CHAPTER

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CHAPTER DURATION
12-14 hours including hands-on exercises optional labs require an additional 6 hours.

Creating a Network

In this chapter, students put together all the components to create their own network.

In this chapter, you will examine these questions:

How do I connect the computers? Can I create a network without wires? How do I install the hardware? How do I set up the software? How do I choose an ISP? What type of connection do I have to the Internet? What else do I need to know to get connected? What is the future of networking?

Chapter Overview
This chapter gives students the chance to create their own network. Throughout the chapter, they will use a worksheet to help them do the development and then they will complete hands-on labs to actually put together their own networks.

Student Prerequisites
Complete Chapters 1 through 5 prior to beginning this chapter so students understand the overall concept of networks and the function they have in society. It is important to do the planning in chapter 5 and to use that initial work to complete the work in this chapter.

Classroom Technology Resources

Students must have computers with Internet access to complete the Web portions of the course. Cables and connectors should be available for the students.

Materials for Instructors

A teacher machine with Internet access is suggested. If you have the ability to display your screen to students, it could be helpful as they work through the chapter.

Suggested Web Sites

Home PC Network: http://www.homepcnetwork.com What is an IP Address? http://www.howstuffworks.com/question549.htm How to Set Up Your Home Network: http://www.pcworld.com/howto/article/0,aid,102461,00.asp How to Set Up a Small Network with Windows XP Home Edition: http://support.microsoft.com/default.aspx? kbid=813936 How Home Networking Works: http://www.howstuffworks.com/home-network.htm Home Net Help: http://www.homenethelp.com/homenetwork.asp

Additional Materials and Resources

For Students
For definitions and any unfamiliar phrases, refer students to Webopedia at http://www.webopedia.com For students who want to know more about actual wiring for networks, refer them to the step-by-step tutorials at http://www.swhowto.com.

For Teachers
What is an IP Address? http://www.howstuffworks.com/question549.html Home PC Network: http://www.homepcnetwork.com How to Set up a Computer Network: http://www.internetconnection-guide.com/computer/add-on/computer-network.htm

Topic-by-Topic Overview
The below section follows the student textbook and offers additional comments and exercises you will find useful as you teach this course.

How Do I Put It All Together?

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Emphasize to students that planning is one of the most important parts of creating a network.

How do I connect the computers?

Explain that connection is established via wires or a wireless connection. This section deals with wired connections. Information on wireless networks follows this section.

Selecting the cable

Ensure that you have sample of all cables to show students.

Coaxial cable
Explain that coaxial cable, though not used as often, is still found in offices and students are likely to encounter coaxial cable for some time to come.

Twisted-pair cable
Emphasize that twisted-pair cable includes both shielded and unshielded. Explain the difference in the two, focusing on interference and loss of data that can occur in unshielded. Have students visit the Cables to Go Web site to get more information about cables and pricing of various types of cabling. The site is online at http://www.cablestogo.com.

Fiber optic cable

Explain that fiber optic cable is used most often outside of buildings, connecting a building, neighborhood, or even a city. Explain that while fiber optic is quite expensive, it lasts much longer, has greater data transmission ability, and is much more reliable than other transmission media.

IN-CLASS EXERCISE
20 minutes

Exercise: Cabling Complete this exercise after studying cabling in the classroom. Have different types of cable for students to examine. If resources and time permit, you might want to introduce students to the various connectors and have them crimp wires and put connectors on cables.

Installing the cable

You can have students investigate how cables are installed in the school. If possible, they should visit the computer department and examine how the servers are set up, where the wires run, and how the wires are distributed throughout the school.

Have students study the steps in the Wire My House for Networking section of the Home PC Network Web site at http://www.homepcnetwork.com. There is a more complete review of wiring, with pictures for each step at http://www.swhowto.com. Determine the needs and level of your students and you might want to refer some students to this Web site.

Can I create a network without wires?

Discuss the advent of wireless networks and discuss some of the uses of wireless technologies. You might include such items as laptops, PDAs, and cellular phones.

Using wireless systems

Have students visit some of the online sites that provide information about wireless systems, including Linksys (http://www.linksys.com), Proxim (http://www.proxim.com), and 3com (http://www.3com.com). If you have wireless devices available, you might show students some of the features. Find out if some of the students in class have cell phones that offer an Internet connection and discuss how that fits into a network.

How do I install the hardware?

