LearnEngineering team try to Helping the students and others who cannot afford buying books is our aim. For any quarries, Disclaimer are requested to kindly contact us , We assured you we will do our best. Thank you. Please Note : This list is not the final book list. Algorithm Books Collection. Android Books Collection. Games Books Collection. Compiler Design Books Collection. Computer Code Books Collection. Computer Networks Books Collection. Computer Organization and Architecture Books Collection.
Data Base Books Collection. Digital Signal Processing Books Collection. Computer Hacking Books Collection. Operating System Books Collection. Software Engineering Books Collection. Network Security Books Collection. A scanner scans an image and transforms it into graphics. These can be edited, manipulated and combined, and then printed. Scanners are used to reproduce photographs on the computer screen.
These can be employed in training programs and in desktop publishing. Types of scanner a Flat-bed scanner or desktop scanner b Optic scanner, looks like a camera c Hand held scanner PRINTER In order to get a copy of the output for later reference, you would require a printer.
Printers are capable of printing at a very high speed. Two commonly used printers are the dot-matrix printer and the laser printer. Printers are classified on the basis of a number of parameters like, the mechanism used for printing, speed of printing, quality of output, direction of printing, and the kind of interface they have with the computer. Printers can be broadly classified as impact and non-impact printers. Let us understand this in detail. Impact Printers Impact printers work like typewriters.
The characters are printed by striking the paper i. Impact printers can again be classified as Character printers and Line printers. Character Printers Character printers print one character at a time. Examples of character printers are. In a DMP, tiny hammers or pins strike the ribbon to produce the desired characters.
The print head consists of 9x7 arrays of pins. Characters to be printed are sent one at a time to the printer. The characters printed are a series of dots. Dot- matrix printers are inexpensive but noisy.
They can print both text and graphics. They can print in any language without additional hardware change. They can also be made to print in colour by changing ribbons. These printers are used everywhere to produce internal reports and memos needed by organizations. Daisy Wheel Printer In a daisy wheel printer, each petal has a character embossed on it. A motor spins the wheel along with it. When the desired character spins to the correct position, a print hammer strikes it to produce a character.
Line printers Line printers print one line at a time. Hence, line printers are generally faster than character printers. Printing speed varies from lines to lines per minute.
Some of the line printers are drum printers and chain printers. These can continuously print for a few hours. Drum printers A drum printer consists of a cylindrical drum. The characters to be printed are embossed on it. A set of print hammers one for each character in a line, are mounted in front of the drum. A character is printed by striking the appropriate hammer against the embossed character on the surface. The drum completes one revolution to print one line.
The movement of the drum and the striking of the hammer must synchronize. Otherwise, the printing will not be uniform. As printer drums are costly they cannot be changed often. Chain Printer A chain printer has a steel band on which the characters are embossed. The band is rotated at a high speed. As the band rotates, a hammer is activated when the desired character comes in front of it. For every character there will be a hammer.
Here also, the hammer movement and the chain movement must be synchronized. The main advantage of the chain printer is that its chain can be easily changed. Thus, different fonts and scripts can be used with the same printer. Some examples of the non-impact are laser printer, thermal printer, and inkjet printer. Laser Printer Laser printers print one page at a time.
Laser printers use a light beam to form images on the paper using a toner ink as the medium. Laser printers are quiet workers. They produce very high quality output both text and graphics. They are typically used publishing. Other Non-impact printers The other types of non-impact printers are thermal printers which use heat to print characters on paper and inkjet printers which use jets of ink to print characters on paper.
These printers are not in use as much as the laser printers. It can be used to create presentation-charts, graphics, tables and high quality technical drawings. There are two types of plotters: Drum and Flat Bed plotter. Drum Plotter The paper is placed over the drum that rotates back and forth. A carriage holding one or more pens is mounted horizontally across the drum. The carriage with the pens moves horizontally over the paper. Each pen could be filled with different colours.
This plotter has the ability to produce colour pictures. Flat Bed Plotter In flat bed plotter, the paper does not move. The carriage holding the pens should provide all motions. Inkjet plotters can also produce large drawings with different colours.
The system unit consists of primary storage, arithmetic-logic unit, and the control unit. The CPU interprets instructions to the computer, performs the logical and arithmetic processing operations, and causes the input and output operations to occur.
It acts like the central nervous system for all the components though; it does not process any data. These separate areas are not fixed. The size of each area varies from application to application. ON state is represented by 1 and OFF state is represented by 0. A collection of 8 bits is known as a byte. One Kilobyte represents bytes and one Megabyte represents Kilobytes.
