data Units (BPDUs) are messages the devices send to one another. The BPDU messages are sent between the root bridge and the best ports on the other devices, which are called root ports. The BPDUs transfer status messages about the network. What happens if BPDUs are not received for a set amount of time? The non-root bridge devices will assume that the root bridge has failed, and a new root bridge will be selected.
7.2.3 Spanning-tree operation

The Spanning-Tree Protocol uses two key concepts when creating a loop-free logical topology. The two key concepts are bridge ID (BID) and path cost. For every switched network the following elements exist:
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One root bridge per network

One root port per non-root bridge One designated port per segment Nondesignated ports are unused
7.2.4 Selecting the root bridge

With the Spanning-Tree Protocol, the root bridge is the bridge with the lowest bridge ID (BID). The BID includes the priority and MAC address of the bridge. The practical lab and e-Lab in this TI will enable students to select the root bridge.
7.2.5 Stages of spanning-tree port states

With the STP, ports transition through four states. In order, they are blocking, listening, learning, and forwarding. When STP is enabled, every bridge in the network goes through the blocking state and the transitory states of listening and learning at power up. If properly configured, the ports then stabilize to the forwarding or blocking state. Forwarding ports provide the lowest-cost path to the root bridge. Two transitional states occur when a bridge recognizes a change in the network topology. During a topology change, a port temporarily implements the listening and learning states. Instructors should encourage the students to complete the interactive media activity to reinforce learning. It would also be possible to devise role-play for transitioning through the states.
7.2.6 Spanning-tree recalculation

A switched internetwork has converged when all the switch and bridge ports are in either the forwarding or blocked state. Forwarding ports send and receive data traffic and BPDUs. Blocked ports will only receive BPDUs. The practical lab and e-Lab in this TI will enable students to create a basic switch configuration and verify spanning-tree recalculation.
7.2.7 Rapid Spanning-Tree Protocol

Rapid Spanning-Tree Protocol (RSTP) is designed to significantly speed the recalculation of the spanning tree when the network topology changes. RSTP defines the additional port roles of alternate and backup, and defines port states as discarding, learning, or forwarding. RSTP uses the following definitions for port roles: Root A forwarding port elected for the spanning-tree topology. Designated A forwarding port elected for every switched LAN segment. Alternate An alternate path to the root bridge provided by the current root port. Backup A backup for the path provided by a designated port toward the leaves of the spanning tree. Backup ports can exist only where two ports are connected together in a loopback by a point-to-point link or bridge with two or more connections to a shared LAN segment. Disabled A port that has no role within the operation of spanning tree. A root port or designated port role includes the port in the active topology. An alternate port or backup port role excludes the port from the active topology.
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Operational Status Enabled Enabled Enabled Enabled Disabled
STP Port State Blocking Listening Learning Forwarding Disabled
RSTP Port State Discarding Discarding Learning Forwarding Discarding
Port Included in Active Topology No No Yes Yes No
In a stable topology, RSTP ensures that every root port and designated port transitions to forwarding while all alternate ports and backup ports are always in the discarding state.
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Module 7 Summary
Before moving on to Module 8, the students must be proficient in explaining the SpanningTree Protocol and Rapid SpanningTree Protocols. Online assessment options include the end-of-module online quiz in the curriculum and the online Module 7 exam. From memory students should be able to complete the Crossword Puzzle and Point and Click activities regarding spanning tree. An understanding of the following key points should have been achieved: Redundancy and its importance in networking The key elements of a redundant networking topology Broadcast storms and their impact on switched networks Multiple frame transmissions and their impact on switched networks Causes and results of MAC address database instability The benefits and risks of a redundant topology The role of spanning tree in a redundant-path switched network The key elements of spanning-tree operation The process for root bridge election Spanning-tree states Spanning-Tree Protocol compared to Rapid Spanning-Tree Protocol
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Module 8: Virtual LANs

A particularly powerful feature of certain switches is that they can be configured to create virtual LANs (VLANs). In this TI many benefits of VLANs are discussed. The various types of VLANs are introduced and several lab activities, including e-Labs are included. There are also several interactive media activities. This is also an important module for the case study, which extends the students knowledge by setting up a series of VLANs. Module 8 Caution: None Students completing this module should be able to perform the following tasks: Define VLANs List the benefits of VLANs Explain how VLANs are used to create broadcast domains Explain how routers are used for communication between VLANs List the common VLAN types Define ISL and 802.1Q Explain the concept of geographic VLANs Configure static VLANs on 2900 series Catalyst switches Verify and save VLAN configurations Delete VLANs from a switch
8.1 VLAN Concepts

Certification-level claim: None Course-level claim: Describe and compare the concepts, advantages, and disadvantages of virtual LANs. Hands-on skills: none
8.1.1 VLAN introduction

This TI compares and contrasts traditional switched LANs, where the physical topology is closely related to the logical topology. Generally workstations must be grouped by their physical proximity to a switch. VLANs allow almost complete independence of the physical and logical topologies. Administrators can use VLANs to define groupings of workstations, even if they are separated by switches and on different LAN segments, as one VLAN, one collision domain, and one broadcast domain. This capability is extremely powerful.
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8.1.2 Broadcast domains with VLANs and routers

In this TI, the figures tell the story. In Figure 1, three separate broadcast domains are established using three separate switches, one for each broadcast domain. Note that the router allows the packets to be routed among the broadcast domains, which are like separate Layer 3 groupings. In Figure 2 there are three separate broadcast domains established using VLANs. In this scenario there is one router and one switch, but there are still three separate broadcast domains. The broadcast domains can now be further subdivided because of the VLAN configuration. This, of course, is only one way in which VLANs can be used to divide the broadcast domain. Although VLANs have the capability of separating broadcast domains, as do routers, this does not mean they segment at Layer 3. A VLAN is a Layer 2 implementation and does not affect Layer 3 logical addressing.
8.1.3 VLAN operation

The figure shows VLAN membership by port. This will make the job easier for the administrator and the network more efficient because of the following: Users are assigned by port VLANs are easily administered It provides increased security between VLANs Packets do not leak into other domains
The figure is worth emphasizing, since it shows how the OSI layers actually correspond to real physical hardware. How can the idea of static routes to static VLANs be linked? Utilize the prior knowledge the students have about static routes in routers. Static routers are secure, easy to configure, and straightforward to monitor, but they must be setup by an administrator. Static VLANs have the same characteristics. However, they are Layer 2 technologies instead of Layer 3. Can dynamic VLANs be compared with dynamic routing? While the analogy between static routing and static VLANs was valid, the same analogy does not hold for dynamic routing and dynamic VLANs. In dynamic VLANs, the switch, pre-programmed with MAC addresses and VLAN numbers, can recognize when a host has switched ports and automatically reconfigure the port. But there is no sharing of switching tables, as is the case in frame filtering. VMPS must be configured before ports can be configured as dynamic. When a port is configured as dynamic, Spanning-Tree PortFast is enabled automatically for that port. Automatic enabling of Spanning-Tree PortFast prevents applications on the host from timing out and entering loops caused by incorrect configurations. The Spanning-Tree PortFast mode can be disabled on a dynamic port. If a port is reconfigured from a static port to a dynamic port on the same VLAN, the port connects immediately to that VLAN. However, VMPS checks the legality of the specific host on the dynamic port after a certain period. Static secure ports cannot become dynamic ports. The security must be turned off on the static secure port before it can become dynamic. Static ports that are trunking cannot become dynamic ports. Trunking must be turned off on the trunk port before changing it from static to dynamic.
8.1.4 Benefits of VLANs

Without VLANs, it is difficult to move a user from one office to another. It might require for a router to be reconfigured, changes made to the patch cables in the wiring closet, and IP address reconfiguration on the host.
A host connected to a VLAN-capable switch, however, simply stays in the same VLAN, broadcast domain or subnetwork. There are no router changes, patch cable changes, or IP address changes. This may not significant when one host is moved. However, when many hosts are moved over the course of a year the savings in time and trouble is tremendous.
8.1.5 VLAN types

The following are three basic models for determining and controlling how a packet gets assigned to a VLAN: Port-based VLANS
Emphasize that port membership can maximize the security between VLANs and port based VLANs can be created to ensure that the packets do not leak into other domains. MAC address based VLANs
Although this method offers flexibility it adds to the switch-processing overhead. It offers flexibility to support mobile users. Protocol based VLANs
There are six excellent figures in this TI, which could form the basis for a mini-lecture. Instructors could ask their students to perform role-plays to illustrate the differences. Encourage the students to check the case study, which uses VLANs and relate this information to the case study.
8.2 VLAN Configuration

Essential Labs: Optional Labs: Core TIs: Optional TIs: 8.2.3, 8.2.4, and 8.2.6 None All None
Certification-level claim: Configure a switch with VLANs and inter-switch configuration. Course-level claim: Describe, configure, and administer inter-switch VLANs on Cisco. Hands-on skills: none
8.2.1 VLAN basics

A router segments a hubbed network, where different router interfaces correspond to different networks. In this traditional LAN architecture, each hub and its hosts constitutes a large collision and broadcast domain and is limited by physical proximity of hosts to the hub. VLAN capable switches are more expensive than the hubs, but are far more powerful, and allow smaller collision and broadcast domains. They also liberate the logical topology from the physical topology. That is, the logical groupings of hosts and the information flow between them to how and where devices are actually wired.
8.2.2 Geographic VLANs

Students might find it difficult to accept the new 20/80 rule as they have been used to learning about the 80/20 rule. The material is reproduced in this TI to emphasize the distance. End-to-end VLANs allow devices to be grouped based upon resource usage. This includes such parameters as server usage, project teams, and departments. The goal of end-to-end VLANs is to maintain 80 percent of the traffic on the local VLAN.
As many corporate networks have moved to centralize their resources, end-to-end VLANs became more difficult to maintain. Users are required to use many different resources, many of which are no longer in their VLAN. Because of this shift in placement and usage of resources, VLANs are now more frequently being created around geographic boundaries rather than commonality boundaries. This geographic location can be as large as an entire building or as small as a single switch inside a wiring closet. In a geographic VLAN structure, it is typical to find the new 20/80 rule in effect. Eighty percent of the traffic is remote to the user and 20 percent of the traffic is local to the user. This topology means that the user must cross a Layer 3 device to reach 80 percent of the resources. However, this design allows the network to provide for a deterministic, consistent method of accessing resources.
8.2.3 Configuring static VLANs

Instructors should ensure that the students do the practical lab at this TI and should encourage the students to do the e-Lab before the practical. Static VLANs are ports on a switch that are manually assigned to a VLAN by using a VLAN management application or by working directly within the switch. These ports maintain their assigned VLAN configuration until they are changed manually. Although static VLANs require manual entry changes, they are secure, easy to configure, and straightforward to monitor. This type of VLAN works well in networks where the following is true: Moves are controlled and managed There is robust VLAN management software to configure the ports It is not desirable to assume the additional overhead required when maintaining endstation MAC addresses and custom filtering tables.
The practical lab and e-Lab at this TI will enable students to configure static VLANs.
8.2.4 Verifying VLAN configuration

A good practice is to verify VLAN configuration by using the show vlan, show vlan brief, or show vlan id id_number commands. The following facts apply to VLANs: A created VLAN remains unused until it is mapped to switch ports. By default, all Ethernet ports are on VLAN 1.
The practical lab and e-Lab at this TI will enable students to verify VLAN configurations.
8.2.5 Saving VLAN configuration

Instructors are encouraged to ensure that their students keep a copy of the VLAN configuration as a text file for backup or auditing purposes. This will be vital for their case study work. The VLAN configuration file may be saved to floppy or a network drive and transferred to other devices. To save the configuration file, use the command show running-config. Next, cut and paste the entire display into a notepad file. Hopefully the students will have saved the labs they have created in TI 8.2.3 Configuring static VLANs.
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8.2.6 Deleting VLANs

Encourage the students to do the e-Lab prior to doing the practical lab. The practical lab and e-Lab at this TI will enable students to delete VLANs.
8.3 Troubleshooting VLANs

Certification-level claim: Perform simple LAN troubleshooting. Course-level claim: Troubleshoot VLANs. Hands-on skills: none
8.3.1 Overview
Students will find this section challenging. In the first figure there are references to Trunking, which have not been covered. Inform the students that this will be covered in the next module.
8.3.2 VLAN troubleshooting process

The figure here will allow students to approach their troubleshooting in a methodical manner. The figure will allow for a lot of discussion. Instructors are encouraged to use the labs the students have completed and introduce errors so that the students can attempt to trace them.
8.3.3 Preventing broadcast storms

The three figures in this TI will prove useful for troubleshooting purposes.
8.3.4 Troubleshooting VLANs

Instructors are encouraged to spend time going over the six figures in this TI. The show and debug commands can be extremely useful when troubleshooting VLANs. The debug swvlan packets command is used to display general information about VLAN packets that the router received but is not configured to support. VLAN packets that the router is configured to route or switch are counted and indicated when using the show sw-vlan command.
8.3.5 VLAN troubleshooting scenarios

Three practical VLAN troubleshooting scenarios referring to the most common problems will be described in this TI. Each of these scenarios contains an analysis of the problem and then solving the problem. Using appropriate specific commands and gathering meaningful information from the outputs, the progression of the troubleshooting process can be completed. Instructors could use this TI to assist the students when they run into trouble with their case study.
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Module 8 Summary
Before moving on to Module 9, the students must be proficient in explaining and configuring VLANs. Online assessment options include the end-of-module online quiz in the curriculum and the online Module 8 exam. From memory students should be able to complete Drag and Drop activity regarding VLAN operation. An understanding of the following key points should have been achieved: ISL and 802.1Q trunking Geographic VLANs Configuring static VLANs on 2900 series Catalyst switches Verifying and saving VLAN configurations Deleting VLANs from a switch Definition of VLANs The benefits of VLANs How VLANs are used to create broadcast domains How routers are used for communication between VLANs The common VLAN types A systematic approach to VLAN troubleshooting The steps for general troubleshooting in switched networks How spanning tree problems can lead to broadcast storms Using show and debug commands to troubleshoot VLANs
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Module 9: VLAN Trunking Protocol

