Hardware Topic. Hardware Part 1. The Mininet tutorial. Networking basics computer networking f kurose pdf. Tech Students Computer networks pdf notes. Computer Network Notes For B.
Peterson and Bruce S. Define Encapsulation and Peer to Peer communication in the layered architecture. With neat sketch Explain Packet switching technique in detail. Give a brief explanation about copper cables with neat sketch. Describe the stop and wait for a protocol with a neat sketch. Explain the Distance Vector routing algorithm with an example. Explain all states in it. What is the significance of the data link layer? Explain the design issues of the data link layer.
Explain the different layers of ATM. Edition no. Dhotre V. Bagad Technical Publications Paperback Edition no. Pearson Education Edition no. Draw a diagram to show how the above components can be connected to construct a LAN using: a bus topology, b ring topology, and c star topology.
Discuss the importance of interactive teaching in introductory computer networking and hardware courses. List and describe four main components of a computer system. List and describe two main components of a central processing unit. Describe the function of address, data, and control buses. Draw a diagram to illustrate the interaction between a CPU and the main memory.
List and describe three software tools suitable for classroom use to enhance teaching and learning computer-networking concepts. References Abe, K. An integrated laboratory for processor organization, compiler design, and computer networking.
Anderson, J. Situated learning and education. Educational Researcher, 25 4 , Digital Works. NetMod: A design tool for large-scale heterogeneous campus networks. Burch, C. Logisim: A graphical system for logic circuit design and simulation.
Journal of Educational and Resources in Computing, 2 1 , Collier, M. A picocontroller training simulator in a Web page. Interna- tional Journal of Electrical Engineering Education, 40 2 , Comer, D. Computer networks and Internets with Internet appli- cations 3rd ed.
Prentice Hall. Hands-on networking with Internet technologies. Englander, I. The architecture of computer hardware and systems software: An information technology approach 2 nd ed. Fall, K. The ns manual. Business data communications and networking 7th ed. New York: Wiley. Forouzan, B. Local area networks 1st ed. Data communications and networking 3rd ed. Interactive teaching of elementary digital logic design with WinLogiLab.
Hong, J. Com- puter Communications, 22 14 , Unpublished manuscript. Keiser, G. Local area networks 2nd ed. King, P. A data link protocol simulator. Retrieved January 5, , from www. The cnet network simulator v2. CMU Monarch project. Retrieved June 20, , from www. Sarkar, N. The WebLan-Designer. Shelly, G. Discovering comput- ers Complete. Course Technology. Stamper, D. Local area networks 3rd ed.
Turner, K. An interactive visual protocol simulator. Young, M. Instructional design for situated learning. Educational Technology, 41 1 , Sarkar, Auckland University of Technology, New Zealand Krassie Petrova, Auckland University of Technology, New Zealand Abstract It is somewhat difficult to motivate students to learn both wired and wireless local area network design because students find the subject technical, dry when delivered in class, and rather boring.
This chapter introduces the case of a Web-based tool for class demonstration as well as modelling LAN design. The background of the case is presented and is followed by a review of some existing tools for network simulation and modelling.
After introducing the learning theories and concepts e. The main benefits of using WebLan-Designer are discussed in the light of educational theories, and their validation is supported by a summary of comments received. The chapter concludes with remarks on the strengths and weaknesses of WebLan-Designer and its future development. Introduction It is somewhat difficult to motivate students to learn both wired and wireless local area network design because students find the subject technical, dry when delivered in class, and rather boring.
Educators have experimented with different approaches to alleviate this problem. Chang, , and learning research techniques such as the phenomenographical approach Berglund, The motivational background of the case is presented in the next section and is followed by a review of some existing tools for network simulation and modelling. WebLan-Designer 23 systems today. We believe that students learn LAN design better if they are given interactive practical exercises that illustrate theoretical concepts.
Even less course material is available on wireless networking and related topics. The need for learner support in the areas of computer networking is especially strong Petrova, We strongly believe, as do many others Abe et al. The theoretical underpinnings of this approach come from two theories of learning: experiential learning and constructivism.