Ram Random Access Memory RAM is the area that is used for holding the programs and their data while the computer is working with them. RAM means the memory can be read from and written to randomly. These sets of programs perform the most basic control and supervisory operations for the computer. But the storage devices are not as fast as the CPU. Most of the time the CPU has to slow down because of these devices. A small section of the high speed RAM is used to keep frequently needed information.
So, one need some storage device to store data and other information. It should be cheap and should not lose the content when power is switched off.
This storage is called as the secondary storage. All secondary storage devices act both as input and output devices. Magnetic storage media fulfils these requirements and most common storage devices are disks and tapes. Floppy Disk It is the most common storage media and it helps transferring the data from one computer to another. Data is stored in these sectors.
Each piece of data that is stored, has a track number, a sector number and side number as an address. So data can be accessed randomly from anywhere on the disk. Hence, it is also called as Random Access storage. The most significant difference between a floppy disk and a hard disk is that the hard-disk is completely sealed and is protected from dust and airborne particles.
The name hard disk comes from the rigid platter that is inside the drive. This is, often called by different names like fixed disk or Winchester disk. The hard disk comes in different shapes. Most hard disks nowadays store something close to MB. Magnetic Tapes Apart from using disks for external storage purposes, magnetic tapes are also used for storing large amount data. The magnetic tape could be a large reel or a small cassette. The tape is essentially a plastic ribbon coated with some material that can be magnetized.
The data is recorded on these magnetic spots. The data on the tape can however be read or written sequentially only. Hence, it is called as sequential access storage. The computer bus consists of two parts, the address bus and a data bus. The data bus transfers actual data, whereas the address bus transfers information about where the data should go. VDUs can work in two different modes viz. Text mode and graphic mode. In text mode, the screen is divided into a matrix of rows and columns; each cell of the matrix is used for one character.
A typical screen has 80 character positions per line and 25 lines across the screen. In graphic mode, the screen is treated as an array of tiny dots called pixels. The characters and pictures that appear on the screen are shown by making a drawing of these pixels. The number of dots on the screen is called as resolution. The higher the resolution the better the picture. A typical high resolution monitor has x pixels across the screen.
Poonia, S. Springer, Heidelberg Mostafa, L. In Performance Management of Integrated Systems and its applications in software engineering pp. Singapore: Springer. In: Performance management of integrated systems and its applications in software engineering Author : Dalia A. 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. Another benefit is the ability to teach networking concepts more effectively because the students are engaging with the concepts on an interactive and explorative basis.
The software is capable of simulating many hardware devices, allowing users to build fairly complex networks all on a single computer.
The software can be upgraded to cover other important aspects of communication networks such as network security. The upgrades could include adding additional networking components such as firewalls and wireless access points. Lecturers and trainers can design laboratory exercises for students and allow them to work through the exercises either in class or from home without supervision.
This provides students with the opportunity to learn at their own pace. Distance learning of networking should be possible in remote areas where expertise or equipment may not be readily available. The iNetwork Software provides an environment in which students can practice or perform tasks relevant to information gathered in the lectures or laboratory. INetwork 47 Some of the features of this tool — for example, capturing and viewing the contents of packets, flushing the contents of memory — are beneficial for a detailed understanding of network operation.
Typical Laboratory Exercise To demonstrate the usefulness of the software, a typical laboratory exercise performed by an iNetwork user is described below. Step 1 Double Click on iNetSim. Note that the application has a toolbar with buttons to save, open, and print your network schematics. The white surface underneath the toolbar is your workspace and will be used to build your network. Step 2 If you right click anywhere within the white workspace, a menu will appear with a list of networking devices similar to the one shown in Figure 3.
Step 3 Add six workstations and two switches onto the workspace. To move the device, left click on a device and hold the mouse button down. Move the networking devices to a suitable location as shown in Figure 4. Step 4 Right click on the top left workstation and a menu will appear as shown in Figure 5.
Figure 3. Device layout Figure 5. Workstation menu Step 5 Select Connect with Cable, and draw a cable to the switch. When both the switch and workstation are highlighted in green, right click for the cable to be drawn as shown in Figure 6. Step 6 Continue to draw all the remaining cables as shown in Figure 8. Step 7 Right click on a workstation and select Configure IP.
A window will pop up, allowing users to enter an IP address for the workstation. Provide the worksta- tion with the addresses as shown in Figure 9, and then click on OK. INetwork 49 Figure 6. Connecting device with cable Switch 0 Figure 7. Connecting device with cable Figure 8. Connecting networks Step 8 Configure another workstation with an IP address of Step 9 Right click on the workstation that was given the IP address of Note that the output of the ping command in the iNetwork Software is similar to the output found on Windows XP, if the same command were entered on a Windows XP workstation.
