While there are thousands of parts even in the smallest computers that make up its hardware, you are not required to know them all. You only need to know about basic computer hardware. The CPU is considered the brain of the computer. It performs all types of data processing operations, stores data, intermediate results and instructions program.
It controls the operation of all parts of computer. A CPU has 3 components as listed below. Think of the ALU as the logical part of the brain. The ALU thinks in bits i. It is made up of a group of memory locations built directly into the CPU called registers.
These are used to hold the data binary information that are being processed by the current instruction. Primary memory is memory that is part of the computer itself and necessary for its functioning. It consists of mainly two types of memories:. As soon as the machine is switched off, data is erased. RAM is volatile. Volatile means that the data stored in memory is lost when we switch off the computer or if there is a power failure.
There are different types of RAM available. Some of them are described below. The memory from which we can only read but cannot write on it. This type of memory is non-volatile. 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. By answering the review questions, students can develop a deeper understanding of many key networking and hardware concepts and tools.
Teachers and instructors can use the review questions to test their teach- ing effectiveness and to initiate class discussion. One of the most challenging tasks for the editor was to integrate the individual submissions from the 26 authors involved including the editor into a coherent book.
Toward this end, to enhance the readability of the book and to make it a useful resource, the editor has introduced some additional material, including learning objectives, an end-of-chapter summary, and review ques- tions. The editor maintained close liaison with the contributing authors through- out the manuscript preparation process. Each chapter was reviewed by two or more anonymous reviewers and then revised to address the concerns of the reviewers. While most individual chapter authors were contacted for the revi- sions, the editor revised some of the chapters.
I am indebted also to the anonymous reviewers for their invaluable time and effort in reviewing the manuscripts. Their constructive comments and sug- gestions helped to improve the quality of the book significantly. My thanks go also to Mr. Lastly, but most importantly, to my wife for her pa- tience, love, and encouragement throughout this project. Nurul I. Sarkar, Auckland University of Technology, New Zealand Abstract This chapter provides an introduction to computer networking and hardware concepts and highlights the use of software and hardware tools as an aid to enhance teaching and learning computer networking and hardware fundamentals.
A basic knowledge of network topology, channel access protocol, network traffic, and networking devices is needed when designing and implementing a LAN. The term computer hardware refers to the physical components of a computer system — those that one can see and touch. The CPU, memory, and input and output devices are the main components of a computer. To understand the operation of a modern processor, it is important that the student grasp the basic concepts of computer hardware.
Copying or distributing in print or electronic forms without written permission of Idea Group Inc. Overview of Computer Networking A computer network consists of two or more computers or other intelligent devices linked by communication media e. Computer networking is used in many aspects of our lives, and its applications are proliferating.
For example, computer networks can be found in universities, secondary schools, and colleges, while in the corporate world, networks link geographically separated offices. Local and state government offices use computer networks, as do military organizations, medical facilities, and the Internet.
A LAN is a class of computer network that covers a relatively small geographic area, for example, a room, a building or a campus. IEEE The IEEE A WAN is a class of network that covers a large geographical area e.
Telephone networks and the Internet are examples of WANs. Each workstation and the server must have a network interface card NIC. Table 1 lists the LAN topologies, access protocols, and corresponding network- ing devices and cables for wired LAN design. In designing and implementing a LAN, it is important to have a plan for the: 1 network architecture and channel access protocol e.
Figure 1 shows an Ethernet LAN with one file server, 10 workstations, and two printers using a star physical and logical topology. Computer hardware is the visible, physical component of the computer that we can touch. There are four main components of a computer system: 1 processor also called central processing unit, or CPU , 2 memory, 3 input devices, and 4 output devices.
Figure 2 shows a block diagram of a computer. Table 1. The memory is used to store data and instruction. Random access memory RAM is an example of main memory. The input devices are used to enter data or programs into the computer, and output devices are used to display the results. The keyboard and mouse are common examples of input devices, while the monitor and printer are common output devices.
Arithmetic operations include addition, subtraction, multiplication, and division. The ALU contains a set of general-purpose registers called the accumulator. An accumulator is a temporary storage used to hold data that is used for arithmetic and logical operations. It is also used to hold results of arithmetic and logical operations. For example: carry, overflow, negative.
Figure 3 shows the main components of a control unit. A bus is a collection of wires or lines used for transferring data and instructions between the CPU and the main memory; one line for each bit data and address. There are three types of CPU buses: 1 address bus, 2 data bus, and 3 control bus. The address bus is used to select a memory address or location and can be 8-bit, bit, or bit. The data bus is used to carry data or the address of the data between the CPU and main memory and vice versa.
The data bus can be 8-bit, bit, bit, or bit. The control bus is used to carry control signals e. For example, when the READ signal is activated i.