Secondly, as students make their way through the basic framework of pre-supplied content-related constructs, they are given the opportunity to develop and reorganize their own concepts and ideas.
Computer networking is a particularly challenging subject to learn and to teach in a meaningful way; students may find the subject technical and rather dry when presented. A team of Auckland University of Technology-based researchers developed a Web-based tool called WebLan-Designer, aiming to provide stu- dents with an interactive learning experience in LAN design. A teacher involved in an introductory networking course might be able to use WebLan-Designer in the classroom as a demonstration to enhance the lecture environment.
Students, on the other hand, can use the system to complete networking assignments and verify interactively and visually the solutions to LAN design exercises and in- class tasks. WebLan-Designer can be accessed at any time either through an intranet or the Internet.
In addition to enhancing classroom teaching by including an element of online learning, WebLan-Designer also provides online support for off-campus students and enhances learning by engaging them in a flexible, learner-centered manner.
In the following section we briefly review various existing software tools related to the proposed system described in this chapter. However, these often powerful systems can have a steep learning curve, and while excellent for doing an in-depth performance evaluation of LANs, the simulated networking environment created is typically far more detailed than is necessary for introduction to fundamental concepts.
Some of the tools which are reported in the networking literature are described below. The tool can be used in university, industrial, or governmental campus networking environments, comprising thousands of computer sites. NetMod is implemented in combination with the easy-to-use software HyperCard, Excel. The environment provides textual information on the seven OSI layers, supplemented with figures, examples and demon- strations, and multiple-choice questions. Protocol simulation is used; for example, the shortest path first and network flow using graph theory.
It provides monitoring and analysis capabilities not only for traffic loads but also for traffic types, sources, and destinations. Using a Web browser, users can monitor traffic statistics and review traffic history.
NI can perform simulations of network topologies using actual gathered data as opposed to arbitrary data. As a learning tool, cnet has been used worldwide in undergraduate networking courses. The software is simple and easy to use and can be used either in the classroom or at home to enhance teaching and learning of some aspects of LAN design.
However, the current version of LAN-Designer has very limited features and requires significant improvement. The software is easy to use and can be accessed either from an intranet or through the Internet to enhance learning and teaching of various aspects of wireless LAN design. WebLan-Designer, which we describe in the next section, has its own unique features, including the integration of wired and wireless LAN design, simplicity, ease-of-use, and a Web-based interactive system.
WebLan-Designer Architecture and Components Figure 1 illustrates the three-tier client-server architecture approach used in implementing the system. The components of WebLan-Designer are shown in Figure 2. Both parts of WebLan-Designer have the following main components: Figure 1.
Each tutorial includes self-assessment both at commencement and after completion. Each quiz consists of a set of 50 multiple-choice questions with four possible answers, and each question is designed to cover a key concept of LAN design. At the end of a quiz session, the system displays the total score, which allows the student to assess his or her knowledge about LAN design.
This can be achieved by comparing the total scores obtained from two quiz sessions: 1 before and 2 after using the WebLan-Designer learning resources.
WebLan-Designer 27 Table 1. Table 1 lists the supported topologies and access methods. Figure 3 shows a screenshot of a modelling page of WebLan-Designer. An infrastructure wireless LAN is modelled, including 10 workstations, eight personal digital assistants PDAs , and two printers. Scenario examples A wired network scenario A wireless network scenario Two of the university departments are about to Pizza House wants to attract more customers be rehoused and jointly need to install a new to its pizza parlor in King Street and has computer laboratory.
This laboratory will decided to offer a Hotspot Internet Coupon occupy two adjacent rooms, with each room Hroup with every pizza ordered on the spot. The requirements are: 1 One Hroup gives a minute free Internet Each laboratory must be capable of operating access to any customer who has ordered a independently.
It should be possible to disable pizza and has a wireless-enabled PDA, a the network in each room separately and at a laptop, or a mobile phone that can access the single point. The coupon expires if not used capable of being combined for use with large within 1 hour of the purchase.