This allows students to familiarise themselves with the outputs received from commercial operating systems. INetwork 51 Figure Command Prompt Figure Successful ping Step 12 Click on the Activity icon on the toolbar and an Activity Log window will appear as shown in Figure The activity log provides detailed information on activities occurring during the simulation process. Step through the activities to trace exactly what was going on for the successful ping to occur.
Another possible use is simulation of network fault scenarios that rarely occur in real-life troubleshooting, thus preparing the student to handle such situations in real life. A typical example would be to provide students with the network shown in Figure Activity Log providing an incorrect DNS server address to pc2.
We can then get students to determine why pc1 is able to ping the DNS server as shown in Figure 14, whereas pc2 is experiencing a problem as shown in Figure Students can then perform a combination of tasks that includes running ipconfig to check the IP configura- tions, inspecting the DNS hostname mappings, pinging the DNS server using its IP address, or tracing through the activity logs to understand the DNS commu- nication process.
Students should then be able to isolate the problem and apply a suitable fix to resolve the problem. Complex Scenario A more complex scenario is shown in Figure In this scenario, we might have a router with some missing routes in its routing table.
Students may be asked to determine why pc1 can communicate with pc2 and pc3, whereas pc2 can only communicate with pc1. INetwork 53 Figure Simple network with a name resolution problem dns-server pc1 pc2 Figure A network with routing problems pc2 router1 pc1 router2 router3 pc3 either using the ping or tracert utilities.
Additional follow-up exercises where students are asked to fix the problem using dynamic routing RIP will only further strengthen their understanding of routing. Experimental Investigation To ensure that the iNetwork Software performs accurate simulation, a real physical experimental local area network was set up as shown in Figure INetwork 55 Figure Network behaviour data was captured through the use of Ethereal, which is a freely available packet capturing software.
The results from Ethereal were documented and analysed carefully. The results of the analysis have been used to design the simulation components of the iNetwork Software.
This ensures that simulation output from the GUI is accurate and detailed. Evaluation and Interpretation The iNetwork Software was evaluated in June by 37 undergraduate engineering students 20 male and 17 female from the University of Technology Sydney UTS who were undergoing the Communication Networks subject. The evaluation survey consisted of several laboratory exercises which the students were asked to complete.
Upon completing the exercises, students were asked to assess the iNetwork Software based on factors revolving around functionality and usability. The results of the survey have been statistically compiled and presented in Figure The survey provides an indication of the strengths and weaknesses of the iNetwork Software.
Only one student reported that the iNetwork would not be useful as a laboratory tool for Communication Networks with the reason being that the student could not run the iNetwork Software from home using the Linux operating system. Since a large number of users run Microsoft operating systems, the results from the surveys proved to be very positive.
Conclusion In this chapter, a description of the motivation, requirements, design, benefits, usage, and evaluation of the iNetwork Release1 Software has been presented. The software requirements analysis, design, and implementation have been successful. Evaluation of the software by students at UTS was very positive.
INetwork 57 Figure A number of options are available to further improve the iNetwork Software and enhance its use as a learning tool. These options include adding additional networking devices such as firewalls, Web servers, mail servers, virtual private networks VPNs , and wireless networks and devices such as access points and wireless LAN cards.
Students who have completed the evaluation survey have suggested adding animation, improving the simulation interface, and reducing the occurrences of bugs when running the iNetwork Software. More complex problem-solving scenarios are planned for the future.
For students to obtain the most educational benefit from the iNetwork Software, prior knowledge of communication networks is required. One of the major problems with the iNetwork Software is its ability to be upgraded. Due to the existing design adopted, external developers will find it difficult adding additional network devices to the iNetwork Software. This problem can be addressed by spending more time redesigning critical modules in the software.
In light of the survey responses, the iNetwork Software proves to have much potential. Acknowledgments Acknowledgments to Anthony Kadi and Keiko Yasukawa for reviewing this manuscript and the students of Communication Networks Autumn for taking the survey. Summary The computer communication network is an important topic for many computer networking courses around the globe.
INetwork 59 appear to find the topic technical and rather dry and boring. This chapter described the development and use of a software tool called iNetwork for teaching and learning communication networks. Both the teacher and students can benefit for the use of iNetwork in different teaching and learning contexts. A teacher is able to use it in the classroom as a demonstration, to liven up the lecture environment. Students, on the other hand, can use the system in developing a better understanding of the communication networks.
Through experimenting with key parameters, the students gain insights into the key concepts of communication network design and analysis. The software has been tested and found to be robust.
Student responses to the survey were mostly favourable. The students indicated that they had found iNetwork easy to use and helpful in gaining an understanding of communication networks concepts. DNS: The domain name system is a service used to map between hostnames and IP addresses and allow for resolution of hostnames to IP addresses. Firewall: A software application running on a device that is responsible for filtering incoming and outgoing traffic.