Figure 4 illustrates the CPU-memory interaction. The Fetch-Execute Cycle Depending on the complexity of each operation i.
A machine cycle consists of both fetch and execution cycles. In the fetch cycle, the CU brings the program instruction from the memory, decodes it i. In the execution cycle, the ALU performs an operation and then sends the result to the memory for temporary storage. Figure 5 illustrates the basic concept of the fetch-execution cycle. Decode instruction 3. Get data 1. Fetch instruction 4. The learning-by-doing approach is an essential component in courses on computer networking and hardware fundamentals Abe et al.
I see, I remember. To enable students to appreciate and understand computer networking and hardware fundamentals, a teaching and learning tool should be Web-based, portable, modular, configurable, and extensible.
Some existing tools for teaching and learning computer networking and hardware concepts are described next. We briefly highlight some of the tools reported in the computer-networking literature that are suitable for classroom use.
Unlike ns-2, OPNET is menu-driven with an easy-to-use graphical user interface for rapid model construction, data collection, and other simulation tasks. As working with the simulator involves setting up complex experiments, it might be suitable as a learning environment in advanced networking classes.
Although cnet is being used worldwide in undergraduate networking courses, the need to prepare a network topology file as the basis of topology visualization might be a challenging task for beginners. It is an extensible tool in which students can readily add new protocols. Students can also test their knowledge of various aspects of LAN design by using two interactive quizzes.
Each quiz consists of a set of more than 25 multiple- choice questions, each with four possible answers. Introduction to Computer Networking and Hardware Concepts 9 session, the system displays the total score, which allows students to assess their prior knowledge about LAN design.
The system provides a friendly environment for interactive quiz management. This is particularly useful for the teacher to update quizzes on a regular basis. However, its emphasis is exclusively on data link layer protocols. However, the system focuses exclusively on network analysis and traffic monitoring, and the system needs to be configured and set up for use in a teaching environment.
The tool can be used in university, industrial, or governmental campus networking environments and might serve as a useful demonstration in the classroom. Students can simulate data communication between networking devices and identify and troubleshoot problems in their custom-built net- works.
Through experimenting with key parameters, students gain insights into the key concepts of communication network design and analysis. Some Existing Tools for Teaching Computer Hardware Concepts A number of open source tools exist for modeling and simulation of computer hardware and processors. We briefly review some existing tools, suitable for classroom use, that have been reported in the literature. It has a graphical user interface, which helps students to gain a better understanding of the design and simulation of logic circuits.
It provides a set of interactive teaching aids to approach the basics of combinatorial and sequential digital circuit design. WinLogiLab is targeted toward introductory digital design courses in electrical and com- puter engineering curricula. The modular structure means that it can be used for both introductory computer organization and more advanced processor architecture courses.
It serves as both student-centered, self-paced learning and a classroom demonstration tool. It displays the source program, RAM locations, and the contents of special function registers. Users can step through programs observing the memory changes to facilitate an understanding of the operation of the picocontroller. Motivating students to learn local area network LAN design can be difficult since students find the subject dry, technical, and boring.
To overcome this problem, the authors have developed a Web-based software tool named WebLan-Designer for interactive teaching and learning both wired and wireless LAN design. Introduction to Computer Networking and Hardware Concepts 11 also highlights the educational benefits of using WebLan-Designer in classroom settings.
Chapter III. A country or a nation would be immobilized without its computer and data communication networks. Computer networking courses are being offered by not only universities and tertiary institutions but also many technical colleges and secondary schools worldwide. The cost associated with purchasing networking devices and equipment to enable students to gain practical experi- ence in setting up a customised network can be significant.
Therefore, network- ing fundamentals are taught by a combination of textbooks and lecture-only methods in many schools and publicly funded tertiary institutions.
Chapter III describes the development and use of an interactive learning tool called iNetwork for teaching and learning computer communication networks. Chapter IV. Teaching computer networking in large classes e. This is partly because of the difficulty in motivating students to learn technical and rather dry subjects and also because of the lack of interaction among the students in large classroom settings.
Network simulators allow students to build a network dynamically by placing network devices as icons on a screen and connecting them. The graphical display and animation brings more interactivity and liveliness in the classroom, and consequently it is easier for students to engage in learning computer networking more effectively.
Chapter IV focuses on the use of a network simulator in large classroom settings to enhance teaching and learning computer-networking fundamentals. Chapter V. Communication protocols are essential components of computer and data communication networks. Therefore, it is important that students grasp these concepts and become familiar with widely used protocols.
Unfortunately, communication protocols can be complex and their behavior difficult to under- stand. In order to learn about protocols, a student therefore needs a more controlled and constrained environment.