Pizza House has classes. Both laboratories obtain from them cheap broadband wireless will need to have access to a Linux server, Internet access and use it to offer to Hroup which they will share. By observing an integrated LAN which spans over multiple floors on two or more buildings close or at a distance , students can enhance their knowledge and understanding about campus, small business, and corpo- rate-wide LAN design. Two scenario examples are shown in Table 2.
Examples include: What layer of the OSI model is concerned with turning binary code into a physical signal? The review questions broaden the scope of the system as they refer to knowledge gained through other activities, such as lectures or independent reading. We felt that adding a suggested answer would serve the purposes of learning better than leaving the questions unanswered. Two examples of the models that the modelling engine creates are shown in Figure 4.
WebLan-Designer 29 Figure 4. The GUI is not only user-friendly but self-explanatory. Let us briefly highlight the value of WebLan-Designer and how we use it in teaching and learning contexts. At AUT, the authors teach various aspects of networking and LAN design, including wireless networks, across three different programmes: 1 bachelor of business, 2 bachelor of computer and information sciences, and 3 diploma in IT classes.
In line with the observation made by other authors, for example, Berglund , our experience shows that at times it is quite difficult to motivate students to learn about wired and wireless LAN design using the traditional lecture-only method. Students find the topic full of technical jargon, rather dry when delivered in lecture, and even boring. In the classroom, students are asked to design a server-based LAN on paper.
After a prescribed period of time e. The interactive quizzes, review questions, and key term definitions are also being used, complementing the modelling task. In addition to classroom use, the students can access WebLan-Designer from home and work on exercises and tutorials in their own time and at their own pace. Thus the tool not only enhances lectures by including an element of online learning but also provides off-campus online support for students.
This is especially important for students taking courses in a flexible mode, combining face-to-face classes with self-directed online learning. Figure 5 shows sche- matically two suggested study guidelines wired LANs. As discussed earlier, teaching networking concepts without the ability to engage students in some practical work makes networking classes dry and boring and does not motivate students.
WebLan-Designer 31 learning using computer-based tools Chen, ; Resnick, Summarizing the findings of a large body of research in experiential learning, Kolb et al. Firstly, the tool is easy to use and navigate and is accessible through the Internet. Therefore, it is suitable for a distance learning off-campus environment. Secondly, the learner is engaged in a broad and dynamic learning experience. For example, the modelling function provides a simple and easy way to develop a variety of network configurations, and students can experiment with LAN topologies and channel access protocols and thus gain a better understanding of LAN design.
In addition to LAN modelling, eight business case scenarios and suggested solutions, which provide real-world examples to students about the organization and corporate network- ing requirements, are included in the system.
The combining experimentation through modelling and observation using scenarios enable students to construct their own knowledge Chen, , which might be especially important for learners from a nontechnical background Kolb et al. WebLan-Designer was trilled for the first time during semester 1 of in three classes, and the informal feedback from students was positive.
We asked the teaching community in New Zealand to send us comments, and we hoped to receive feedback from visitors to the Web site. At the time of writing, we have received comments from seven lecturers involved in teaching networking three from AUT, three from other New Zealand institutions, and one from an overseas university. We agree with these comments wholeheartedly. The suggested improvements include adding more functions and adding more internal links; we will consider these suggestions carefully in our future work.
Evaluation by peers Positive … I like the network designer part especially i. I have experienced that students like to use these for self-review. The different scenarios are useful for students to see and analyze different network configurations.
Recommendations … More navigation links might make the tutorial easier to navigate and use; for example, after completing the quiz, there is a link to reattempt the quiz. Similarly links to other parts of the Designer such as tutorial might make it more navigable. It looks good for the students for revision especially. The tool can be used either in the classroom to enhance the lecture environment or at home i.
Objectifying network topology concepts is one of the aspects of the constructivist approach towards teaching computer networking. The flexibility in modelling LAN design enhances learning as it introduces variation — an experience stimulating the understanding of the concept under investigation Berglund, Compared to the traditional method of classroom teaching of computer network- ing, WebLan-Designer provides students a different way of learning more LAN design concepts e.
The mixed and often very minimal level of prior student knowledge, recognised by R. Chang as one of the challenges in teaching computer networks, is addressed by the inbuilt flexibility. More experienced students can go through quizzes and scenario-based LAN design. Students exposed to networking for the first time can do a walk-through and learn about computer networks.