GUI: A graphical user interface is a computer application which interacts with its users via graphical interface rather than command line instructions. OSPF: Open Shortest Path First is a dynamic routing protocol used to update routing tables in routers using a more sophisticated routing algorithm. Ping: A network diagnostic tool found on both Microsoft and UNIX operating systems that is used to show communication successes or failures between nodes. RIP: Routing Information Protocol is a dynamic routing protocol used to update the routing tables in routers.
The diagnostic tool is used to track the path of network commu- nication. VPN: A virtual private network Is a networking technology that involves network tunnels being created between nodes within a public network.
Web server: A software application running on a computer that is responsible for serving Web pages on a network. Wireless network: A network that is not constrained by cable and relies on high-frequency radio waves for communication. List and describe three important features of iNetwork. Explain how iNetwork can be used in the laboratory to enhance teaching and learning computer communication networks.
Explain how iNetwork can be configured to capture data traffic from a LAN. List and describe possible enhancements to iNetwork. References Anderson, J. Diagnostic monitoring of skill and knowledge acquisition. Fredericksen et al. Hillsdale, NJ: Lawrence Earlbaum. Bloom, B. The 2 sigma problem: The search for methods of group instruction as effective as one-to-one tutoring.
Educational Researcher, 13, Davis, D. Select the right routing protocol for your network. INetwork 61 Edwards, M. The Mercedes Benz of interactive video. Hardcopy, 14, Lavigne, D. Examining ICMP packets. Larkin Eds. Hillsdale, NJ: Lawrence Erlbaum. Network Sorcery. RFC sourcebook. Supplementary Communication Networks lecture notes.
Sydney, Australia: University of Technology Sydney. Stallings, W. NJ: Prentice Hall. Because such concepts can be abstract and therefore difficult to visualise and understand, simulation can help facilitate learning.
In looking to develop a structured approach to optimally utilising a network simulator in teaching networking concepts, a series of targeted exercises were developed.
The background to this, as well as the design and implementation of the exercises, is presented. Similarly, the features of an appropriate network simulator that can be effectively used in this context are discussed, and a brief overview of the simulation tool used, Packet Tracer, is given. To illustrate the methodology, examples are provided from the actual exercises given to students. The system was also evaluated through an experiment that measured the improvement in understanding of a particular topic, switched networks, after students participated in a practical on this topic using the exercises discussed.
A clear increase in understanding was shown. The incorporation of the simulator in developing case studies to progressively integrate concepts learned as an ongoing, practical exercise is also presented. In addition, the use of simulation to learn troubleshooting skills and strategies by employing a simulated network containing deliberately created errors that need to be resolved is discussed.
Unlike, for instance, the study of program- ming, where many concepts e. In teaching a second-year subject in Internetworking at the Queensland Univer- sity of Technology in Brisbane, we have, like others in this area, sought to overcome these limitations and to enhance the learning experience for our students by utilising various tools and techniques.
These have included simula- tion, visualisation, animation, demonstration, and use of analogy. While such methods generally seem to have a positive effect on the teaching environment and are received favourably by students, two issues have concerned us: whether there were ways in which we could improve our use of these tools, and whether such tools actually aided the learning process and led to a deeper understanding.
Since one of the main tools we use in supporting our teaching is a network simulator, we determined to focus our efforts on developing and evaluating an approach to using simulation in a structured manner, so as to provide a framework to facilitate active independent learning. This does not detract from the use of simulation to demonstrate activities and for stepped, recipe-type exercises, such as router configuration, but represents a specific effort to use the simulator to provide a directed, flexible, and engaging environment for the student to learn independently even when removed from immediate teacher support.
This chapter will outline the way we designed, structured, and implemented a set of practical exercises to achieve this purpose, the nature of the simulation tool we used, and how we evaluated the effectiveness of this approach.
We will further comment on the use of the simulation tool in developing a framework for an ongoing practical exercise linking material together from week to week and using the simulator to teach troubleshooting skills. It should also be emphasized that our approach was geared to working with a large teaching class of to students and that the needs and dynamics are therefore different from working with a small 10 to 15 group in a workshop or lab environment with accessibility to actual network equipment.
The tools that can be used to demonstrate, simulate, or visualise networks and network behaviours lend themselves very readily to teaching in this area. Some tools, such as network or packet analysers, are utilities employed professionally in the industry, and their very use is in itself is an important skill. Others, such as simulators, are expressly for the purposes of teaching and learning and are generally used to create a specific environment which enables the student or trainee to interact as if in the real situation.
In this respect, simulators can mimic reality very closely. A flight simulator can create an environment so authentic that even sensory stimuli such as motion, sound, and visuals are evident.
Others simply provide a representation of the reality in a different format, allowing actions to be observed and demonstrated.
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