This module covers Trunking, VLAN Trunking Protocol, and Inter-VLAN routing. To explain the concepts, it compares network trunking with trunking in the telephone and radio industries. This will be an important module for the completion of the case study. Inter-VLAN routing is a requirement to enable communication between devices in separate VLANs. Most devices are configured with the IP address of a default router to which all non-local network packets are sent. ISL protocol is used to facilitate multiple VLAN traffic over a single link. The distribution layer routing processor can be an internal or external router/switch topology. Module 9 Caution: Students might find some of these concepts difficult to understand. Instructors are encouraged to go through this module and use the case study to illustrate the concepts. Students completing this module should be able to perform the following tasks: Explain the origins and functions of VLAN trunking Describe how trunking enables the implementation of VLANs in a large network Define IEEE 802.1Q Define Cisco ISL Configure and verify a VLAN trunk Define VTP Explain why VTP was developed Describe the contents of VTP messages List and define the three VTP modes Configure and verify VTP on an IOS-based switch Explain why routing is necessary for inter-VLAN communication Explain the difference between physical and logical interfaces Define subinterfaces Configure inter-VLAN routing using subinterfaces on a router port
9.1 Trunking
Essential Labs: 9.1.5a and 9.1.5b (Students may only be able to perform one of these labs, depending on their switch platform). Optional Labs: Core TIs: Optional TIs: None All None
Certification-level claim: Configure a switch with VLANs and inter-switch configuration. Course-level claim: Describe and compare the concepts, advantages, and disadvantages of virtual LANs. Hands-on skills: none
9.1.1 History of trunking

Instructors should illustrate the history of trunking by using illustrations from the phone industry and the radio industry. An interesting site is http://au.motorola.com/au/nsg/what_is.html, which explains trunking in more detail.
9.1.2 Trunking concepts

Use the three figures here to help explain the concepts. There is also a useful web site referenced at the end of this TI. Role-playing could be used to illustrate the concepts. What is the primary advantage of using a trunk link? Provides more bandwidth for each trunked VLAN Reduction of router and switch ports Allows for a single VLAN on each physical port Creates less overhead on the router
9.1.3 Trunking operation

This important TI has many concepts that should be emphasized. These concepts include the two tagging schemes, ISL and 802.1Q. ISL encapsulates Ethernet frames and IEEE 802.1Q puts a tag in the Ethernet header. Allow the students to refer to the case study here to see how this module relates to the case study. Completing the interactive media activity will consolidate the students understanding of trunking.
9.1.4 VLANs and trunking

VLAN Trunking Protocol (VTP) provides support for dynamic reporting of the addition, deletion, and renaming of VLANs across the switch fabric. What protocol is used to carry multiple VLANs over a single trunk? 802.2 802.3 802.1q 802.11b Which protocol is Cisco Proprietary and is designed to carry traffic from multiple VLANs? 802.11a 802.1q VNET ISL Where are VLANs created? RSM RSP Switch Router
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9.1.5 Trunking implementation

It is important that students are aware of differences between ISL and dot1q. The practical lab and e-Lab in this TI will enable students to see trunking ISL and dot1q in action.
9.2 VTP
Essential Labs: Optional Labs: Core TIs: Optional TIs: 9.2.5 None All None
Certification-level claim: None Course-level claim: Describe, configure, and administer VTP on Cisco switches. Hands-on skills: none
9.2.1 History of VTP

Instructors should emphasize the issues that result from trying to manage VLANs. To maintain connectivity within VLANs, each VLAN must be manually configured on each switch. As the organization grows and additional switches are added to the network, each new switch must be manually configured with VLAN information. With VTP, VLAN configuration consistency is maintained across a common administration domain. Additionally, VTP reduces the complexity of managing and monitoring VLAN networks. Make changes on a central switch and have those changes automatically communicated to all other switches on the network.
9.2.2 VTP concepts

The role of VTP is to maintain VLAN configuration consistency across a common network administration domain. VTP is a messaging protocol that uses OSI Layer 2 trunk frames to manage the addition, deletion, and renaming of VLANs on a single domain. Further, VTP allows for centralized changes that are communicated to all other switches in the network.
9.2.3 VTP operation

A VTP domain is made up of one or more interconnected devices that share the same VTP domain name. A switch can be in one VTP domain only. When transmitting VTP messages to other switches in the network, the VTP message is encapsulated in a trunking protocol frame such as ISL or IEEE 802.1Q. VTP switches operate in one of the following three modes: Server Client Transparent
9.2.4 VTP implementation

The following are two types of VTP advertisements:
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Requests from clients that want information at bootup Response from servers
The following are three types of VTP messages: Advertisement requests Summary advertisements Subset advertisements
Use the figures in this TI to help explain these concepts.
9.2.5 VTP configuration

Ensure that the students are working on the case study at the same time they are doing this module. Review the configuration commands using the figures. The practical lab and e-Lab in this TI will enable students to create a configuration that utilizes a VTP client and server.
9.3 Inter-VLAN Routing Overview

Essential Labs: Optional Labs: Core TIs: Optional TIs: None 9.3.6 All None
Certification-level claim: None Course-level claim: Describe, configure, and administer routing between VLANs on Cisco switches. Hands-on skills: none
9.3.1 VLAN basics

Configuring VLANs helps to control the size of broadcast domains and keeps local traffic local. Emphasize that the downside to this benefit is that devices in different VLANs are unable to communicate without the presence of some form of Layer 3 routing. Some of this material has already been covered in Module 8.
9.3.2 Introducing inter-VLAN routing

Remember that when a host on one VLAN wants to communicate with a host on another, a router must somehow be involved. Inter VLAN routing is an essential component in designing a scalable network. There are problems when trying to route between VLANs. PROBLEM Isolated collision domains Need for end user devices to send nonlocal packets Support multiple VLAN traffic across VLAN boundaries RESOLUTION Route processors Default routes Inter switch Link
Completing the interactive media activity will consolidate the understanding the student has of what path packets take in a network with inter-VLAN routing.
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9.3.3 Inter-VLAN issues and solutions

It is essential to define the VLANs on the switches in the network before configuring routing between VLANs. Issues related to network design and VLAN definition should be addressed during the network design phase. Emphasize the following topics: Load balancing Redundant links Logical addressing How to segment the network using VLANs Sharing resources between VLANs
Complete the interactive media activity to consolidate the understanding the students have of some of the problems associated with using VLANs.
9.3.4 Physical and logical interfaces

There are three excellent figures in this TI to illustrate what is happening. They could be used as a basis for a mini-lecture. Role-play could be introduced here to illustrate the differences between physical and logical interfaces.
9.3.5 Dividing physical interfaces into subinterfaces

A subinterface is a logical interface on a physical interface such as the Fast Ethernet interface on a router. Multiple subinterfaces can exist on a single physical interface.
9.3.6 Configuring inter-VLAN routing

Subinterfaces provide a flexible solution for routing multiple data streams through a single physical interface. To define subinterfaces on a physical interface, perform the following tasks: Identify the interface Define the VLAN encapsulation Assign an IP address to the interface
The practical lab and e-Lab in this TI will enable students to configure inter-VLAN routing.
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Module 9 Summary
Online assessment options include the end-of-module online quiz in the curriculum and the online Module 9 exam. From memory students should be able to complete Drag and Drop activities regarding inter-VLAN routing and the Fill in the Blank activity regarding trunking operation. An understanding of the following key points should have been achieved: The origins and functions of VLAN trunking How trunking enables the implementation of VLANs in a large network IEEE 802.1Q Cisco ISL Configuring and verifying a VLAN trunk Definition of VLAN Trunking Protocol (VTP) Why VTP was developed The contents of VTP messages The three VTP modes Configuring and verifying VTP on an IOS-based switch Why routing is necessary for inter-VLAN communication The difference between physical and logical interfaces Subinterfaces Configuring inter-VLAN routing using subinterfaces on a router port
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IV: Case Study

Overview and Objectives
The following case study is used to illustrate the process and documentation required for a network design. This case study presents a scenario in which the XYZ Research Company has hired a Network Consultant Group to design their network. In order to help you organize this project, the scenario has been broken into eight phases listing requirements for each phase. A worksheet is to be completed for each part. A formal report, similar to what would be given to the company, will need to be created after all tasks have been completed. This case study requires that you accomplish the following: Use the resources provided, diagram and narrative, to set up the physical network Set up an IP subnetting scheme using VLSM Configure the routers as required Set up and configure the switches and VLANs as required Verify and troubleshoot all connections Provide detailed documentation in the appropriate format Provide a written final report
Scenario
The XYZ Research Company is small company that is developing high-speed wireless products. The main office occupies two buildings in Sydney. One building is for the Administration Group. The other building is for the Sales and Marketing Group, and the larger Research and Development Group. The Research Group and the Sales and Marketing Group will each have employees located on all three floors of the main building. The XYZ Research Company also has a Sales Branch Office located in Melbourne. The company is implementing a wired network that should support 100% growth over the next five to ten years. A logical diagram has been provided. The task is to design, implement and fully document the XYZ Research Company network. In addition to a formal report, the XYZ Research would like to see a prototype of the network built, before it is fully implemented, to verify that it will meet the companys needs.
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CCNA 3 Switching Basics and Intermediate Routing v3.1 IG Appendices
Phase 1: Requirements
Partially completed logical diagram
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Requirements
The XYZ Research Company has provided a partially completed logical diagram of the required network. The company has also provided networking equipment for development and demonstration. In some instances the equipment provided does not have all the required LAN interfaces. If this is so the company allows configuration of loopback networks, as alternatives.
XYZ Research Company Requirements

18 employees in the Research and Development group. 9 employees in the Sales and Marketing group. 7 employees in the Administration group. 5 employees in the remote sales office. Lifetime Max of 5 servers on separate subnet, regardless of company growth. Use subnet 200.200.100.0/30 for connection to the Internet router. Use public class C network 223.0.0.0 for internal addressing. Use VLSM for IP addressing. Expect 100% growth of current IP requirements when determining size of subnets. All networking devices must have IP addresses
Worksheet
1. Produce a logical diagram that includes: Router and switch names Router interface details Network addresses Number of hosts per network DCE Serial interfaces are to be clearly indicated Link Speeds
2. The company expects the use of VLSM Design to maximize the use of IP addresses. A table is to be produced showing all possible subnets that meet the Companies requirements using a VLSM design. Subnets that will not be used are to be clearly identified in the table.
(Note to Instructor: The following is only an example and answers and design by students can and will vary. Also this case study is fairly extensive and students will require a fair amount of time to complete.)
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A sample table layout for recording the VLSM design is below.

Number of host addresses required 6 2 19 10 4 8 Network Address Subnet Mask Max Number of Host Possible 30 30 30 30 30 30 30 30 2 2 2 In Use (Yes/No) Network Name
223.0.0.0 223.0.0.32 223.0.0.64 223.0.0.96 223.0.0.128 223.0.0.160 223.0.0.192 223.0.0.224
/27 /27 /27 /27 /27 /27 /27 /27 /30 /30 /30
Yes Yes Yes Yes Yes Yes No No Yes Yes Yes
Sales_BR_Lan VLAN2_http_srv VLAN3_R&D VLAN4_Sls_mrkt VLAN1_Sw_mgmt Admin_Lan
2 2 2
223.0.0.224 223.0.0.228 223.0.0.232
MEL_SYD1_link SYD1_SYD2_link SYD2_SYD3_link
3. For each location, including the Internet, a further set of tables is required. These will assist with design and development activities and used when configuring switches and routers. A separate table should be created for each router and switch at each location. (NOTE: Some fields in the switch table will be completed in Scenario (part 4).) Below is a sample layout for routers. Location: Melbourne Sales Branch Office Router Name: MEL
Interface/Sub Interface Type/Number Description and Purpose DCE/DTE (if applicable) Speed or Clock rate Network Name Network Number Interface IP Address Subnet Mask
Sales_lan Link to SYD1
---
---
Sales_lan Mel_SYD1 link
223.0.0.0 223.0.0.224
223.0.0.30 223.0.0.225
/27 /30
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Location: Sydney Main Building Router Name: SYD1

S0/0 Fa0/0.1 Fa0/0.2 Fa0/0.3 Fa0/0.4 S0/1
Link to MEL VLAN2 VLAN3 VLAN4 VLAN1 Link to SYD2
DCE ------
56000 ------
MEL_SYD1 link VLAN2 http server VLAN3 R&D VLAN4 Sls mrkting VLAN1 switch mgt SYD1_SYD2 link
223.0.0.22 4 223.0.0.32 223.0.0.64 223.0.0.96 223.0.0.12 8 223.0.0.22 8
223.0.0.226 223.0.0.62 223.0.0.94 223.0.0.126 223.0.0.158 223.0.0.229
/30 /27 /27 /27 /27 /30

S0/0 Fa0/0.1 S0/1
Link to MEL VLAN2 SYD2_ISP link
DCE ---
56000 ---
MEL_SYD1 link VLAN2 http server SYD2_ISP link
223.0.0.22 4 223.0.0.32 200.200.10 0.0
223.0.0.226 223.0.0.62 200.200.10 0.1
/30 /27 /30