Discuss the basic hardware that is required in a network, using the hardware students studied in Chapter 5.

IN-CLASS EXERCISE
2 hours

Exercise: Network Hardware Students will examine three different scenarios for setting up a network. Each one involves different size networks. You can either require students to all do the same scenario in class together and have them do the others on their own, or divide students into groups and have each group follow a different scenario. Students will determine the necessary hardware based on each scenario. The estimated time is based on each group of students completing a separate scenario. This first course will require them to do some initial planning and research based on the scenario, along with finding all the appropriate hardware.

OPTIONAL PRACTICAL LAB: HARDWARE

2 hours

Lab: Hardware If time and classroom setup permits, have students complete the optional hardware lab. Students will label and place components according to their network plan. 4

How do I set up the software to configure the network?

Discuss the different types of network operating systems. Explain that every computer must have an operating system installed, even if it is simply a client machine on a client/server network.

Installing the Network Operating System

Explain that many systems come with an operating system already installed. While students may have to do some setup, they shouldn't need to actually install the software.

Configuring the computers

While the software is usually included, students will often need to configure the system. They will usually need to Share the files with others. Explain that one of the basic requirements of Windows XP when setting up a home network is to run the Windows XP home networking wizard, which they will do at the end of this class. Emphasize that the network must be completely planned, the ISP determined, the modem and all hardware installed before actually running the wizard and setting up the network.

IN-CLASS EXERCISE
20 minutes

Exercise: Sharing Files and Folders Complete this exercise after discussing ways to configure the computers. Do this exercise on the student computers already connected to the school's network. Ensure that students have the ability to share their own student folders prior to the class.
1. On the desktop, double-click My Computer. 2. Right-click on the student folder, then click Sharing and Security.... 3. Click the Sharing tab. 4. In the Network sharing and security section, turn on Share this folder on the network, type a name for the shared folder in the Share name text box, then click OK. 5. Close My Computer. 6. On the desktop or in the Start menu, have student open My Network Places. Notice the shared folders in the window. 7. Close the My Network Places window.

OPTIONAL PRACTICAL LAB: SOFTWARE: PEERTO-PEER NETWORKS

1 hour

Lab: Peer-to-Peer Network Configuration If time and classroom setup permits, have students complete the optional software lab to configure a peer-to-peer network.

OPTIONAL PRACTICAL LAB: SOFTWARE: CLIENT/SERVER NETWORKS

1 hour

Lab: Client/Server Network Configuration If time and classroom setup permits, have students complete the optional software lab to configure a client/server network.

Can We Connect the Network to the Internet?

Emphasize that even on a home network, you can share an Internet connection. Typically, one of the computers using Windows XP's Internet Connection Sharing feature and provides a single connection to the Internet. All others in the family who are on the network can surf the Web from their own computers.

How do I choose an ISP?

Discuss the various ways to evaluate an ISP: Services: discuss some of the different services ISPs can offer to customers, including Web pages, server space, dial-up connections while traveling, toll free access numbers, etc. Size: spend some time discussing local ISPs in your area. Discuss the pros and cons of going with a small local company versus a large national company. Contracts: encourage students to remember to get all the details before making a decision. Support and Equipment: emphasize the importance of having access to some type of service 24 hours a day. Make sure they check to see if there is an additional charge to use the technical support or customer service. Find out if the ISP provides any necessary hardware or if you need to purchase hardware specifically for getting online. Explain that some ISPs require you purchase equipment, while others provide it as part of the service and you must return it when you cancel the service.

IN-CLASS EXERCISE
60 minutes

Exercise: Locating an ISP Students will complete this section after you have discussed the questions necessary to ask when locating an ISP. Have students fill out the ISP portion of the Scenario worksheet. 6

What type of connection do I need to the Internet?

Discuss the various types of connections. Explain the difference between each one. Make sure you know which service the school has. If possible, bring in a laptop and connect to the Internet using a standard dial-up modem. With that laptop connected, and the high-speed connection in the school, navigate to the same site and discuss the differences with students.

What type of hardware do I need to connect to the Internet?

Discuss the difference between a dial-up modem, a wireless network adapter, and an Ethernet network adapter.

What type of software do I need to connect to the Internet?