Finally, learning is further enhanced by multi-coverage of the content e. Students are given the opportunity to identify their misconceptions and reconstruct their knowledge, which helps them internalise, rather then absorb, the basic ideas and concepts Chen, The tool has some limitations. The software can easily be upgraded to accommodate any number of components.
The incorporation of wireless personal area networks Bluetooth technology is also suggested for future work. WebLan-Designer is available at no cost to faculty interested in using it to supplement their teaching. CJ, An earlier version of this chapter appears as: Sarkar, N. This chapter described a Web-based tool called WebLan-Designer that gives students an interactive and flexible learning experience in both wired and wireless LAN design.
Both teacher and students can benefit from the use of WebLan-Designer in different teaching and learning contexts. A teacher is able to use it in the classroom as a demonstration, to liven up the traditional lecture. Students, on the other hand, can use the system in achieving the following learning outcomes: 1 complete tutorials on both wired and wireless LAN design; 2 test prior knowledge on networking through interactive quizzes; 3 verify the solution to in-class tasks and exercises through LAN modelling; and 4 learn more about scenario-based LAN design.
In addition to enhancing face- to-face teaching by including an element of online learning in the classroom, WebLan-Designer provides online support for off-campus students and facili- tates learning through flexible course delivery. The effectiveness of WebLan- Designer as an aid to teaching and learning LAN design has been evaluated both by students and teaching team.
Typically, infrastructure-based wireless networks provide access to the wired backbone network via an AP. The AP may act as a repeater, bridge, router, or even gateway to regenerate, forward, filter, or translate messages. All communication between mobile devices has to take place via the AP. Ad hoc network: A class of wireless network architecture in which there is no fixed infrastructure or wireless access points. In ad hoc networks, each mobile station acts as a router to communicate with other stations.
Such a network can exist on a temporary basis to share some resources among the mobile stations. Constructivism: A theory of learning which regards learning as a process of developing knowledge through the construction and reconstruction of concepts and ideas, providing learners with motivation, and supporting self- directed learning.
WebLan-Designer 35 Experiential learning: A process through which a learner constructs knowl- edge, skill, and value based on direct experiences. Engage students in critical thinking, problem solving, and decision making in contexts that are personally relevant and connected to academic learning objectives by incorporating active learning. Infrastructure network: A class of wireless network architecture in which mobile stations communicate with each other via access points, which are usually linked to a wired backbone.
Such a network has a fixed infrastruc- ture and a centralized control. It is compatible with a variety of database management systems. Wireless LAN: This term refers to a LAN which uses infrared or radio frequencies rather than physical cable as the transmission medium. List and describe the main features of WebLan-Designer. Discuss the difference between an ad hoc and an infrastructure wireless LAN. Define the following key terms: ad hoc network, access point, infrastruc- ture network, and wireless LAN.
Explain how WebLan-Designer can be used for class demonstration. List and describe possible enhancements to WebLan-Designer. Bachmann, D. Berglund, A. What is good teaching of computer networks? Bhunia, C. A low-cost PC- based virtual oscilloscope. Bing, B. Wireless local area networks: The new wireless revolution. Chang, R. Teaching computer networking with the help of personal computer networks.
Chang, X. Network simulations with Opnet. Chen, C. A constructivist approach to teaching: Implications in teaching computer networking. Learning and Perfor- mance Journal, 21 2 , Diab, H. An educational tool for computer networks. Australasian Journal of Engineering Education, 6 1. Dornan, A. The essential guide to wireless communications applica- tions: From cellular systems to Wi-Fi 2nd ed.
Web-Based system for managing a telematics laboratory network. Hacker, C. Kofke, D. Web-based technologies for teaching and using molecular simulation. Fluid Phase Equilibria, , Kolb, A. Learning styles and learning spaces: Enhancing the experimental learning in higher education. Experimental learning theory: Previous research and new directions. Zhang Eds. NJ: Lawrence Erlbaum. McDonald, C.