S0/0 Fa0/0.1
Link to MEL VLAN2
DCE --
56000 --
MEL_SYD1 link VLAN2 http server
223.0.0.22 4 223.0.0.32
223.0.0.226 223.0.0.62
/30 /27
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Below is the sample layout for the switch tables. Location: Sydney Administration Building Switch Name: Switch1 Switch IP address: 223.0.0.129/27
Interface/Sub Interface Type/Port/Number Description and Purpose Speed Duplex Network Name Network Number Subnet Mask VLA N Switchport Type Encapsulat ion (if needed)
14 9 15 16
VLAN3 VLAN4 VLAN2 VLAN1
10 10 10 100 100 100 10
Auto Auto Auto Auto Auto Auto Auto
VLAN3 R&D VLAN4 sls VLAN2 srv VLAN1 mgmt Sw1_S YD1 Sw1_S w2 Sw1_S w3
223.0.0. 64 223.0.0. 96 223.0.0. 32 223.0.0. 128
/27 /27 /27 /27
3 4 2 1 1 1 1
10BASE-T 10BASE-T 10BASE-T
ISL ISL ISL ISL
A B 24
Sw1_SYD 1 Sw1_Sw2 Sw1_Sw3
Trunk Trunk Trunk (redundant)
ISL ISL ISL
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Location: Sydney Main Building Switch Name: Switch2 Switch IP address: 223.0.0.130/27
Interface/ Sub interface Type/Port/ Number Description and Purpose Speed Duplex Network Name Network Number Subnet Mask VLAN Switchport Type Encapsulation (if needed)
1-6 78 A B
VLAN3 VLAN4 Sw2_Sw1 Sw2_Sw3
10 10 100 100
Auto Auto Auto Auto
VLAN3 VLAN4 Sw2_Sw1 Sw2_Sw3
223.0.0.64 223.0.0.96 ---
/27 /27 ---
3 4 1 1
10BASET 10BASET Trunk Trunk
ISL ISL ISL ISL
Location: Sydney Main Building Switch Name: Switch3 Switch IP address: 223.0.0.130/27
Interface/ Sub Interface Type/Port/ Number Description and Purpose Speed Duplex Network Name Network Number Subnet Mask VLAN Switchport type Encapsulation (if needed)
1-8 A
VLAN3 Sw3_Sw2 VLAN1
10 100 100
Auto Auto Auto
VLAN3 Sw3_Sw2 VLAN1
223.0.0.64
/27
3 1
10BASE-T Trunk
ISL ISL ISL
223.0.0.128
/27
4. To complete the IP design, assign and tabulate PC/workstation and server addresses for each LAN in each location. A DHCP server will assign PC/workstation addresses. (Use the simple HTTP server as a DHCP server.) Server addresses will be statically assigned. (Http server will be 223.0.0.33/27) For the demonstration, the company agrees that it is enough to statically assign all PC/workstation and server addresses.
LAN name PC or server Name IP address Subnet Mask Gateway Services Provided
Sales_Br_LAN VLAN2 VLAN3 VLAN4 Admin_LAN
Host 1 of 5 http_server Host 1 of 19 Host 1 of 9 Host 1 of 7
223.0.0.1 223.0.0.33 223.0.0.65 223.0.0.97 223.0.0.161
/27 /27 /27 /27 /27
223.0.0.30 223.0.0.62 223.0.0.94 223.0.0.126 223.0.0.190
N/A http/DHCP N/A N/A N/A

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The tables and supporting text will be part of the documentation delivered to the XYZ Research Company. Before you commence with the next task the logical diagram and tables need to be approved by the company. Instructors Signature: ______________________Date:_______________
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Phase 2: Routing protocols

The company wants a recommendation for a routing protocol for the network. Worksheet The possible routing protocol alternatives and properties are to be identified in a brain storming session. Each property is assigned a plus, neutral, or minus value for each of the routing protocols. Alternatively a numerical value can be used, for example 0 to 4. A recommendation is made and the decision matrix presented to the Company.
Routing Protocol Property 1 (+, neutral, - , or a numeric value) Simplicity RIP + Scalability Convergence Robustness 1 Property 2 Property 3 Property 4 Total
IGRP
EIGRP
OSPF
Group Recommendation for Routing Protocol: OSPF Instructors Signature:_________________________Date:_______________
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Phase 3: OSPF
The Company has decided that it will use OSPF as the routing protocol. XYZ Research Company Requirements OSPF process id 50 All routers in a single area, area 0 Loopback address assigned on each router Loopback address used as the OSPF router ID There is one multi-access network in the Administration Building and a DR will need to be elected Determine whether to use Router ID or interface priority to determine the DR in the Administration Building (On SYD2 in Admin Building Loopback interface)
Worksheet 1. The IP address tables produced previously needs to be updated to include the loopback addresses.
2. A decision is to be made about which router and router interface will be the DR. The group has a discussion about these issues, records the major points of the discussion, documents these and makes recommendations. Explain your reasons for choosing router ID or interface priority to determine DR.
(Router ID, as Loopback provides stabilityas it is always up)
Explain your reasons for choosing router SYD2 in the Administration Building as DR. (It is a border router, centrally located, and close to admin) 3. Will a DR need to be elected on the serial connections between buildings and the remote branch office? No Why? Only 1 DR needed, although SYD1 should be BDR Update the diagram with OSPF information. The location tables, router and IP address table, and diagram are modified to include this information and are presented to the Company. Instructors Signature: _______________________Date:_______________
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Phase 4: VLANs
The company now wants information about VLANs. These are required in the Main Building. The company has provided the following information: XYZ Research Company Requirements There are 18 Research and Development employees There are 9 Sales and Marketing employees. 8 Research personnel and 2 Sales personnel are on Floor 3. 6 Research personnel and 4 Sales personnel are on Floor 2. 4 Research personnel and 3 Sales personnel are on Floor 1. Floor 1 also has the Server LAN. Five server machines are planned but at this time only one is available. There are separate rooms on each floor for the workgroups. There is sufficient space in each room to accommodate growth. The 100% predicted growth will occur uniformly per floor. Switches in the Main building are connected in a loop so that if one switch fails an alternative path is used. There will be one switch per floor shared among the different subnets. Spanning tree root is to be placed in an optimal position.
Worksheet 1. Tables documenting Switch VLAN port assignments are to be produced for the available demonstration equipment. Any unassigned ports are to remain in the default VLAN. The table below is an example of the documentation that the company requires. Switch Details
Switch Name Model # of Ports location IP Address Gateway Management VLAN VTP Mode VTP Domain STP Root
Sw1
1900
24
Floor1
223.0.0.129
223.0.0.158
Server
XYZ
Yes
Sw2
1900
24
Floor2
223.0.0.130
223.0.0.158
Server
XYZ
No
Sw3
1900
24
Floor3
223.0.0.131
223.0.0.158
Server
XYZ
No
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VLAN Port Assignments Update the switch tables, located in the worksheets of Scenario (part 2), with the VLAN and port information for each server, workstation, interconnect between switches, and the interconnect to the router in the Main building. 2. Before submitting the documentation, justification is required for the decision made about the STP root bridge. Write one paragraph justifying the choice to the company. (Root bridge is in the MDF and closest to Administrator)
Instructors Signature: ______________________Date:_______________
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Phase 5: Physical layer design

The Company needs a proposal which will include the growth projections for the physical layer design. The document should include the number of cable runs, recommended equipment including patch panels, and labeling rules must also be specified. For each floor, a table similar to the one below should be included in the documentation. Main Building Floor 1 IDF/MDF/POP
Equipment Type Router Switch Model No 2620 1900 Qty 1 1 No./Type Ports 2 Ser/1 Fa 24 10Mb, 2 100Mb Description/Function SYD1 Core\Distribution Layer Switch1 Access Layer Cost See web See web
Main Building Floor 2 IDF

Equipment Type Switch Model No 1900 Qty 1 No./Type Ports 24 10Mb, 2 100Mb Description/Function Switch2 Access Layer Cost See web
Main Building Floor 3 IDF

Equipment Type Switch Model No 1900 Qty 1 No./Type Ports 24 10Mb, 2 100Mb Description/Function Switch3 Access Layer Cost See web
Branch Office
Equipment Type Router Hub Model No 2620 Qty 1 No./Type Ports 2 Ser/1 Fa 12 100Mb ports Description/Function MEL Core\Distribution Layer Access Layer Cost See web $ 100.00
Administration Building
Equipment Type Router Router Model No 2620 2621 Qty 1 1 No./Type Ports 2 Ser/1 Fa 2 Ser/2 Fa Description/Function MEL Core\Distribution Layer SYD3 Core\Distribution Layer Cost See web See web
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To help with the physical layer design the company has provided a diagram from their old site.
(Student should create and complete a similar drawing as abovecould be hand drawn or use done using a graphics program)
The company requires a similar diagram for the Main Building. The Main Building has three floors and will use Category 5 throughout for the LANs. The diagram must include the following: The length and number of cable runs. Count all runs and adhere to TIA\EIA standards. (Student should count all runs and adhere to TIA\EIA standards) The labeling convention for each of the outlets and patch panel. Generic room names and port names such as IDFFloor 1, Floor1Room1Port1. HCC1:Floor1Room1Port1; VCC1:Floor1XFloor2Port1 are acceptable. If any standards apply in the region then these should be used.
On each floor the horizontal cable runs will be no more than 30 meters. The length of cable needed between consecutive floors is 15 meters. The documentation should include a description of how cross connects for all trunks will be patched for the required logical topology. The pinout (straight or crossover) cable types should be listed. Instructors Signature:_________________________Date:_______________
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Phase 6: Test network

The Company requires a demonstration of the functionality of the Main Building network and asks that a logically equivalent network be wired up with the equipment provided. The company requires an http server machine to be set up in the Server VLAN and a minimum of a single client host on each of the other VLANs. The company requires that all devices be configured. All configurations, routing tables and VLAN databases are to be recorded as part of documentation. The company specifies the following network testing. The company is receptive to suggestions or recommendations about other testing and about future network improvements. Testing and Verifying Strategy 1. Demonstrate routing between Main Building VLANs.
From VLAN/SW 3/Switch1 4/Switch3 2/Switch1 To VLAN/SW 2/Switch1 2/Switch1 3/Switch2 Protocol Telnet/TCP Telnet/TCP Ping/ICMP 1 1 1 Hosts Pass/Fail Pass Pass Pass
2. Demonstrate access of all hosts to each other and http service on the server machine.
From Host 223.0.0.65 (VLAN3) 223.0.0.97 (VLAN4) To Host 223.0.0.33 (VLAN2 Server) 223.0.0.33 (VLAN2 Server) Pass/Fail Pass
Pass
3. Demonstrate behavior of the internetwork when a single trunk link fails.

From Host 223.0.0.65 (VLAN3) To Host 223.0.0.33 (VLAN2 Server) UP Trunk up/down Route Pass/Fail Pass
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4. Other demonstrations/tests (optional, group decision). (Students may use a variety of other tests should probably be determined by a brainstorming session, chaired by the instructor).
Recommendations for future network improvements. (Upgrade to Gigabit speedsother recommendations should be brainstormed by students). Recommendation 1.
Recommendation 2.
Instructors Signature:_________________________Date:_______________
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Phase 7: Final demonstration

The company now wants a demonstration of the complete company internetwork. All devices are to be configured and access to the Internet Server address from all networks shown. The OSPF routing protocol with process id of 50 has been selected. Because the network is quite small, a single OSPF area is acceptable. All configurations, routing tables, and outputs from connectivity testing are to be recorded and stored on a tftp server and on floppy disk. Test summary results:
From Host 223.0.0.1 (Sls _Br) 223.0.0.1 (Sls_Br) 223.0.0.161 (Admin Lan) 223.0.0.1 (Sls _Br) To Host 223.0.0.161 (Admin_Lan) 223.0.0.33 (VLAN2 Server) 223.0.0.65 (Host on VLAN3) 223.0.0.161 (Admin_Lan) Path tested MEL-SYD1-SYD2SYD3 MEL-SYD1-VLAN2 Route Taken Same Same Pass/Fail Pass Pass
SYD3-SYD2-SYD1VLAN3) MEL-SYD1-SYD2SYD3
Same
Pass
Same
Pass
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Phase 8: Presentation
The final task in this case study is to deliver a 10-minute presentation of the main features of the design decisions and recommendations. A formal written report should also be provided that contains all of the design documents as well as all the supporting worksheets (see case study deliverables). The document should be complete enough to allow a third party to install and configure the network without any additional documents.
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CCNA 3 Case Study Deliverables

Once the case study problem has been solved, the network has been successfully designed and the prototype implemented and tested, a final report must be provided to your instructor. This report will include thorough and well-organized documentation of the process. It is highly recommended that all tables be completed using a spreadsheet program such as Microsoft Excel. Cisco Network Designer, Visio or a paint program can be used for the network diagrams. The following items must be included in the final report: Outline Summary of the Company and Network Requirements Discussion on the implementation of IP address and VLSM Discussion on the implementation of Routing Discussion on the implementation of VLANs, STP, and switches Discussion on the physical layer design and equipment Discussion on testing and verification strategies Output of testing and verification commands from routers Output of testing and verification commands for switches Recommendations for future network upgrades Logical Diagram Physical Diagram IP Addressing Table Router Interface Table Switch Table PC addressing Table Routing Protocol Matrix Equipment Table Router Configurations (printed and floppy) Switch Configurations (printed and floppy) Testing Results (printed and floppy)
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V. Appendices:
A) Cisco Online Tools and Utilities B) Instructional Best Practices
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Appendix A: Cisco Online Tools and Utilities