Chapter V describes the development and use of a protocol animator for teaching and learning communication protocols. Chapter VI. Teaching packet-forwarding theories and concepts in a practical way to undergraduate students requires both a teaching and learning framework and a laboratory infrastructure. Creating a teaching and learning framework in which students can develop a deeper knowledge and understanding of abstract concepts is not a simple task.
In addition to teaching materials, the teacher requires a clear idea about learning theories and issues: 1 What is learning? The framework is learner-centred and is focused on learning experiences in both the classroom and the laboratory. The laboratory-based activities form a critical component of the overall framework. Chapter VII. Students can learn data communication and networking protocols better if they are given hands-on practical exercises, in which the concept of abstract protocols can be linked to real-world communication concepts.
For example, one can learn about address resolution protocol ARP by lectures and readings. However, by examining actual ARP traffic from a sample of packets, identifying their behavior, and performing troubleshooting, students gain first- hand experience that cannot be gained through theoretical study.
Chapter VII emphasises that real experience with network protocols is crucial to effective student learning. Chapter VIII. Due to the rapid developments in wireless communication and networking technologies and the high demand for wireless networking skills in the industry worldwide, wireless communication and networking courses are becoming increasingly popular in universities, polytechnics, and private training institutions around the globe.
Unfortunately, wireless communication and net- working is a challenging subject to teach in a meaningful way because many students appear to find the subject technical and rather boring. To overcome this problem, the authors introduce a set of new projects in order to provide students of wireless communication and networking with a hands-on learning experience.
The projects are suitable for classroom use in introductory wireless networking courses. Chapter IX. Wi-Fi networking has been becoming increasingly popular in recent years, both in terms of applications and as the subject of academic research papers and articles in the IT press. It is important that students grasp the basic concepts of both Wi-Fi networking and wireless propagation measurements. Unfortunately, the underlying concepts of wireless networking often intimidate students with their apparently overwhelming complexity, thereby discouraging the students from learning in-depth this otherwise exciting and rewarding subject.
Chapter IX provides a tutorial on Wi-Fi networking and radio propaga- tion measurements using wireless laptops and access points. Various hands-on learning activities are also discussed.
Chapter X. There is a strong need for information security education, which stems from the pervasiveness of information technology in business and society. Both government departments and private industries depend on information systems, as information systems are widespread across all business functions. Introduction to Computer Networking and Hardware Concepts 13 impacts. The information security field is very diverse and combines disciplines such as computer science, business, information science, engineering, education, psychology, criminal justice, public administration, law, and accounting.
The broad interdisciplinary nature of information security requires several specialists to collaboratively teach the curriculum and integrate different perspectives and teaching styles into a cohesive delivery. By using a specific information risk analysis case, the chapter highlights the basic concept of the teaching hospital and its application in teaching and learning contexts. Chapter XI. It is important that students grasp the basic concepts of commu- nication between a processor and external devices, and become familiar with tools that are available to implement such systems.
Chapter XII. We believe that students learn computer hardware fundamentals better if they are given practical learning exercises that illustrate theoretical concepts. However, only a limited range of material designed specifically to supplement the teaching of computer hardware concepts is publicly available. Chapter XII describes a set of PIC-based projects that give students a hands-on introduction to computer hardware concepts and are suitable for classroom use in under- graduate computer hardware courses.
Chapter XIII. Students often get a good score in written exams but fail to apply their knowledge when trying to solve real-world problems. This applies particu- larly to computer hardware courses in which students are required to learn and memorize many key terms and definitions. These problems are related to the learning process, so it is necessary to find an appropriate instructional model to overcome these problems.
Chapter XIII describes a Web-based tool called an assistant tool based on problem-based learning PBL theory that not only assists instructors in teaching computer hardware fundamentals but also overcomes the above-mentioned problems. Chapter XIV.
Computer architecture educators are constantly looking for modular tools that allow processors to be configured in a transparent way; the visualization enables rapid verification that modules have been connected in the desired manner.
Advanced computer architecture students will also be able to add experimental capabilities in the form of new modules or modifications to existing ones and perform simple experiments to assess their effect on processor performance.
Chapter XIV discusses the development and use of a processor simulator in teaching computer architecture at both introductory and advanced levels. It is written in Java, which allows it to be easily embedded in other Web- based course materials and run anywhere. Chapter XV. To teach modern embedded systems, including operating systems, in a meaningful way, a moderately sophisticated processor is required to demonstrate many key concepts, such as multitasking, multithreading, structured and abstracted hardware management layer, communications utilising various protocols over network interfaces, and memory resident file systems.
Unfortu- nately, high-end bit embedded systems processors capable of supporting these facilities are expensive compared to conventional 8-bit and bit targets, and it is not feasible to acquire a large number of them to house in a laboratory in an effort to enable practical exercises for over students.