Real-time carrier network traffic measurement, visualisation and topology modelling. Computer Communi- cations, 27, Guide to designing and implementing local and wide area networks 2nd ed. Canada: Course Technology. Petrova, K.
The quest for the best mix: An ongoing project in e-learning. Reinig, B. Supporting higher education with the World Wide Web. Journal of Computer Information Systems, 39 1 , Resnick, M. Rethinking learning in the digital age. Kirkman, J. Sacns, K. Cornelius Eds. Center for International Development, Harvard University. Rokou, F. InfoLab: A Web learning pedagogical based content repurposing approach.
Sanchez, M. Future Generation Computer Systems, 17, Shifroni, E. Simulation game for teaching communications protocols. Sitthiworachart, J. Web-based peer assessment in learning computer programming.
Zheng, P. Trieu, The University of Technology Sydney, Australia Abstract A country or a nation would be immobilized without computers and data communication networks. The cost associated with purchasing networking devices and equipment to enable students to gain practical experience in setting up a customised network can be significant. Therefore, networking fundamentals are taught by combination of textbooks and lecture-only methods in many schools and publicly funded tertiary institutions.
This chapter describes the development and use of an interactive learning tool called iNetwork for teaching and learning computer communication networks.
Introduction Communication networks form an important part of business and society today. As the Internet has continued to expand, so has the demand for education in networking.
Traditionally providers of networking subjects and courses were limited to universities and technical colleges. At present, IT and networking subjects are being introduced into most high schools. The cost involved with providing every student with the equipment necessary to set up a practical network is significant, particularly for schools and publicly funded tertiary institutions, and consequently most networking concepts are taught using a combination of standard textbook- and lecture-based approaches and limited laboratories on small networks.
In this chapter, we present a solution to the above-mentioned resource and cost problem which aims at improving the way networking is commonly taught. Our solution will allow users to gain authentic practice in experimenting with different network configurations without the cost of providing each student with their own networking equipment. The chapter reports on the requirements, development, and evaluation of an interactive learning tool called iNetwork, which allows users to assemble and simulate custom networks composed of commonly used networking devices.
In the development of iNetwork, a packet-capturing software was used to monitor the behaviour of an experimental network. INetwork 41 network. The iNetwork Software allows users to configure real-life networks as the software emulates configuration settings e.
The iNetwork Software was evaluated by a number of undergraduate engineering students through a survey. The results of the survey are presented at the end of the chapter. This is followed by a conclusion and future work. Background and Motivation In general, the motivation for building an interactive learning tool is to improve the quality of education by supplementing the work done in the classroom with appropriate and realistic laboratory or practical work. The basis for the use of computers as an educational tool is well supported by evidence from researchers in the educational field.
Bloom reports that conventional teaching, that is, teacher in front of 20 to students, provides one of the least effective methods for educational delivery, and one-to-one tutoring is far superior to conventional teaching and is the most effective educational delivery method. A computer equipped with the appropriate hardware and software provides an excellent medium to invoke visual, auditory, and tactile senses.
Edwards reports that information is better retained if a student is an active participant rather than a passive absorber during the learning phase. Interactive learning environments ILEs provide an opportunity for students to do tasks relevant to information gathered in the classroom. The availability of the tool at all times of the day coupled with the fact that the tool can be used without constant human supervision is an added bonus to the student. Furthermore, the fact that the pace of learning is controlled by the student will assist learning.
Interactive learning environments provide a protected environment where students can explore and perform actions without the fear of real-life consequences, such as damaging costly equipment, components, and so forth.
Another possible use is for simulation of fault scenarios that are difficult to observe due to infrequent occurrence, thus preparing the student to handle such situations in real life.
Training should be possible in remote areas where expertise or equipment may not be readily available, thus promoting distant learning. A number of ILEs have been successfully trialled in the field. One example of this is the system known as Sherlock, which was developed to teach air-force trainees the skills of electronic troubleshooting. Another ILE to be reportedly successfully trialled in the field is the LISP tutor Anderson, , which provided students with programming exercises and tutorial assistance.
The times to complete identical exercises under various tutoring strategies were These successes provide some of the motivation for this work on developing an interactive learning tool for communication networks.