Cisco Systems offers a wide range of online documents and tools to assist in the configuration, troubleshooting, and optimization of routers and switches. These resources can be found on the Cisco Technical Assistance Center (TAC) website at http://www.cisco.com/tac. To learn more about the Cisco TAC website visit http://www.cisco.com/public/news_training/tac_overview.html. This document introduces ten valuable resources that are available to users at cisco.com. A cisco.com user ID and password is required to access all of the tools on the Cisco TAC website. A user ID and password can be obtained with a valid Cisco service contract at http://tools.cisco.com/RPF/register/register.do.
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CCNA 3 Switching Basics and Intermediate Routing v3.1 IG Appendix A
1 Output Interpreter
Output Interpreter is a Web-based application that provides a troubleshooting analysis and a course of action for a router, switch, or PIX device. Output Interpreter uses a collection of show command outputs to perform the analysis. Users paste the output of one or more supported commands into Output Interpreter to receive a report that includes errors, warnings, and relevant troubleshooting information. The report also includes crash analysis and error message decodes, which were previously supported by the Stack Decoder and the Error Message Decoder tools. https://www.cisco.com/cgi-bin/Support/OutputInterpreter/home.pl
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2 Error Message Decoder
Explanations for console error message strings are listed in the Cisco Software System Messages guide. http://www.cisco.com/cgi-bin/Support/Errordecoder/home.pl
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3 Software Bug Toolkit
The Software Bug Toolkit is a Web-based resource that is used to search for software bugs based on version and feature sets. The toolkit can be used to determine why a feature does not work. http://www.cisco.com/cgi-bin/Support/Bugtool/launch_bugtool.pl
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4 IP Subnet Calculator
IP Subnet Calculator is a Web-based resource that is used to calculate the subnet mask based on several variables. This tool can be used to verify network settings. http://www.cisco.com/cgi-bin/Support/IpSubnet/home.pl
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5 Password Recovery Procedures
This Web page is the source for Cisco password recovery procedures. The password recovery procedure for every Cisco device can be found here. http://www.cisco.com/warp/public/474/
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6 TAC Case Collection
The TAC Case Collection is an evolution of the Troubleshooting Assistant tool. It allows users to interactively identify and troubleshoot common problems that involve hardware, configuration, and performance issues. These solutions, which are provided directly by TAC engineers, help resolve networking problems. http://www.cisco.com/kobayashi/support/tac/tsa/launch_tsa.html
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7 Software Advisor
The Software Advisor helps users choose the appropriate software for network devices. Users can match software features to Cisco IOS and CatOS releases, compare IOS releases, or find out which software releases support their hardware. http://www.cisco.com/cgi-bin/Support/CompNav/Index.pl
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8 Feature Navigator II
Cisco Feature Navigator II is a Web-based application that allows users to quickly find the right Cisco IOS Software release for the features they want to run on their networks. Users can search by feature, search by release, or compare two different releases. http://tools.cisco.com/ITDIT/CFN/jsp/index.jsp
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9 TAC Advanced Search
TAC Advanced Search can be used to access the same resources used by TAC. Users can search the entire TAC database for technical documents published by the Cisco TAC, for TAC technical support tools, for documents that are located on http://www.cisco.com/, or for entries in the Networking Professionals Connection discussion forums. http://www.cisco.com/kobayashi/support/tac/s_tac.shtml
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Appendix B: Instructional Best Practices B.1 Definition of Best Practices

B.1.1 What is meant by best practices?
Figure 1: Best Practices
Since the early 1980s, schools have explored the use of technology as an effective tool for teaching and learning in the classroom. Current research supports certain practices and strategies that help teachers maximize student learning. Instructional concepts such as student centered learning and brain compatible learning have emerged as powerful contributors to advanced student achievement. These types of techniques are referred to as best practices. The Academy teaching community consists of over 20,000 instructors. Each instructor brings unique experiences and talents to the program. This section presents options that have been successful for certain audiences and certain topics. This section does not imply that all of these techniques apply equally well to all students in all curricula. These techniques, or best practices, form the foundation for effective teaching and learning environments across the Academy curriculum. The Academy program includes CCNA, CCNP, Fundamentals of UNIX, Fundamentals of Voice and Data Cabling, Fundamentals of Java, Fundamentals of Web Design, and IT Essentials. The ideas presented in this module are taken from international sources such as kindergarten through high school, community colleges, universities, instructional design and training models, and the IT teaching community.
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CCNA 3 Switching Basics and Intermediate Routing v3.1 IG Appendix B
Web Links International Society for Technology in Education: http://www.iste.org/ Southeast Center for Teaching Quality: http://www.teachingquality.org/ Milken Family Foundation: http://www.mff.org/edtech/ North Central Regional Educational Laboratory: http://www.ncrel.org/ Alabama Best Practices Center: http://www.bestpracticescenter.org/index.asp Mid-Continent Research for Education and Learning: http://www.mcrel.org/
B.1.2 NETS
Figure 1: NETS Standards
The International Society for Technology in Education (ISTE) is a nonprofit professional organization that prepares students, teachers, and administrators for a business world that demands proficiency in information technology. The ISTE has written National Educational Technology Standards (NETS) for students, teachers, and administrators. The NETS for Students (NETSS) are divided into six categories: Basic operations and concepts Social, ethical, and human issues Technology productivity tools Technology communication tools Technology research tools Technology problem-solving and decision-making tools
ISTE also features NETS for Teachers (NETST). There are six categories for teacher standards that are based on current research on teaching and learning with technology. The ISTE has considered the need for planning and integration as well as the emergence of new technologies in classrooms. The six categories are as follows: Technology operations and concepts Planning and designing learning environments and experiences Teaching, learning, and curriculum Assessment and evaluation Productivity and professional practice Social, ethical, legal, and human issues
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The ISTE has also developed the National Educational Technology Standards for Administrators (NETSA). Administrators must be prepared to lead the way to systemic reform. Based upon a U.S. consensus, a recognized set of indicators is used within school systems that utilize technology effectively. The following six categories encourage strong leadership in the area of information technology: Leadership and vision Learning and teaching Productivity and professional practice Support, management, and operations Assessment and evaluation Social, legal, and ethical issues
Web Links
ISTE website: http://www.iste.org/
B.1.3 Literacy, math, and science standards

Since the late 1980s, states and school districts across the United States have begun to raise standards in core subjects. Academic standards are now used to clearly identify what students should learn and what teachers should teach. State and local standards keep the education system accountable for student achievement. As state standards have gained momentum, educators have reached an agreement about the meaning of two significant concepts, academic content standards and performance standards, which were later published in the Goals 2000 Act. Educational standards are important in all countries. The Academy program can be tailored by region, by country, and by curriculum to achieve alignment with international educational standards. Web Links National Council for Teachers of English: http://www.ncte.org/standards/standards.shtml Council for Teachers of Math: http://www.nctm.org/ National Science Teachers Association: http://www.nsta.org/ American Association for the Advancement of Science: http://www.aaas.org/ The National Academy of Science: http://www.nas.edu/ National Research Council (NRC): http://www.nrc-cnrc.gc.ca/
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B.1.4 TIMSS report
Figure 1: TIMSS Report Participating Countries
The Third International Mathematics and Science Study (TIMSS) indicates how U.S. students perform academically in comparison to students in other countries. The curriculum focuses on trends in math and science achievement. The study completed in 1995 discovers that fourth grade students in the United States scored above the international average. Eighth graders in the United States scored above the international level in science but below the international level in mathematics. Twelfth graders in the United States scored at the lowest possible levels in both math and science. Two findings emerged when different types of knowledge presentation were compared internationally. First, the United States leads the world in the amount of math and science objectives that are covered within curriculum. However, U.S. students are not taught how to use the information that they are learning. Asian nations and European nations teach fewer objectives and give students more opportunities to use the knowledge in practical applications. This study also finds dissimilarities in teaching styles. In the United States, problem-solving usually occurs after the teacher has demonstrated the process to find the correct answer based upon mathematical principals. Students will then apply this problem-solving process to similar mathematical problems. In countries such as Japan, the order of methodology is reversed. Problem-solving comes first in the sequence of learning. Students are presented with a problem and try to solve the problem based on their current knowledge. They invent their own solutions and then reflect on the process to better understand the mathematical concepts. This study encourages educators to examine teaching practices and content to determine the methods that will lead to higher student achievement. The most recent implementation of this study is TIMSS 1999, which included 38 countries. The 1999 assessment measured the mathematics and science abilities of eighth grade students. Extensive data was collected from students, teachers, and school principals about the mathematics and science curricula. They also investigated instructional practices, home contexts, school characteristics, and policies.
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The next TIMSS assessment will occur in 2003. Web Links Third International Math and Science Study: http://isc.bc.edu/timss1999benchmark.html TIMSS International Study Center: http://timss.bc.edu/
B.1.5 Student-centered learning
Figure 1: Learner Model: Academy Student
Figure 1 illustrates the Cisco Networking Academy learner model. The model is designed to maximize student performance. Instructors are encouraged to strengthen and enhance the online curriculum and labs. When all components of the diagram have been established, research indicates that students are successful in their learning. This model represents a "constructivist learning" approach. Constructivist learning is derived from the Latin word constructus, which means to build. The Cisco Networking Academy allows students to develop knowledge that they can use in the real world. Constructivist learning is also known as student-centered learning. This type of learning is recognized as an exemplary instructional model. This method of teaching puts the students in control of their own learning. It allows them to practice their experimentation, inquiry, problem-solving, decision-making, and communication skills. Constructivist learning can occur on an individual level, in grouped pairs of students, or in small cooperative groups of three or four students. During constructivist activities, an essential question is presented to individuals or groups of students for thoughts and discussion. Students in a group setting will search for information about issues that surface during their discussion. Students will also assign roles and identify jobs that need to be completed for the benefit of the group. This allows students to tap into their current knowledge, and journey into new levels of comprehension through a continuous
107 - 159 CCNA 3 Switching Basics and Intermediate Routing v3.1 IG Appendix B Copyright 2004, Cisco Systems, Inc.
cycle of inquiry and exploration. Students who work individually will go through the same process without any team direction and input. These students will make their own decisions about the relevancy of information. They will rely on their peers and other data sources to determine which information is most useful. During this time, the teacher will assume a role that is different from the provider of skills and knowledge. The instructor will become a facilitator of learning. As students become immersed in their questions and desire to learn, teachers can ask essential questions to support thinking and exploration. As students struggle with challenges, teachers can introduce problem-solving strategies and encourage students to work through what is perceived to be a difficult situation. As students master the course content, teachers can introduce the next level of challenge. Web Links Pedagogical Application of Technology: A Consortium for Change: http://courses.temple.edu/ta/contructivist.htm
B.1.6 Multiple intelligences
Figure 1: Multiple Intelligences
The research of Howard Gardner provides great insight into how students learn. Students learn in different ways. There are multiple skills that go beyond the traditional verbal and mathematical abilities that are required to master new learning. According to Gardner, there are eight intelligences that people have a predetermined strength to use: Verbal/Linguistic intelligence allows students to understand verbal and written forms of words. Students with strong verbal/linguistic intelligence easily recognize sounds, languages, and inflections of speech. Logical/Mathematical intelligence allows students to understand and interact with numbers, symbols, and patterns, especially within the disciplines of math and science. Bodily/Kinesthetic intelligence gives students a strong connection to new content through the movement and manipulation of body and external objects. Activities help students create cognitive connections for easy recall and comprehension.
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Musical/Rhythmic intelligence centers around melody, tune, pitch, rhythm, and patterns found in types of music or cadence. For some students, music presents an environment that fluctuates from peaceful to highly energetic. Their brains respond accordingly and the recall of new information becomes tied to a specific rhythm or cadence. Visual/Spatial intelligence is based on the ability to recognize and respond to visual content through written words or artistic designs. Visual/Spatial strength helps students interpret maps and charts and form mental images of information that is communicated by another person. Intrapersonal intelligence provides a confidence in oneself that allows a student to process new information through thought and reflection. Strong intrapersonal intelligence indicates a strong personal connection to feelings and emotions, which can take a student to a higher level of consciousness in learning. Interpersonal intelligence allows a student to accurately perceive the emotions, feelings, motivations, and intentions of others. Strong interpersonal intelligence indicates a strong team-player mentality. A student with this strength will work thoughtfully within group settings. Naturalist intelligence allows students to recognize natural phenomenon such as flora and fauna, soil and land, weather, and environmental issues. These students easily make choices related to issues such as survival in the wild or the proper clothing for different weather conditions.
Gardner believes that all individuals have strength in one or more of these intelligences and they will follow a changing pattern of strength that depends on their stages of human life and circumstances. For student achievement to be maximized, the Cisco Networking Academy Program encourages instructors to identify the intelligence that best reflects the learning style of individual students. Web Links Project Zero: http://www.pz.harvard.edu/
B.1.7 Inquiry-based learning
Figure 1: Inquiry Based Learning
When people uncover uncertain, curious, or interesting phenomena in life, questions naturally arise that encourage quests for answers. Inquiry is a natural process that begins as soon as a child starts to experiment with language. As questions are asked, the answers often lead to more questions. This begins a cycle of inquiry for learning. In education, instructors refer to this process as "inquiry-based learning" or "problem-based learning".
The basic requirements of either practice are strong reading skills and good scientific observation techniques. One methodology for inquiry-based learning is called KWHLAQ. The following questions breakdown the KWHLAQ method:
What do learners think they Know about the subject? What do learners Want to find out about the subject? How are learners going to go about finding the answers? What do learners anticipate Learning? What have they learned? Can learners Apply their learning to other subjects or projects? What new Questions have surfaced throughout the time of inquiry?
Within any inquiry-based learning activity or project, the range of control must remain flexible. There will be times when the instructor takes control of the learning environment, times when the students exercise more independence, and times when the instructor and students share control of the direction for learning. The instructor is always a role model for lifelong learning. Teachers show students that even instructors address problems on a daily basis in and out of school. They also model the fact that sometimes problems are solved successfully and other times they are not. Students begin to realize that they will often require a team approach to find the solution to essential questions. In inquiry-based learning, this team consists of the students and the instructor.
Web Links Big Rocks and Powerful Kingdoms Personal Learning in Science and Social Studies: http://www.ascd.org/readingroom/classlead/9911/2nov99.html Using the Internet to Promote Inquiry-based Learning: http://www.biopoint.com/msla/links.html Project Based Learning: What is it?: http://www.4teachers.org/projectbased/
B.1.8 Special needs
Figure 1: Special Needs
When there are visually impaired students in a classroom, here are some general considerations to keep in mind: Ask visually impaired students if they need help on specific tasks, but do not assume that they do. The students will ask for help if they need it. Use contrasting light and dark colors to help students differentiate between cables and routers. Use proper lighting in all areas of the lab to help students see more effectively.
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Provide pocket or lighted magnifiers for reading to assist students with low vision. Provide hats or visors to reduce the glare that is associated with many vision disorders. Use bold lines and write in large print when information is taught or presented. Encourage all students, especially those that are visually impaired, in the classroom. If feelings of hopelessness or fear occur, a social worker or special teacher of the visually impaired may be called in to help these students cope with their learning environment.
When there are hearing impaired students in a classroom, here are some general considerations to keep in mind: Make sure the labs are well lighted so the speaker can be clearly seen. Be sensitive to background noise in the lab. Turn radios, cell phones, and televisions off during work times. If background noise is unavoidable with online learning, instruct hearing impaired students to use ear phones to keep extraneous noise to a minimum. Get close to the students when speaking. Stress the importance of only one person talking at a time during group work. Initiate conversations with students by specifically calling their names. Be patient when students are tired or frustrated with the impact of their disabilities in the lab learning environment. Speak face to face. It is important to be on equal eye level with a student when having a conversation. Reword sentences or phrases if necessary to convey messages to students who are speech-readers. Be conscious of speaking distinctly and not too fast.
When there are physically impaired students in a classroom, here are some general considerations to keep in mind: Be prepared to give physically impaired students more time if necessary to complete hands-on labs, tasks, and exams. Consider giving these students shorter work assignments with rest periods built into the schedule. Establish open communication with the student, parent, and doctor to find the right balance of work that matches individual endurance and capability. Configure the lab space to accommodate wheel chairs and other transportation aids. Provide preferential seating in the lab to accommodate transportation devices. Offer a copy of instructor notes to the student for review on tests. Use a computer for testing. Provide special devices for students with physical disabilities such as word processors, ergonomically designed furniture, laptop computers, Kurzweil print readers, portable tape recorders for books on tape, and voice synthesis programs.
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Web Links Disabilities, Teaching Strategies, and Resources: http://www.as.wvu.edu/~scidis/sitemap.html
B.1.9 Learning disabilities
Figure 1: Learning Disabilities
Instructors will probably have a few students with learning disabilities in their classes. The following list summarizes some approaches to teaching students with learning disabilities. Many of these suggestions also apply to students without learning disabilities: Engage the students with lesson starters that illicit emotion and feelings. This introduction to learning instructs the brain to pay attention. Provide opportunities for teamwork. Many students with learning disabilities will have a higher level of motivation to succeed in response to peer interactions than when working alone. Teach students to write their own personal learning goals. Instruct them to write short and long term goals and provide feedback on their progress. Provide numerous models, examples, and representations of curriculum concepts. Speak aloud in class to benefit students with learning disabilities. Discuss the steps and thoughts that occur during the problem-solving process. Use simple memory tools to help students process information for retrieval at a later time. These tools are called mnemonics and include rhythms or unique patterns of language that are easy to remember. Mnemonics can use pictures, music, color, and movement. This strategy is related to Howard Gardner's work with multiple intelligences.
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Use visual advance organizers to introduce new concepts, analyze, and synthesize levels of comprehension. Organizers prepare the brain for the arrival of new content. This technique builds upon existing knowledge to facilitate the acquisition of new knowledge. Use humor, which is a powerful stimulant to the brain. The mind easily latches onto the silly and unimaginable. Use movement and action. These are important motivators that can help some students with learning disabilities process information. The hands-on labs will greatly benefit these students. Instruct students to talk about or write about what they have learned, what they found interesting, and what they still need to learn at the end of each topic. Reflection moves new knowledge into long-term memory. Offer additional time for students with learning disabilities to formulate responses to questions. This extra time can be very important. Help students with learning disabilities maintain an emotional state that is free from anger and frustration. Students can work through tasks more easily when they are calm and focused.
Web Links National Center for Learning Disabilities: http://www.ncld.org/ Strategies for Teaching Students with Learning Disabilities: http://www.as.wvu.edu/~scidis/learning.html
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B.2 Lab-Centric Instruction