Explain that many times an ISP will have its own software, sometimes a customized version of Microsoft Internet Explorer. There is usually software to accompany the modem or other adapters. If possible, show students what a control panel for a DSL or Cable modem looks like and emphasize the importance of not adjusting settings without guidelines from the ISP or the modem manufacturer.

What do I need to know to connect to the Internet?

Hand out the Sample ISP Setup Instructions.doc. This file provides a sample of the instructions students might get when they sign up for Internet service. Explain that much of this is done automatically by the software they receive from their ISP, but show them the steps on making the changes manually.

IP Addresses
You can spend some extra time on IP addresses if you believe it is appropriate for your students. You can use the IP address for the school. You might want to show students how to use the PING command in the command prompt window to find any IP address. Explain that this is a tool to see how the computer is communicating with the network. Before having students examine setting up TCP/IP, explain that this is done in different ways. In a simple peer-to-peer network in which one computer connects to the Internet and others go through that computer, you will likely need to configure the TCP/IP. However, if the network uses a router, such as a DSL or cable modem, they will likely need to enter the information through the interface provided by the ISP.

Domain Name Servers

Domain Name Servers (DNSs) are servers that convert every IP address into a domain name. For example, the IP address 207.46.245.214 is converted by the DNS into microsoft.com. Most often, you will connect

to the ISP and there is a DNS at the ISP's location rather than having a DNS server as part of your own network.

IN-CLASS EXERCISE
30 minutes

Exercise: TCP/IP Setup Complete this exercise after discussing TCP/IP, IP Addresses, and Domain Name Servers. Emphasize that in many cases, this information is automatically added by the ISP software. Caution students not to make changes as you view the various screens.
1. Open My Network Places. 2. Double-click on the Internet connection or the Local Area Connection. 3. In the Status dialog box, click Properties. 4. In the Properties dialog box, click Internet Protocol (TCP/IP), then click Properties. 5. Caution students to make no change to this screen as you describe it. Explain that for most home networks, they will select Obtain an IP address automatically to get a dynamic IP address. They will only enter an IP address if they have select a static IP address from the ISP. 6. Explain that the primary and secondary DNS server are the same as Preferred DNS sesrver and Alternate DNS server. Point out the four sets of numbers and dots in each IP address. 7. Click Advanced. 8. On the IP Settings tab, point out the IP addresses or, if the address is dynamic, explain that DHCP Enabled displays here. 9. Click Cancel. 10. Click Cancel. 11. Click Cancel a third time to close the Properties dialog box. 12. Click Close, then close the Network Connection window.

Connecting a Home Network to the Internet

Explain that students will complete a lab that actually has them set up a network. However, at this point, they will complete the Network Scenario exercise.

IN-CLASS EXERCISE
30-45 minutes

After students complete the planning worksheet for the scenarios, you might have them use that same worksheet again to begin planning their own home network.

Exercise: Using the Windows XP Home Networking Wizard Complete this exercise at the end of the chapter, before going to the hands-on labs or completing the Enrichment exercise.
1. Click Start, My Network Places. 2. In the Network Tasks pane, click Set up a home or small office network. 3. In the Network Setup Wizard dilaog box, explain that this wizard helps students share an Internet connection, set up a firewall share files and folders, and hsare a printer. 4. Click Next twice. 5. In the Select a connection method dialog box, click View an example to see a direct connection example. 6. Close the popup window. 7. Click View an example to see an example of a computer connecting through another computer or through a home gateway. 8. Close the popup, then click Next. 9. Students should not make changes to their settings, but point out the computer description and computer name, then click Next. 10. Explain that each network has a Workgroup name and it should have the same name indicated on each computer in the network. 11. Click Next. 12. Review the settings. 13. Have students click Cancel so they don't change any network settings, but explain that to accept the changes on their own network, they will click Next and finish the wizard.

OPTIONAL PRACTICAL LAB: NIC CARD AND INTERNET ACCESS

2 hours

Lab: Installation of NIC Card and Internet Access

If time and classroom setup permits, have students complete the optional lab for installing a NIC card and connecting the network to the Internet.

What You've Learned

In this lesson, students went through the steps to create a network, which they now have mapped out in their scenario worksheets. During the optional hands-on labs, they will have an opportunity to set up a network.

What's Next?
Brainstorm the future of networking. What do the students foresee in the future? Let them get as extreme as they want, but be sure to question them about their reasoning why they believe something will be possible.