A small number of proprietary tools that serve a similar purpose as the iNetwork Software currently exist. The main problem with these proprietary tools is that they heavily specialise in certain market products, protocols, and operating systems. Due to these reasons, these tools have become inappropriate learning tools for students undertaking fundamental networking subjects. Description of the System The iNetwork Software is an interactive learning tool that focuses mainly on general data communication networks.
Such features include operating system emulation and user-friendly interface. The software was developed based on principles of network operation that were covered in a Communication Network Subject Sandrasegaran, and other resources Davis, n. The tool allows users to simulate communication between devices, allowing users to identify and troubleshoot problems in their custom-built networks. Users can develop a better understanding of the workings of a communication network by simulating communication between networking devices.
More sophisticated networking components, such as firewalls and coaxial cables, will be implemented in the future releases of iNetwork. For the first release of iNetwork, it was decided that the majority of emulation of networking elements will be performed using these workstations. Features such as adding routes, deleting routes, and modifying routes should be available.
For example, all networking interfaces should have a MAC address, switches should have a MAC-interface memory table, and so on. The routers shall also adopt a similar setting for each of its network interfaces.
Another important requirement is to display an address lease table showing leased addresses. There should be options to add, change, and remove DNS entries. The layout of output shall be similar to the ipconfig command under DOS. The layout of output shall be similar to the route command under DOS.
The layout of output shall be similar to the tracert command under DOS. NET NET framework, and the iNetwork executable is required. The top-level architecture of the iNetwork Software is shown in Figure 1.
There are four important components, namely, the graphical user interface GUI , the device simulator, the network simulator, and the network calculator. It allows users to build their own networks by adding, removing, and configuring the properties of networking devices. These include calculating network ID, determining if an address is within the correct subnet, calculating appropriate destination routes, checking ARP tables, and so on.
During the development phase of the software, a prototype was built. Feedback from the iNetwork Software prototype indicated that the user interface was of considerable importance as an interactive learning tool.
Figure 1. It provides an environment that is available to students at all times. Students can explore networking without the fear of disturbing a live network. The information is stored permanently in such memories during manufacture. A ROM, stores such instructions that are required to start a computer. This operation is referred to as bootstrap.
The different types of ROM are given below. Floppy diskettes, hard disk, tapes and optical disks come under the category of external storage devices or ancillary storage devices. These devices are very sensitive to environmental conditions humidity and temperature as well as to external magnetic fields and need to be stored carefully.
Floppy disks are primarily used on PCs. Information on a floppy disk is recorded in the magnetized states of particles of iron oxides evenly placed upon concentric circles known as tracks. It is a non-removable enclosed magnetic disk included in most PCs. It contains a stack of metal platters, each coated with iron oxide, that spin on a spindle and the entire unit is encased in a sealed chamber.
This is plastic tape, usually made of Mylar that is coated with iron oxide, thereby enabling the introduction writing ; retention memory and reading of magnetically recorded information.
The best use of tape storage is for data that you do not use very often. An optical disc drive ODD is a disk drive that uses laser light or electromagnetic waves for reading or writing data to or from optical discs normally CD-ROM.
It is a data storage device that includes flash memory with an integrated USB interface. USB flash drives are typically removable and rewritable, and physically much smaller than an optical disc. Peripheral devices are devices connected to the computer externally. If a peripheral device is disconnected, the computer will still be able to work; only functions performed by this peripheral device will not be available.
Here are the most used types of peripheral devices:. The most common and very popular input device which helps in inputting data to the computer. It consists of keys that are capable of inputting alphabets, numbers and special characters. You can also navigate using the keyboard and perform shortcut functions. Mouse is the most popular pointing device and cursor-control device having a small palm size box with a round ball at its base which senses the movement of mouse and sends corresponding signals to CPU when the mouse buttons are pressed.
It forms images from tiny dots, called pixels that are arranged in a rectangular form. The sharpness of the image depends upon the number of pixels. It is a device used to move cursor position on a monitor screen.
A scanner allows you to scan printed material and convert it into a file format that may be used within the PC. A plotter is used to create high-quality visuals on paper.
0コメント