B.2.1 CCNA labs
The CCNA curriculum teaches students how to plan, design, install, operate, and troubleshoot TCP/IP, Ethernet, routed, and switched networks with some remote connectivity. The CCNA curriculum consists of four courses: Networking Basics Routers and Routing Basics Switching Basics and Intermediate Routing WAN Technologies
The curriculum is lab intensive. Approximately 50 percent of all class time is spent on lab exercises. The required lab equipment for CCNA 1 includes workstations, hubs, switches, a variety of cable making and cable testing tools, and cable installation materials. CCNA 1 students acquire lab skills that enable them to perform the following tasks: Configure networking properties on workstations Make and test patch cables Install and test cable runs, jacks, and patch panels
The required lab equipment for CCNA 2 includes workstations, hubs, switches, and routers. CCNA 2 students acquire lab skills that enable them to perform the following tasks: Interconnect networking devices Use the Cisco Internet Operating System (IOS) to configure and test routers Build and troubleshoot a multi-router network
The required lab equipment for CCNA 3 includes workstations, hubs, switches, and routers. CCNA 3 students acquire lab skills that enable them to perform the following tasks: Switch configuration VLAN configuration Intermediate routing protocol implementation Use of access control lists to provide traffic control and security on a simple network
The required lab equipment for CCNA 4 includes workstations, hubs, switches, and routers. Optional WAN simulation equipment is also recommended. Students acquire lab skills in the following WAN technology areas: PPP ISDN Frame Relay
Students also must pass a comprehensive lab-skills exam as part of this course.
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Standard and premium lab bundles are available. A variety of optional bundles are also available. The student-to-equipment ratio should be as low as possible. Web Links Cisco Networking Academy Program: http://cisco.netacad.net/
B.2.2 CCNP labs
Figure 1: CCNP Labs
The CCNP curriculum teaches students how to plan, design, install, operate, and troubleshoot enterprise-level TCP/IP, Ethernet, routed, and switched networks with substantial remote access. The CCNP curriculum consists of four courses: Advanced Routing Remote Access Multilayer Switching Network Troubleshooting
The curriculum is lab intensive. Approximately 50 percent of all class time spent on lab exercises.
The required lab equipment for CCNP 1 includes workstations, routers, and switches. CCNP 1 students acquire lab skills that enable them to perform the following tasks: Design scalable networks Implement advanced IP address management techniques Configure and test the EIGRP, OSPF, and BGP routing protocols, which help make most enterprise Intranets and the Internet possible
The required lab equipment for CCNP 2 includes workstations, routers, switches, and a WAN simulator. CCNP 2 students acquire lab skills such as the following: WAN design Dial-up, point-to-point, ISDN, Frame Relay, and X.25 WAN protocol configuration and testing Basic network security
The required lab equipment in CCNP 3 includes workstations, hubs, switches, and routers. CCNP 3 students acquire lab skills such as the following: Switch and VLAN configuration Multilayer switching and redundancy technology implementation Campus LAN design
Required lab equipment for CCNP 4 includes workstations, routers, switches, and a WAN simulator. CCNP 4 students acquire lab skills and the ability to troubleshoot the following: LANs WANs Switches Routers TCP/IP Protocols Routing Protocols
Standard and premium lab bundles are available. A variety of optional bundles are also available. The student-to-equipment ratio should be as low as possible. Web Links Cisco Networking Academy Program: http://cisco.netacad.net/
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B.2.3 NETLAB
Figure 1: NETLAB
Many educators are interested in remote access to shared lab equipment to give students more access to hands-on experiences. Remote access technologies can be used in courses such as the CCNA, CCNP, and sponsored curriculum to help lower student-to-equipment ratios in distance-learning situations. These technologies are currently fully implemented only for the CCNA courses. This course will examine this issue in more depth and suggest how instructors and Academies can use these technologies or implement their own versions of them. Cisco Networking Academy now offers the NDG NETLAB solution. This web-based appliance allows Cisco Networking Academies to host live router topologies and curriculum over the Internet. The NETLAB automation and sharing capabilities allow Cisco Networking Academies to maximize the use of their equipment and save money in the process. The networking hardware is identical to the lab bundle used in Cisco Networking Academies worldwide. This will allow students to maintain a consistent topology to practice the configuration commands covered in the Academy curriculum and labs. The use of NETLAB in the Cisco Networking Academy will allow students to log in, create, and edit configuration files. Students can also program one or more of the devices. Students can work in teams to configure an entire topology or schedule individual time to practice new commands. Since the NETLAB environment equipment is similar to the equipment used by Cisco Networking Academy programs, students can practice configuration tasks just as they would with their Networking Academy equipment. Since the NETLAB equipment can be accessed from any PC with a browser that is connected to the Internet, students can perform these configuration tasks outside of the Academy. Students will usually access the equipment in the evening or on the weekends from their homes or another location with Internet access.
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Some instructors may choose to implement use of the NETLAB system within the classroom. This is especially useful when students are just beginning to learn new configuration tasks. Instructors can use the instructor-led lab features of NETLAB to lead the class through a lab. During instructor-led sessions, the instructor can issue configuration commands to one or more devices while students shadow the Telnet session of the instructor. Another way instructors can use NETLAB within the classroom is the team approach. A team of students is given an assignment to configure one or more of the routers in a topology. The team can use NETLAB to share access and control over the routers while other teams try to configure other routers in the topology. Since NETLAB can save and store these configuration files, it is easy for the instructor to evaluate the performance of each team. NETLAB has also been used by instructors to review the work of students on real equipment. During each lab reservation, NETLAB records every command and router output in log files. The final equipment configurations of students can be saved for instructor review. This feature allows instructors to determine the ability of students to implement the concepts learned in the classroom. Instructors can also identify and correct common mistakes that are made by students during lab exercises. NETLAB is currently deployed as a pilot program at selected Cisco Networking Academies. Upon the successful completion of this pilot program, Cisco will offer NETLAB to all Cisco Networking Academies. For information on how to become one of the Academies that participates in the NETLAB project pilot, please e-mail netlab-pilot@cisco.com. Interested Academies will receive a survey that will help identify any changes that will need to be made for the NETLAB tool to function and information on how to order the necessary equipment. Please e-mail netlab-question@cisco.com with any questions or requests for additional information. This process is designed to minimize potential deployment problems and to enhance the success of a production deployment. Academies will be selected for this program based upon a review of several factors. Technical capacity will be one of the more important criteria. A survey will be provided to interested Academies to identify the requirements for a successful solution. Academies will need to have the proper infrastructure in place and must be able to demonstrate a sufficiently high level of technical expertise. To learn how to utilize NETLAB, the Cisco Networking Academy Program has created an online curriculum and comprehensive administrator, instructor and student guides. Although NETLAB seems intuitive and easy to use, administrators and instructors should spend time becoming familiar with the numerous features of NETLAB. Web Links
NGD NETLAB: http://www.netdevgroup.com/netlab.htm
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B.2.4 Simulations
Figure 1: Simulations
Research indicates that learning is more extensive when content is interactive and provides instant feedback. The Academy curriculum contains a variety of interactive Flash activities. One class of these activities is simulation. Examples of simulations are content items, such as, command-line interfaces (CLIs), graphical user interfaces (GUIs), and programming language development environments. Figure 1 shows a simulation activity from the UNIX curriculum. The Help feature in the simulation can be used to obtain the necessary information to complete the required task. There are generally three levels of Academy simulations: Syntax drill The simplest and most scripted activity can be thought of as a syntax drill. This exercise gives students immediate practice when a new command or procedure is introduced. These simulations help move online curriculum away from an e-reading approach to a more interactive e-learning approach. Lab drill The second level can be thought of as a lab drill. This exercise involves a step-by-step simulation of hands-on labs and configuration tasks. The hands-on lab or configuration task will include a complete flash analogue that can be done by students even if they have no access to the lab equipment. Simulation The third level is called simulation. This is the most open-ended environment. This level is not scripted. Therefore, it supports a wide variety of hardware and software behavior. For command-line interfaces such as IOS or UNIX, many commands can be issued in any order. The best example of this third level simulation environment is eSIM, which is available and free to all CCNA and CCNP students.
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Flash simulations are meant to complement hands-on experience with lab equipment and actual programming. These simulations have many cognitive benefits. For example, simulations allow students to perform a simulative lab activity prior to an actual lab activity. This helps students increase their level of comprehension in a simulated environment before they are required to demonstrate a final proficiency with equipment and programming. In the future, many more simulations across the curricula will be developed for the Cisco Networking Academy Program.
B.2.5 Sponsored curriculum labs
Figure 1: Sponsored Curriculum Labs
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The six sponsored curricula also require dedicated labs and a variety of hardware and software. They are summarized in the following sections: IT Essentials: PC Hardware and Software IT Essentials PC Hardware and Software, which is sponsored by Hewlett-Packard Company, presents an in-depth exposure to computer hardware and operating systems. Students learn the functionality of hardware and software components and the suggested best practices for maintenance and safety issues. Students learn how to assemble and configure computers, install operating systems and software, and troubleshoot hardware and software problems through hands-on activities and labs. An introduction to networking is also included. This course helps students prepare for the CompTIA A+ certification exam. This is designed as a 70-hour course. However, it addresses a broad range of topics that might benefit from a longer delivery model. IT Essentials: Network Operating Systems Network Operating Systems, which is sponsored by Hewlett-Packard Company, is an extensive introduction to multiuser, multitasking network operating systems (NOSs). This course will discuss the characteristics of the Linux, Windows 2000, NT, and XP NOSs. Handson labs will utilize the Windows 2000 and Linux NOSs. Students will explore a variety of topics such as installation procedures, security issues, back up procedures, and remote access. This is a 70-hour course. Fundamentals of Voice and Data Cabling Fundamentals of Voice and Data Cabling, which is sponsored by Panduit, is designed for students interested in the physical aspects of voice and data network cabling and installation. The course focuses on cabling issues related to data and voice connections and discusses the industry and worldwide standards, types of media and cabling, physical and logical networks, and signal transmission. Students will develop skills in the following areas: How to read network design documentation Part list set up and purchase How to pull and mount cable Cable management How to choose wiring closets Patch panel installation Termination Jack installation and cable testing
This is a hands-on, lab-oriented, 70-hour course. It stresses the following competencies: Documentation Design Installation issues Laboratory safety On-the-job safety Working effectively in group environments
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Fundamentals of UNIX Fundamentals of UNIX, which is sponsored by Sun Microsystems, provides students with the following: Ability to use UNIX operating system commands Hands-on experience with basic Sun Microsystems SolarisTM operating environment commands Introduction to the Common Desktop Environment (CDE), which is the graphical interface between different environments
This class is intended for new users of UNIX. Students will learn the fundamental commandline features of the Solaris environment: File system navigation File permissions The vi text editor Command shells Basic network use
CDE features include standard desktop tools, text editor, printing, and mail. The course is designed for 70 hours. About half of this time is spent on the instructor-facilitated online multimedia material and the rest is spent on lab exercises. Fundamentals of Java Programming Fundamentals of Java Programming, which is sponsored by Sun Microsystems, provides a conceptual comprehension of Object Oriented programming. The course also teaches students how to use the JAVA language object oriented technologies to solve business problems. Topics include the language fundamentals and the Java language application programming interface (API). Students will learn how to use this language to create classes, objects, and applications. This course also addresses the demand for training and preparation to be a Sun Certified Programmer for JavaTM 2 Platform. This is designed as a 70-hour course. However, it addresses some very advanced topics that might benefit from a longer delivery model or some pre-selection and screening of students. Fundamentals of Web Design Fundamentals of Web Design, which is sponsored by Adobe Systems, will focus on the overall production processes related to website design. The emphasis of the course will be on design elements that involve layout, navigation, and interactivity. Cisco Networking Academy students will learn Web design in preparation for higher education or jobs in the Internet economy. Hands-on Web design exercises will use Adobe Photoshop, Adobe Illustrator, Adobe GoLiveTM, Adobe LiveMotionTM, and Adobe Premiere. This course has been designed as a 70-hour course. However, since it uses five Adobe applications, it may be beneficial to use a longer delivery model or some pre-selection and screening of students. About half of the course time is spent on the instructor-facilitated online multimedia material and the rest is spent on lab exercises. Web Links Instructor Community: New Courses: http://cisco.netacad.net/cnacs/prot-doc/new_courses.html
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B.2.6 Emerging technologies
Figure 1: PIX Firewall PhotoZoom
Figure 2: IP Phone
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Figure 3: Wireless LAN
In the future, new technologies such as network security, IP telephony, and wireless LANs may be the basis for Academy courses. Each of these courses will have an associated lab bundle, which will allow for the successful implementation of the labs. The goal of these course will be to train professionals who can implement network security , IP telephony , wireless LANs , and other networking technologies. Web Links Network security issues: http://cisco.com/warp/public/779/largeent/issues/security/ IP Telephony: http://www.cisco.com/warp/public/779/largeent/learn/technologies/IPtelephony.html Wireless solutions: http://www.cisco.com/warp/public/779/smbiz/netsolutions/find/wireless.shtml
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B.2.7 Troubleshooting
Figure 1: Steps in the Problem-Solving Model
Troubleshooting is a form of educational inquiry that is necessary in most Academy courses, even if it is not formally taught. There are literally over a hundred approaches to troubleshooting. Figure shows one approach. This is the preferred method for Cisco courses. Instructors may use their own preferred method. Troubleshooting and debugging skills are necessary for students who seek further education and employment in the IT industry. Instructors will typically need to spend more time on lab preparation to teach students about troubleshooting. However, the overall benefit to the student is worth this investment. Troubleshooting is used to identify and correct hardware, software, and programming problems. One instructional troubleshooting method involves deliberately introducing a finite number of problems, in a structured lab environment, that have been experienced previously by the students. With practice, students will be able to diagnose and fix the problems in a finite amount of time. This method must be integrated with labs that do the following: Expose students to a working system Demonstrate the typical failure modes of that system Allow students to experience first hand the symptoms of those failure modes Provide opportunities for students to practice diagnosis and repair
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Web Links Teaching Methods Web Resources: http://www.mhhe.com/socscience/education/methods/resources.html The Universal Troubleshooting Process (UTP): http://www.troubleshooters.com/tuni.htm Journal of Technology Education: http://scholar.lib.vt.edu/ejournals/JTE/v2n2/html/deluca.html
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B.3 Project-based Instruction