Enrichment Activities
The following sections test the students' knowledge of what they have learned in the classroom. In addition, there are a few out of class activities that you may choose to assign that will help students relate the topic to real life.

Terms to Know
Review the following terms: Bandwidth: the amount of information a connection can transfer at any one time. British Naval Connector (BNC): a device that connects lengths of coax cable and connects coax cable to the NIC. Coaxial cable: once the industry standard, coax cable is similar to that used by the cable company. Contains a solid copper wire at the core, which is surrounded by an insulating layer of plastic. ON top of that is a shield of metal mesh or foil and a protective layer covers all of that. Conduits: hollow tubes used to protect the cables. Digital Subscriber Line (DSL): uses current phone lines to create an always-on connection to the Internet at high speeds from 1 to 9 Mbps. Domain Name Server (DNS): servers that convert every IP address into a domain name. Dynamic IP address: an IP address that is assigned each time a computer logs onto the network, for the duration of the online session.

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Fiber optic cable: cable that transmits pulses of light rather than electrical pulses. The most expensive cabling, but can run for long distances. Gateway: the device that hosts the connection to the Internet, whether it's one of the computers or the router. Integrated Services Digital Network (ISDN): transfers information at a rate of 128 Kbps. Internet Service Provider (ISP): a company that charges a fee to provide a doorway to the Internet. IP address: every computer that accesses the Internet is assigned this number, consisting of a series of four numbers. Plenum: the space used to distribute air for ventilation in buildings; cable for this area must be plenum-approved. Shielded Twisted Pair (STP): one or more pairs of copper wires that includes a protective metal or foil covering under the plastic sleeve that guards against interference and helps protect data. Static IP address: a fixed IP address that is assigned to a specific computer. A static IP address is required for Web hosts. T1 connection: used by companies and often the way many small ISPs connect to the Internet, at speeds of approximately 1.544 Mbps. T3 connection: uses fiber-optic cable to transmit information at speeds of up to 44.73 Mbps. TCP/IP Protocol Suite: the set of protocols or rules that control information transfers over the Internet. Transmission Control Protocol/Internet Protocol (TCP/IP): ensures that you can send and receive information over the Internet. Transmission media: another name for cables or the wireless network used to transmit data. Twisted-pair cable: copper wire created when one or more pairs of wires are twisted around each other. Unshielded Twisted Pair (UTP): the cheapest cable in use today; made of one or more pairs of copper wires without any shielding.

Suggested Web Sites

Home PC Network: http://www.homepcnetwork.com What is an IP Address? http://www.howstuffworks.com/question549.htm How to Set Up Your Home Network: http://www.pcworld.com/howto/article/0,aid,102461,00.asp How to Set Up a Small Network with Windows XP Home Edition: http://support.microsoft.com/default.aspx?kbid=813936

How Home Networking Works: http://www.howstuffworks.com/home-network.htm Home Net Help: http://www.homenethelp.com/home-network.asp As students examine these Web sites, have them answer questions about each site as they critically examine the information.

Questions for Review

1. What is the difference between coaxial, twisted pair, and fiber optic cable? Coaxial cable, an older standard, is thicker, harder to work with, has a solid copper core, an insulating layer of plastic, a metal or foil shield, and a protective outer layer. Twisted-pair cable is copper wire created by twisting one or more pairs of wires together. It is cheap and flexible and can be either shielded or unshielded. Fiber optic cable transmits pulses of light through glass fibers. Each fiber is surrounded by a protective cladding, surrounded by a layer of plastic, then covered with an outer harder plastic casing. 2. What are the five key things you want to find out when shopping for an ISP? They need to examine services offered, the size, contract terms, support and equipment. 3. What are the different types of Internet connections and which is most practical for a home network in which the user, on a limited budget, would be uploading and downloading large files on a regular basis? There are several types of connections, including dialup, ISDN, DSL, T1, and T3. For a home network user who uploads large files but is on a limited budget, a DSL connection is probably the most economical connection. 4. Describe the difference between a static and dynamic IP address. A dynamic IP address, common to most home users and many small businesses, is assigned each time a computer logs onto the network and the address is good for the duration of the online session. A static IP address, required if the computer will host a Web site or share resources over the Internet, is assigned once and is associated only with that computer.

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Real Life Learning

As an extended learning exercise, students should plan, configure, and set up a home network, if possible. If that is not possible, have students imagine their ideal network and design the network and all components on paper.