Chapter XV describes the development and use of a remotely accessible embedded systems laboratory that uses a small number of bit development systems and makes them available to students over the Internet. Chapter XVI. Boolean algebra, minimization of Boolean expressions, and logic gates are often included as a subject in electronics, computer science, informa- tion technology, and engineering courses as computer hardware and digital systems are a fundamental component of IT systems today.
We believe that students learn minimization of Boolean expressions better if they are given interactive practical learning activities that illustrate theoretical concepts. Chapter XVII. Serial communication is used as a long-distance computer system interface due to its reliability and cost effectiveness.
All information pertaining to the delivery of a message must be contained within a single stream of bits. In order to implement a serial data communication system, a well-defined set of rules called a protocol must exist to specify the placement and purpose of every bit sent across the link.
Chapter XVII provides a practical introduction to serial protocols for data communications. It shows how a protocol analyser can be used in examining the frames of the data link layer and the packets of the network layer. Providing a dedicated lab to each group of students in order to gain hands-on learning experience is not always possible due to budget and space constraints.
This requires a large computer laboratory with 60 computers in total. In addition, it is difficult to manage the laboratory to accommodate students from other classes. For example, once one class leaves the laboratory, another class of 20 students needs to start immedi- ately, with each person configuring Windows Server Active Directory on four computers. This requires another large computer laboratory with eighty computers.
Under the VMware system, students do not require administrative privileges on physical machines. Consequently, they have complete freedom to experiment within their own virtualised environ- ments. Conclusion Because of the high demand for people with computer networking and hardware skills worldwide, computer networking and hardware courses are becoming increasingly popular in both tertiary and private training institutions.
Unfortunately, motivating students to learn computer networking and hardware concepts is often difficult because students appear to find the subject technical and rather dry. This chapter describes the basic concepts of computer networking and hardware fundamentals and highlights various tools for interac- tive teaching and learning computer networking and hardware concepts. It also provides an outline of the remainder of the book.
Summary Computer networks can be classified as local area networks, metropolitan area networks, and wide area networks. Each class of network has certain charac- teristics that make it suitable for certain networking applications.
An overview of computer networking and hardware concepts is presented, and various tools for interactive teaching and learning computer networking and hardware essentials are highlighted.
It is often used to dynamically assign IP addresses to hosts. It is a service used to map hostnames onto IP addresses and allow for resolution of hostnames to IP addresses. Hub: A networking device that interconnects two or more workstations in a star- wired local area network and broadcasts incoming data onto all outgoing connections.
To avoid signal collision only one user can transmit data through the hub at a time. A class of computer network suitable for a relatively small geographic area, for example, a room, a building, or a campus. Ethernet is the most popular LAN architecture. Logical topology: This refers to the way the data is sent through the network from one computer or device to another. It is the hardware interface that provides the physical link between a computer and a network.
It is a complex set of computer programs that manage the common resources of a local area network. In addition, NOS performs the standard operating system services.
Introduction to Computer Networking and Hardware Concepts 17 jacket. Signal transmission along the inside fibres is accomplished using light pulses. The optical fibre cable is characterised by an extremely large data-carrying capacity. Optical fibre is used for undersea cables and for countrywide telecommunications backbones. Peer-to-peer network: A class of network in which a computer can commu- nicate with any other networked computers on an equal or peer-like basis without going through an intermediary, such as a server or a dedicated host.
Physical topology: This refers to the way computers and other devices are connected within the network physically. Protocol: A protocol is a collection of rules for formatting, ordering, and error- checking data sent across a network.
Switch: Unlike a hub, a switch allows multiple users to communicate simulta- neously in order to achieve a higher throughput. A WAN covers a large geographical area e.
Workstation: An end-user computer that has its own CPU and is used as a client to access another computer, such as a file server.
Review Questions 1. What is a network? Discuss the basic difference between a local area network and a wide area network. List and describe three important components of a communication system.
You are given the following components: one server, 10 PCs, and one printer. 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. Target Audience Anyone desires a practical, technical introduction to the field of networking. High-school, community college, and lifelong-learning students interested in careers as network technicians, network engineers, network administrators, and network help-desk staff.
In addition, instruction and training are provided in the proper care, maintenance, and use of networking software, tools, and equipment and all local, state, and federal safety, building, and environmental codes and regulations. 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 whose networks have fewer than nodes.
Approximately 35 hours will be designated to lab activities and 35 hours on curriculum content. A case study on structured cabling is required, but format and timing are determined by the Local Academy.
What has changed from CCNA versions 2. Course Outline Module 1. Introduction to Networking Overview 1. Networking Fundamentals Overview 2. Networking Media Overview 3. Cable Testing Overview 4.
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