B.3.1 Challenges and projects
Figure 1: Challenges and Projects
NetDay challenges are problem-based labs or projects that are advocated by AAAS Project 2061, which is a science education reform project. Unlike step-by-step labs, these exercises encourage students to develop their own solutions to various problems or challenges. The challenges vary in content and duration ranges from 50 minutes to 3 weeks. These challenges consist of two basic parts. First, the lab asks students to solve a problem. Second, it asks the students to create a product. For example, a simple 50-minute challenge lab for the first semester might be titled "Make a Patch Cable that Works Successfully". A three-week challenge that teaches more complex tasks might be called "Wire the School Computer Lab". NetDay is a great example of challenge-based learning, and Cisco encourages instructors to incorporate it into their classes. Teaching and learning environments extend beyond the lab setting. Opportunities for realworld applications emerge when students can use their networking skills in projects that contribute to community initiatives. Sometimes these activities are called service learning. The Cisco Networking Academy Program originated as a community project. In the mid-1990s, educational institutions around the world experienced a demand for computer networks that exceeded the skilled personnel available to install and maintain those networks. Cisco engineer George Ward worked to address these issues. He articulated the need for a course sequence that would train high school students to support their school networks. This need for versatile apprentices became the Cisco Certified Network Associate (CCNA) curriculum.
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A NetDay occurs when a community volunteers time to wire a school. It is a popular type of community project that involves students, parents, network administrators, and others who work together to get students connected to the Internet. Academy students participate in numerous NetDays. Another example of a community project was developed by the Cisco Academy of South West Ohio (CASWO). This Academy and its students provided technical support for the annual Ohio SchoolNet Technology Conference. Academy students helped set up the network for the conference and provided technical assistance to conference managers and presenters. One quote from a student demonstrates the value of this learning experience, "This really helped me see the big picture of how everything works together and what tech support is like". Another example of community outreach takes place in Washington, D.C. where Cisco Systems partners with Mary's Center for Maternal and Child Care. With help from a volunteer system engineer and three students from the Cisco Networking Academy Program at Bell Multicultural High School, Mary's Center now has a fully operational wireless network that can support their computer needs. Now the center can access important health and insurance information needed to assist families and their children. Academy students receive many benefits from working on real-world projects. These benefits are described in a quote from Max Anis, a Networking Academy instructor at Bell High School, "These students return to the classroom with an incredible amount of energy after these experiences. As a result, they are even more determined to complete the program and continue their pursuit of a career in the industry".
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B.3.2 Design activities
Figure 1: Dartmouth Problem-Solving Cycle
Design is an iterative process that starts with brainstorming. From there, it proceeds through research and problem-solving matrices and design specification tests. Multiple repetitions of this process are required until an adequate solution to a problem is achieved. Any Academy curriculum with projects or design activities allows instructors to introduce elements of the Dartmouth Problem-Solving and Design Method. The website associated with this section has online resources and written materials that can be downloaded and a video that can be ordered. There are other methods that are also effective. Cisco encourages instructors to use the method that works best for them and their students. Whether students will troubleshoot problems in an existing network or design and check a network to meet specifications, the process involves an iterative problem-solving procedure. For Internet problems and issues related to general engineering, problem-solving matrices are useful when there many alternatives for a given number of constraints. Chapter 1, The Engineering Problem-Solving Cycle of the Engineering Problem Solving for Mathematics, Science, and Technology Education, uses the problem solving matrix to introduce the problem solving cycle and its iterative nature. The matrix teaches students how to define a problem. Chapter 4, Guiding Students Through the Problem-Solving Cycle, explains how the entire process can be iterated. This includes suggestions on how to choose effective problems, how to set up the right environment for brainstorming sessions, and how to analyze the results of these sessions. The goal is for students to gain an appreciation for the importance of problem solving, which is one of the most important aspects of engineering. Cisco also wants students to experience the use of these procedures to gain a better comprehension of why some potential solutions work and others do not. They will learn that the ability to employ good problem-solving procedures and documentation will ultimately determine their success with problem solving.
Eventually, students will be able to use the lessons learned from failed problem-solving attempts to save time when they try to solve new problems. Chapter 5, Research, Documentation, and Testing, is a good resource for students to learn how to conduct site surveys, keep work logs, produce engineering reports, and create portfolios. Web Links Dartmouth Problem-Solving and Design Method: http://thayer.dartmouth.edu/teps/index.html
B.3.3 Brainstorming
Figure 1: Cluster Diagram
Brainstorming techniques can be useful for teaching IT curriculum. These techniques can be applied to areas such as introductions to new topics and integral parts of design work, Figure 1 shows some responses to the question, "What does the word 'network' mean?" There are four simple rules for this brainstorming activity:
The wildest possible ideas are accepted. There will be no censorship of ideas. The instructor wants a high quantity of responses. Responses can build on the ideas of other people.
Another method for brainstorming is called carousel brainstorming. This is a strategy used for creative thinking when multiple solutions are possible to solve an issue or problem. During a carousel session, problems are documented on large sheets of chart paper around a room.
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Students in small cooperative groups are given different colored pens and asked to go around the room and brainstorm solutions to the problems listed on the different chart papers. This is done in 30-second rotation sessions. The process continues until students have an opportunity to respond to all problems or issues listed on papers around the room. SCAMPER is another example of a brainstorming activity that encourages students to think creatively. Scamper is an acronym for substitute, combine, adapt, modify, put to other uses, eliminate, and reverse. It was first implemented in the 1940s by Alex Osborne and it was revised in the early 1980s by Bob Eberle. SCAMPER involves a series of questions related to a new process or concept. After students encounter new information, they respond to the following questions: Substitute What material, methods, processes, or situations can be used in place of this? Combine What materials, methods, processes, or situations can be combined or added to influence this issue or problem? Adapt Can the materials, methods, processes, or situations be used in another way to find a solution? Modify Can this be made bigger, stronger, and more frequent? Can it be made smaller and more compact? Put to other uses Can this be used instead of other materials, methods, processes, or situations? Eliminate Can parts of this be eliminated? Reverse Can the work be done backwards? Can this process be reversed?
SCAMPER emphasizes that no response is too crazy or inconceivable. Web Links Gifted Education - A Resource Guide for Teachers: http://www.bced.gov.bc.ca/specialed/gifted/process.htm Scamper: http://www.discover.tased.edu.au/english/scamper.htm
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B.3.4 Case studies
Figure 1: Case Studies
Case study teaching methods have become more important in many professions such as law, medicine, and business. Case studies that are specified in the course or instructor-developed can be used to integrate many concepts throughout the Academy curricula. Figure 1 shows a case study from the CCNP curriculum. The International Travel Agency is a fictitious business for which a CCNP certified individual might be asked to provide network services. Web Links Use of Master Classroom Technology to Implement a Case Study Approach to Learning: http://www.mtsu.edu/~itconf/papers96/MASTER.HTM
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Case Study Teaching in Science: A Bibliography: http://ublib.buffalo.edu/libraries/projects/cases/article2.htm
B.3.5 Web research
Figure 1: Cisco.com
The Internet has a tremendous amount of resources for people who want to understand or install networks. Students can also research products, answer questions, or perform extension activities. Academy students are encouraged to use the links built into the Instructors Guide or their favorite websites. The online documentation for Cisco Systems, Sun Microsystems, HP, Panduit, and other sponsors is particularly important. In terms of bandwidth capabilities, the Web resources related to networking far exceed any textbook or online curriculum. Students must find the resources and be cautious consumers. The ability to use the Internet as a resource is a very useful skill for students to develop. Web Links Cisco: http://www.cisco.com/ Sun: http://www.sun.com/index.xml Adobe: http://www.adobe.com/ Panduit: http://www.panduit.com/ Hewlett Packard: http://www.hp.com/ Google: http://www.google.com/ Yahoo: http://www.yahoo.com/
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B.4 Instructional Strategies

B.4.1 Instructor-led classrooms
Figure 1: Instructor-Led Classrooms
The instructor-led style of instruction is currently the most commonly used approach. Academy instructors must communicate information to students based on required competencies and performance objectives. Instructor-led environments allow instructors to cover specified subject matter with a large group or small group of students at the same time. This style of instruction can take place in an extended time frame, which might require an entire class period, or in a shorter time frame as a mini-lecture. Mini-lectures focus on smaller chunks of content that students may need to hear at some point in the learning process. An effective classroom strategy for this style of instruction is to present all lectures at a predetermined class time, and as a precursor to individual and group work. The current focus on the cooperative dynamics of learning has taken attention away from the importance of knowledgebased processes and procedures. Within the instructor-led environment, teachers can review strategies that will help students become better listeners. This will prepare them to be more effective communicators in the academic and working world. A mini-lecture is a 10-minute lecture format that might consist of the following elements: A hook A pretest or focus question to test for comprehension The actual lecture A short question or activity
Studies have found that relatively short, engaging lectures that include demonstrations are excellent adjuncts to the online curriculum and lab activities.
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B.4.2 Self-paced instruction

