Hardware and networking tips pdf

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. 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.

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. 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. As the category of the course differs the depth in which a particular subject is taught also differs.

The list of the fundamental topics are given below Attempt Mock Tests. Hardware and networking play an important role in the smooth functioning of electronic devices.

For every troubleshoot or network problem, a trained professional is required to look after it in order to ensure an efficient process.

The graduates and postgraduates in this domain execute various technologies and help in assisting business solutions. So every organization looks for hardware and networking professionals who can provide practical solutions to the peripheral problems. After pursuing diplomas, graduation, or post graduation in hardware and networking, candidates will get jobs like desktop support engineers, system administrators, field engineers, data analysts, etc.

The starting salary for the UG course graduates ranges between 2. The starting salary for a PG course is 4. What is the category of hardware and networking courses? How is the system administrator job after completing Hardware and Networking courses?

It is a great option. A system administrator does the job of installation and configuration. The starting salary of a system administrator is around Rs 2. What is the starting salary of the hardware and networking courses? For undergraduates, it ranges from somewhere between Rs 2. Who are the top recruiters for those who have pursued hardware and networking course?

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