Academy courses implement self-paced instruction and learning strategies. In self-paced instruction, students learn new content at a speed of comprehension that best fits their learning style. The content is presented in modules, which are chunks of information that fit together into a comprehensive whole. Modules are effective because they allow students to acquire new knowledge in manageable pieces. This method of teaching and learning is used in online environments. Self-paced instruction in an online environment allows students to journey through new competencies or knowledge with flexible time and space requirements. The purpose of online learning should be stated early in the course so students understand what objectives and performances they will be required to master during a course experience. As they begin their voyage into new content, students will encounter linked resources through the Internet and other electronic connections. Through exploration and experimentation, online learning will allow students to become actively involved with the content. Curiosity and inquiry will drive student interest. Self-paced instruction will provide the path to their success. In any online or self-paced program, there is a strong need for a course facilitator. This person helps get students excited and keeps them excited about what they are learning. This person also monitors student progress. The online lessons are an important part of Academy instruction. However, they should not be overly used. Remember that a primary goal of the Cisco Networking Academy Program is to train students to design, install, and maintain networks. This is fundamentally a hands-on, labbased endeavor. When the online curriculum is used in a classroom, students should view the content individually or in pairs of two while the instructor circulates throughout the room to check for problems and comprehension. Instructors may periodically interrupt students to provide additional information or clarify content. Study Guides provide an organized method for students to record the important concepts of each lesson. These can be used for review and reflection. Self-paced instruction includes the following components: Learn Knowledge is gained through vocabulary, content, and activities. Vocabulary Students use the glossary to list and define new terms. Notes or Ideas Important information from the lesson is recorded. Activity Students complete the activity assigned in class. Apply Students organize, plan, record process, draft, record findings, and show the results of the performance lab or activity. Reflect Students think about, and respond to, questions about the learning. Their responses focus on the content, product, process, and progress.
B.4.3 Cooperative/collaborative work

Cooperative work occurs when students work in groups for extended periods of time. Students work together for the benefit of all group members. Research shows that cooperative learning environments stimulate cognitive activities in the areas of higher-order thinking, problem solving, and collaboration. Students who work in cooperative group situations reach objectives and goals with better accuracy than if they work individually on a task. Cooperative work is a foundation strategy used when instructors ask students to analyze and synthesize complex information. This strategy supports advanced thought processes, such as the creation of graphic organizers and the use of logical induction to solve problems. Students learn to be team players and acquire skills that will help them in their professions.
Cooperative work occurs when students work in groups for extended periods of time to enhance the learning experience and create an energetic classroom atmosphere. Students might be grouped together as follows: Groups of two students to study online curriculum Groups of three students to complete cabling, lab, and programming activities Groups of five students to take oral exams and work as network or programming teams
There are a variety of ways to engage students through cooperative learning. Instructors can divide the class into student groups to conduct reviews, ask questions, learn content, and work on performance labs or other activities. It is important to know how and when to use groups for the most effective instruction. The following examples illustrate some of the types of groups and the purposes for which they might be used. Pairs or partners There are different methods that instructors can use to partner students: Each student can choose another student with whom they want to work. The instructor can assign partners. Students can work with other students based on the classroom seating arrangement.
Students can work in teams of two or they can form a larger group. Students can also partner with three students in classes with an odd number of students. A pair may partner with another pair so that the absence of one student will not disrupt their work. Small groups Small groups usually have three to five students. Small groups can be formed in the following ways: The students can choose their own partners. The instructors can assign members to a group. The students can work with other students based on the classroom seating arrangement.
The student roles within the group may be formal and assigned, or informal and unassigned. A formal or assigned role may be a leader, a speaker, a note taker, a summarizer, or a timekeeper. In informal groups, roles may be unassigned but naturally assumed by members of the group. Some group activities will not require the group members to assume any specific roles. Teams A team usually has a specified purpose and consists of three to ten members. The team members may be assigned as follows: Appointed Selected by other members of the team Grouped informally based on classroom seating arrangements Selected alphabetically Selected through some other random method
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Team members may or may not have assigned roles. This depends on the performance task. If there are specific roles, they may be based on skill, interest, or necessity. The end product or result of the team effort may contribute to the grades of all or individual team members. Competitive teams The selection of team members for competitive team activities is similar to the previous description. Each competitive team has a specific purpose. They compete with other teams to determine which team can accomplish the criteria and objectives of a performance task with the most speed and accuracy. The members of each team receive rubrics and criteria for the task. Large groups A large group of students can be configured in a variety of ways: Smaller teams Groups Partners Individuals Whole class
The parameters and criteria for large group discussion and participation should be established prior to the task or activity. This is done so that all of the team members understand their roles and responsibilities within the group. Whole class This type of group is designed to involve all of the students. The parameters for participation and topic focus are clarified in advance so that all participants understand their roles and responsibilities within the class. This student configuration facilitates the following activities: Teacher-led discussions Student-led discussions Demonstrations Presentations
Web Links Teaching Strategies: Group Work and Cooperative Learning: http://www.crlt.umich.edu/tstrategies/tsgwcl.html Enhancing Student Thinking through Collaborative Learning. ERIC Digest: http://www.ericfacility.net/ericdigests/ed422586.html
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B.4.4 Jigsaws
Figure 1: Jigsaw Puzzle
The teaching and learning strategy known as the expert jigsaw was configured by Elliot Aronson in the late 1970s. This strategy asks students to explore new information within the dynamics of a group setting. Cooperative group skills are a prerequisite for this type of learning. Students are divided into three groups, which are called home groups. Each group is assigned a number or a name. The content to be learned is broken into three sections. The content is distributed so each home group receives one of the three sections of content. The use of color codes is a useful technique to implement within this activity. Three different colors are used to distinguish between the three content sections to be learned. Members from each group move to an expert group where the main points of the content are discussed. Members of the expert group process this new information and return to their home groups to teach other members the main points of what they learned from the activity. Research states that this is one technique that stimulates significant learning within the brain since it requires critical analysis and articulation before the acquired knowledge can be taught to others. Web Links Training: How To Do Tasks: http://www.cvm.tamu.edu/wklemm/logic10.html
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B.4.5 Ask the right questions
Figure 1: Ask the Right Questions
In classrooms and labs across the United States, students are typically given questions that test their low-level and high-level cognitive abilities. Instructors who ask low-level questions expect students to respond with basic recall of facts and comprehension based on information they heard in a lecture or read from the curriculum. An example of a low-level question is to ask students to name the levels of the food pyramid or list the elements on the periodic table. This is the most common type of question that students are asked in schools. High-level questions are more open-ended and interpretive. Students are required to analyze and synthesize information. With high-level questions, students are asked to communicate their knowledge through logic, reasoning, and evidence. An example of a high-level question is to ask students to predict the next world epidemic or explain why rockets cannot launch into outer space in extremely cold weather. The average wait time for teachers after they ask a question in a classroom is approximately 1.5 seconds. Research indicates that with just a 3-second waiting period, student answers are more accurate and organized. Instructors should ask students questions about the concepts that they will continue to understand long after the little details fade away from their short-term memories. These concepts will require teachers and students to reflect on the intrinsic value of the questions that they ask and the truths that these questions may uncover. The late Dr. Mary Budd Rowe was an accomplished science educator at the University of Florida and Stanford University. Dr. Rowe studied classroom dynamics. One of Dr. Rowes greatest contributions was to study the time between when an instructor finishes asking the class a question and when the instructor breaks the silence and prompts the class further to respond to the question. Figure 1 shows a timeline. At time Q, the instructor finishes asking a question. At time P, the instructor breaks the silence, either with encouragement or the correct answer. Dr. Rowe called the time between Q and P the wait time. This concept can lead to significant improvements in student learning. The instructors who participated in the study had an average wait time of about 1 second after they asked a question and before they took further action to elicit a response. Dr. Rowe discovered that if the wait time was extended from about 1 second to beyond 3 seconds, the following significant improvements in classroom dynamics occurred:
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Longer responses by students More participation by more students with more confidence
Increase in student-to-student interactions More questions asked Improvements on complex assessments Better classroom management
Instructors who use question and answer techniques to teach networking should increase the wait time to see if student learning improves. Instructors can read an article written by Dr. Rowe to learn more about this concept. Rowe, M., (1974). Relation of wait-time and rewards to the development language, logic and fate control: a. part one: wait time. Journal of Research in Science Teaching, 11(2), 8l-94. b. part two: rewards. 11(4), 29l-308. Many resources about different forms of wait time are also available on the Web.
B.4.6 PMI
Figure 1: PMI
Many of the best instructional strategies help students think about their thought processes, or engage in metacognition. Other strategies encourage students to use knowledge in new and innovative ways. There are many strategies that are currently implemented in classrooms. This section will discuss three methods that are linked to easily-understood instruction, which encourages higher student achievement. The first method is called Plus, Minus, Interesting (PMI). This practice is metacognitive and asks students to evaluate their thoughts about new information. After students have read, heard, or interacted with new information, they create a T-chart. The left side of the chart includes an area for items that might qualify as plus, minus, or interesting. Students respond to the following questions in relation to specific content: What do they consider to be a Plus? What do they consider to be a Minus? What do they consider to be an interesting process, comment or question?
Students record their thoughts on the right side of the chart as they apply the categories to the new content. Students can work individually on PMI charts and then share their responses with a partner or a larger group. Ideas and perspectives are shared until they reach common conclusions. PMI is especially useful during lecture sessions since it provides students with an opportunity and a method to digest new content.
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Web Links PMI: http://www.mindtools.com/pmi.html Activating and Engaging Habits of Mind: http://www.ascd.org/cms/objectlib/ascdframeset/index.cfm?publication=http://www.ascd.org/pu blications/books/2000costa1/2000costatoc.html
B.4.7 Graphic organizers
Figure 1: Cluster Diagram
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Figure 2: Problem-Solving Matrix
Figure 3: Flowchart
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Figure 4: Block Diagrams
Figure 5: Extended Star Topology in a Multi-Building Campus
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Figure 6: Main Building First Floor
Figure 7: Digital Signal
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Figure 8: Spectrum Diagram of a Voltage versus Frequency Graph
Figure 9: Data Encapsulation
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Figure 10: Ethernet and IEEE 802.3 Frame Format
Figure 11: Local Area Networks and Devices
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Figure 12: Wide Area Networks and Devices
Advanced organizers can be used to tap into the prior knowledge of students. There are many forms of advanced organizers such as exposition, narratives, and graphics. Graphic organizers are shown in Figures through . These methods were publicized by a psychologist named David Ausubel in the late 1960s. These techniques help students make connections between their current knowledge and the information needed to reach a more complete comprehension of a learning objective. Graphic organizers also enable students to arrange large chunks of new information into smaller chunks. These smaller pieces are easier to learn and understand. Cluster diagrams help students generate and organize thoughts. When students brainstorm, a question or concept is put in the center of a cluster and all of their ideas are added to the cluster. Similar ideas are grouped together. Cluster diagrams are also used as concept maps or to present course material to students. They can also be used to assess how well students understand a concept. Problem-solving matrices are a standard part of design documentation. In their simplest form, a variety of design options such as network media, network architecture, or protocols are listed vertically and the specifications against which choices will be rated are listed horizontally. In theory, the option that earns the highest score against the specification rubric is chosen. However, design is a repetitious process and many layers of matrices are typically created with increasingly refined specifications, weighted rubrics, and significant brainstorming and research. Flowcharts are a standard part of computer programming. Flowcharts and process flow diagrams are generally used to graphically represent various branches of a process. Flowcharts are used throughout the curriculum to describe configuration, troubleshooting, and communications processes. Block diagrams are standard in the electronics industry. A few simple symbols or pictorials and arrows are used to indicate the flow of information. Block diagrams include simple descriptions of the functions of the various blocks. Block diagrams represent an intermediate level of detail for electrical systems. They are not circuit-level schematic diagrams. A block diagram of the following components is a good accompaniment to flowcharts that explain the processes that occur among the blocks:
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The internal components of a PC The internal components of a router The devices that make up the LAN or a WAN
In networking there are logical topological diagrams and physical topological diagrams. Logical topologies refer to logical interconnections and the flow of information in a network. Physical topologies refer to the devices, ports, interconnections, and physical layout of a network. Both of these diagrams are used extensively. Electrical engineers refer to voltage versus time graphs of signals as the time domain. These graphs show the output from an oscilloscope, which is a device that measures voltage. These graphs summarize many important networking concepts, particularly in the first semester curriculum: Bits Bytes Analog signals Digital signals Noise, attenuation Reflection Collision AC DC RFI EMI Encoding Transmission errors
Web Links David Ausubel: Advance Organizers http://chd.gse.gmu.edu/immersion/knowledgebase/strategies/cognitivism/AdvancedOrganizers .htm
B.4.8 Setting goals

Students perform well when they have a plan and access to the necessary resources. The research on goal setting and its impact on learning is impressive. There are certain truths for students who set personal achievement goals. When students set personal achievement goals, they can identify and connect to a greater purpose to reach their goals. Students identify how a goal fits into their future plans through reflection, problem solving, and decision-making. Students define the steps they need to take to reach long-term and short-term goals. They set criteria for each level of achievement and conjure up a mental picture of the results they want. Personal goals give students a map for their success. It is important to create a design or an intended course of action. Students should list the small steps and the larger milestones and use visual reminders. Students demonstrate their dedication to reach their final goals through progress.
The achievement of a goal is only possible if students are willing to make decisions and modify their behavior along the way. Students must dedicate their strengths and resources to the goal in spite of any diversions, disappointments, or difficulties they encounter. To successfully reach their goals, students need to make connections with other people. They should seek out people with the knowledge to advance their comprehension and the passion to keep them motivated and encouraged. It is a fundamental psychological principal that learning requires the assimilation of new comprehension into a current level of comprehension. Students can be shown how to tap into their personal experiences and knowledge to find solutions to their problems. Finally, there must be an evaluation process. Students should measure their accomplishments at each level of their action plan. Students will continuously put additional procedures in place to help them reach the next step toward their goals. Instructors who advocate the practice of goal-setting in their courses should provide opportunities to discuss goal-setting skills as they pertain to personal goals. These instructors can demonstrate time-management skills in the classroom and monitor student goal-setting behaviors. Instructors should set aside time for students to determine their progress. This can be done through reflection and journal writing activities. Instructors also demonstrate risk-taking behaviors in the classroom. They encourage their students to try new strategies if they believe a strategy may help them reach their goals.
B.4.9 Kinesthetic activities
Figure 1: Kinesthetic Activities
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Figure 2: Kinesthetic Activities
A kinesthetic activity refers to the movement of the body to act out or communicate something. The kinesthetic activities in this section demonstrate the networking process. These exercises are also known as role-playing activities or skits. They help students understand complex and normally invisible processes. Kinesthetic activities can be a helpful way to introduce basic IT concepts. Most IT courses require knowledge of binary arithmetic. Figures and show an activity that can be done with eight students. Each student represents a specific place value of 128, 64, 32, 16, 8, 4, 2, or 1 for 8-bit binary numbers. The instructor picks a number between decimal 0 and 255 and each student must decide if they should sit to represent binary 0 or stand to represent binary 1. Many IT processes and algorithms can be expressed through kinesthetic activities. Role-playing occurs when students act out or dramatize a scenario, story, event, or real life situation. Role-playing activities can be used to help students understand events, discoveries, or interpersonal relationships. Students can create a script for role-playing or ad-lib the actions and dialogue. Web Links Kinesthetic Teaching: http://www.mindsinmotion.org/creative.html
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B.5 Assessment Strategies

B.5.1 Review strategies
Most lessons contain review questions that pertain to content from the previous lesson. Strategies for the use of review questions can be selected from the following list: Individual students answer review questions on their computers. Pairs of students discuss and answer review questions on their computers. Pairs or small groups of students discuss and answer review questions before each student completes the review. The entire class or groups of students discuss review questions and enhance their levels of comprehension through the discussion. Small groups each discuss a portion of the questions and explain their findings to other groups to demonstrate their knowledge. This is an example of the jigsaw technique. The entire class plays a game in which one person states a fact, which represents the correct answer to a question, and leaves out an important piece of information. The rest of the class must respond with the missing information in the form of a question. For example, the fact could be This is the first layer of the OSI and the correct response would be What is the physical layer? Points can be awarded for correct responses based on the level of difficulty. Student teams or small groups design analogies to explain concepts to other teams of students.
Web Links Learning Through Technology: http://www.wcer.wisc.edu/nise/cl1/ilt/default.asp
B.5.2 Journals and reflection

An effective evaluation practice for students is to write in journals and reflect on academic experiences. Students can document their individual learning process and highlight important concepts. A learning log asks students to document their learning steps and indicate what is clear, what confuses them, and what they would like to learn more about. This provides important information about how students interact with, and process, new content. Instructors can determine if students are satisfied with their program and motivated to continue. Journals are self-reflective and encourage students to reveal personal thoughts, feelings, and ideas. Some students may choose not to share this type of information. If instructors decide to practice this type of assessment in their classrooms, there must be clear communication between the instructor and the students about the purpose of this activity. The teaching and learning environment is strengthened when instructors and students take time each day for reflection. Metacognition occurs when people think about their thought processes. This can be done through written, verbal, kinesthetic, or musical activities. Reflection is an important tool to develop new comprehensions about the world. When students ask essential questions about their learning experiences, they can improve their information processing skills and become better problem solvers and communicators.
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Journals provide a space for inner thought and reflection on experiences that occur in the teaching and learning process. Instructors that incorporate journal writing into curriculum will usually set aside a period of time for this process. The teacher and students can use this time to reflect on completed tasks or make predictions about future experiences. Thoughts and ideas can be written down in a dedicated, personal paper space or in a word processor file. These thoughts can take many forms such as words, sentences, illustrations, maps, charts, magazine pictures, and newspapers. Journal entries can take the form of guided or free-style writing. Through this type of reflection, teachers and students can track their comprehension of issues and themes over time. Academy instructors may want to instruct students to keep a technical or engineering journal to record details about all aspects of their network design and installation experiences. This may not seem important at first. However, it will help students develop a habit that will become more important as they increase their networking experiences. These journals are usually paperbound composition books in which pages are dated and added, but never removed. The entries would include things such as daily reflections, troubleshooting, details, procedures and observations, equipment logs, hardware and software notes, and router configurations. Student reflection is an important element of instruction with limited time requirements. The process helps students analyze and become more responsible for their learning. During reflection, the students think about an aspect of the lesson and write a reaction in the study guide. This internalization of learning helps the students set goals and make sense of the learning process. It also links prior learning to present and future learning. The reflection process helps students analyze and synthesize new comprehension. Students use the cognitive processes of assimilation and accommodation to move learning from short term to long-term memory. After each lesson, students should reflect on one or more of the following categories: Content Product Process Progress
Throughout the year, students should review their reflections and acknowledge the growth in their comprehension. Prior to a reporting period, students should write a brief paper that explains their growth in knowledge and the skills they acquired in the preceding weeks. Some examples of reflection and journal writing for Academy courses are as follows:
Key ideas from class presentations Discussions Activities related to lesson content Personal analysis that shows a connection with the content purpose Questions or statements that indicate a need for further clarification or inquiry Attention to the process required to accomplish an important task Application of learned material to other content or subjects A demonstration of the connection between concept or content Thoughtfulness as demonstrated by goals for improvement Other actions that demonstrate self-learning Acquired knowledge
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Important concepts Skills Improvements Effective strategies Ineffective strategies Group activities Instructor performance Progress Shortcomings Goals for further learning Applications of knowledge
Web Links Student Reflection Questions: http://pblmm.k12.ca.us/PBLGuide/PlanAssess/StReflectionQuestions.html
B.5.3 Rubrics
Figure 1: Grading Rubric Sample
Another good instructional practice is the use of rubrics as a form of assessment. A rubric allows criteria to be established for outcomes that are acquired through individual or group projects. Levels of success and quality are identified at different levels of a predetermined scale. Quantitative data can be associated with each level of performance. Rubrics assess observable learning behavior, all curriculum content associated with a project, and other components such as design, research skills, organization of thought, cooperative skills, and the ability to communicate emerging knowledge.
The rubric has two primary functions for teaching and learning. Rubrics communicate expectations and give students a level of achievement to work toward. One of the most important benefits of rubric assessment is the control it gives to students. Students can create their own rubrics based on established standards and performance objectives. Assessment occurs continuously through self-monitoring and self-evaluation. Students who are given direction and the freedom to choose their path of learning, are empowered to accomplish high levels of achievement. For Academy courses, rubrics create specific expectation criteria for the final performance of a lab or activity. In the demonstration of each task, there is a specific set of performance levels for all objectives, content, and skills. Each rubric contains a criterion that defines the elements that indicate learning proficiency. Many rubrics are based on a four-point scale, where four points represent the best level. Each point on the scale has specific criteria that describe the performance characteristics. Before an assessment of student interactions, classroom work, or any performance lab or activity, students should be aware of the expectations. This will help them begin the process of self-assessment as they progress through the individual tasks that are reflected in the rubric. Rubrics that are developed by both students and teachers can help students organize and prepare for learning through advance knowledge of their assessment expectations. It also allows students to contribute to the development of the grading scale for their performance labs or activities. Web Links RUBISTAR: http://rubistar.4teachers.org/ Rubrics and Assessments: http://home.socal.rr.com/exworthy/rubric.htm
B.5.4 Portfolio
A portfolio is an example of authentic assessment. As students complete major presentations or networking projects, they save them in a portfolio. A portfolio of accomplishments must be presented before many companies will hire an individual. Portfolios show growth over time and include student reflections on different periods of learning. Academy students might keep a portfolio of their experience in building a network and examples of configurations they created for different scenarios. Community projects are also good examples of accomplishments. A portfolio is a paper, electronic, or online collection that shows the best work of a student. As with any educational initiative, portfolios are continually revised and improved. Many secondary school districts encourage portfolio-based assessments. The Cisco Networking Academy Program is well suited for this type of assessment. Students maintain their portfolios to include all of their best work throughout all semesters of a curriculum. This portfolio can contribute to graduation criteria. It can also serve as an impressive display for potential employers. Web Links Guidelines for Portfolio Assessment in Teaching English: http://www.etni.org.il/ministry/portfolio/default.html
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B.5.5 Oral exams
Figure 1: Oral Exams
Figure 2: Oral Exams
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Well-planned oral examinations can be powerful learning experiences for students. Careful preparation can minimize the intimidation that is felt by some students. The models for oral exams are usually based on job interviews and graduate school oral exams. A method that works particularly well for groups of diverse students, is to give teams of students the exam questions, answers, and rubrics prior to the exam session. Establish scheduled exam times, which can be after school if necessary. Students study and complete assessment activities in groups. Then, each individual member of a team enters the room alone and is asked one of the questions by the board. The students do not know which question they will be asked in advance. This method of oral testing usually motivates the students to study hard and with a lot of enthusiasm. Examples of oral exams are found in Semester 2 Lesson Plans. Instructors are encouraged to develop their own techniques for oral examinations and should use them to test for benchmark comprehension.
B.5.6 Lab exams
Figure 1: Lab Exams
Lab exams are also known as skills exams. These exams give students an opportunity to demonstrate their knowledge of cable and router configuration. Students use cables and routers to assemble a network in a lab. Their performance task is to connect cables and routers so every router can successfully communicate with the other routers. The number of routers to connect will vary based on equipment access. This process is one that distinguishes the Cisco Networking Academy Program from all other programs. When students graduate from the Academy, they have been tested on their hands-on expertise with equipment. This practice supports authentic assessment and gives students higher credibility in the job market. Lab exams include all of the following:
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Practical exams Performance exams Demonstration labs Skills-based and performance assessments Authentic assessment Mastery learning Formative and summative exams
Cisco recommends a simple pass or fail grade, with opportunities to retake the skills exam if necessary. Web Links Certification Magazine: http://www.certmag.com/issues/aug01/feature_long.cfm CCIE: http://www.cisco.com/warp/public/625/ccie/
B.5.7 Six lenses
Figure 1: Six Lenses
In any learning endeavor, certain lenses are indispensable to ensure a high quality experience for students. There are six different perspectives that are supported in the Academy courses: Equity Curriculum Teaching Learning Assessment Technology
It is important to ask questions about these factors in all Academy curriculums. The following example uses UNIX: Equity Do all Academy students have adequate access to information about UNIX? Curriculum Do the online curriculum and skills-based labs provide ample opportunities for students to learn about UNIX? Teaching Do all Academy students have access to instructors who use instructional best practices to teach UNIX? Learning Do students have adequate resources to construct their own iterative comprehension of UNIX? Assessment Do all students have access to online and skills-based formative and summative assessments? Technology What technologies enable the effective teaching of UNIX?
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As instructors work through this orientation they are encouraged to revisit these essential questions. In this section, Cisco presented some useful content, tools, and perspectives. Ultimately, instructors should decide what teaching methods are best for their students.
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CCNA 3: Switching Basics and Intermediate Routing v3.1 IG Welcome

Copyright 2004, Cisco Systems, Inc.

CCNA 3: Switching Basics and Intermediate Routing v3.1 IG Welcome

Copyright 2004, Cisco Systems, Inc.

CCNA 3: Switching Basics and Intermediate Routing v3.1 IG Welcome

Copyright 2004, Cisco Systems, Inc.

II. Course Overview

CCNA 3 Switching Basics and Intermediate Routing v3.1 IG Teaching Guide: TI by TI

Copyright 2004, Cisco Systems, Inc.

The CCNA 3 course is an important step toward achieving CCNA certification.

CCNA 3 Course-Level Claims

CCNA 3 Switching Basics and Intermediate Routing v3.1 IG Teaching Guide: TI by TI

Copyright 2004, Cisco Systems, Inc.

CCNA 3 Switching Basics and Intermediate Routing v3.1 IG Teaching Guide: TI by TI

Copyright 2004, Cisco Systems, Inc.

III. Guide to Teaching TI by TI

Target Target Indicator Target (TI) Indicator Indicator (TI) (TI)

CCNA 3 Switching Basics and Intermediate Routing v3.1 IG Teaching Guide: TI by TI

Copyright 2004, Cisco Systems, Inc.

Module 1: Introduction to Classless Routing

CCNA 3 Switching Basics and Intermediate Routing v3.1 IG Module 1

Copyright 2004, Cisco Systems, Inc.

1.1.1 What is VLSM and why is it used?

1.1.2 A waste of space

1.1.3 When to use VLSM?

CCNA 3 Switching Basics and Intermediate Routing v3.1 IG Module 1

Copyright 2004, Cisco Systems, Inc.

1.1.4 Calculating subnets with VLSM

CCNA 3 Switching Basics and Intermediate Routing v3.1 IG Module 1

Copyright 2004, Cisco Systems, Inc.

CCNA 3 Switching Basics and Intermediate Routing v3.1 IG Module 1

Copyright 2004, Cisco Systems, Inc.

1.1.5 Route aggregation with VLSM

CCNA 3 Switching Basics and Intermediate Routing v3.1 IG Module 1

Copyright 2004, Cisco Systems, Inc.

1.1.6 Configuring VLSM

1.2 RIP Version 2

1.2.1 RIP history

CCNA 3 Switching Basics and Intermediate Routing v3.1 IG Module 1

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1.2.2 RIP v2 features

1.2.3 Comparing RIP v1 and v2

1.2.4 Configuring RIP v2

CCNA 3 Switching Basics and Intermediate Routing v3.1 IG Module 1

Copyright 2004, Cisco Systems, Inc.

1.2.5 Verifying RIP v2

1.2.6 Troubleshooting RIP v2

1.2.7 Default routes

CCNA 3 Switching Basics and Intermediate Routing v3.1 IG Module 1

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CCNA 3 Switching Basics and Intermediate Routing v3.1 IG Module 1

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Module 2: Single Area OSPF

CCNA 3 Switching Basics and Intermediate Routing v3.1 IG Module 2

2.1 Link-State Routing Protocol

2.1.1 Overview of link-state routing

2.1.2 Link-state routing protocol features

2.1.3 How routing information is maintained

CCNA 3 Switching Basics and Intermediate Routing v3.1 IG Module 2

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2.1.4 Link-state routing algorithms