Bridges to the Internet, January 2012, Page 1 of 5

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1 Indiana Department of Education Academic Course Framework BRIDGES TO THE INTERNET Bridges to the Internet focuses on learning the fundamentals of networking, routing, switching and related protocols. In this course, students learn both the practical and conceptual skills that build the foundation for understanding basic networking, routing and switching. Students are introduced to the two major models used to plan and implement networks: OSI and TCP/IP. The OSI and TCP/IP functions and services are examined in detail. Students will learn how a router addresses remote networks and determines the best path to those networks, employing static and dynamic routing techniques. Dual Credit This course provides the opportunity for dual credit for students who meet postsecondary requirements for earning dual credit and successfully complete the dual credit requirements of this course. DOE Code: 4588 Recommended Grade Level: Grade 12 Recommended Prerequisites: Computer Tech Support Credits: 2-3 credits per semester, maximum of 2 semesters, maximum of 6 credits Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas This course is aligned with postsecondary courses for Dual Credit: o Ivy Tech CINT 142 Cisco CINT 143 Cisco o Vincennes University CPNS 101 LAN Basics and OSI Model CONS 102 WAN Basics and Routers Content Domain Bridging, Switching, and Routing Core Standard 1 Students integrate network technologies using bridging, switching and routing to build fault tolerant networks. BTI-1.1 Use Command Line Interface commands to perform basic router and switch configuration and verification BTI-1.2 Describe classful and classless routing behavior in routed networks BTI-1.3 Compare and contrast classful and classless IP addressing BTI-1.4 Describe how metrics are used by routing protocols and identify the metric types used by dynamic routing protocols BTI-1.5 Describe the role of dynamic routing protocols and place these protocols in the context of modern network design BTI-1.6 Describe the purpose and procedure for configuring static routes BTI-1.7 Configure and verify router interfaces BTI-1.8 Describe the purpose and nature of routing tables BTI-1.9 Explain how a router determines a path and switches packets Bridges to the Internet, January 2012, Page 1 of 5

2 BTI-1.10 Explain the critical role that routers play in enabling communication across multiple networks BTI-1.11 Describe the purpose, nature, and operations of a router BTI-1.12 Build a simple Ethernet network using routers and switches Domain Open System Interconnect Reference Model & Layered Communications Core Standard 2 Students analyze the Open System Interconnect (OSI) Model and Communication process in a network to verify communications. BTI-2.1 BTI-2.2 BTI-2.3 BTI-2.4 BTI-2.5 Analyze the operations and feature of the OSI model network layer protocols and services and explain the fundamental concepts of routing Analyze the operations and features of the OSI model transport layer protocols and services Describe the protocols and services provided by the application layer in the OSI model and describe how this layer operates in simple networks Explain how communication occurs in data networks and the Internet Describe the devices and services that support communication across an Internetwork Domain Network Protocols Core Standard 3 Students validate appropriate applications to support data communication. BTI-3.1 BTI-3.2 BTI-3.3 BTI-3.4 Explain the role of physical layer protocols and services in supporting communications across data networks Describe the operation of protocols at the OSI data link layer and how they support communications Explain the role of protocols in data network communications Use network protocol models to explain the layers of communications that occur in data networks Domain WAN Protocols Core Standard 4 Students evaluate Wide Area Network protocols for optimizing network performance. BTI-4.1 BTI-4.2 BTI-4.3 BTI-4.4 BTI-4.5 BTI-4.6 BTI-4.7 BTI-4.8 BTI-4.9 Describe the purpose, nature, and operation of OSPF Apply basic RIPv2 configuration commands and evaluate classless routing updates Use advanced configuration commands with routers implementing EIGRP Describe the main features and operation of the Enhanced Interior Gateway Routing Protocol (EIGRP) Describe the basic features and concepts of link-state routing protocols Demonstrate comprehensive RIPv1 configuration skills Describe the functions, characteristics, and operation of RIPv1 Describe the network discovery process of distance vector routing protocols using Routing Information Protocol (RIP) Identify the characteristics of distance vector routing protocols BTI-4.10 Demonstrate comprehensive RIPv1 configuration skills Domain Network Management Bridges to the Internet, January 2012, Page 2 of 5

3 Core Standard 5 Students prove essential network management skills to manage an efficient network. BTI-5.1 BTI-5.2 BTI-5.3 Design, calculate, and apply an appropriate addressing scheme to fulfill given requirements Describe the importance of addressing and naming schemes at various layers of data networks Design and implement a classless IP addressing scheme for a given network Process Common Core Literacy for Technical Subjects Reading for Literacy in Technical Subjects The standards below begin at grade 11 and define what students should understand and be able to do by the end of grade 12. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Key Ideas and Details RT.1 Cite specific textual evidence to support analysis of technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account RT.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms RT.3 Follow precisely a complex multistep procedure when performing technical tasks; analyze the specific results based on explanations in the text. Craft and Structure RT.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades texts and topics RT.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas RT.6 Analyze the author s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Integration of Knowledge and Idea RT.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem RT.8 Evaluate the hypotheses, data, analysis, and conclusions in a technical subject, verifying the data when possible and corroborating or challenging conclusions with other sources of information RT.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Bridges to the Internet, January 2012, Page 3 of 5

4 Range of Reading and Level of Text Complexity RT.10 By the end of grade 12, read and comprehend technical texts in the grades 11-CCR text complexity band independently and proficiently. Writing for Literacy in Technical Subjects The standards below begin at grade 11 and define what students should understand and be able to do by the end of grade 12. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Text Types and Purposes WT.1 Write arguments focused on discipline-specific content WT.2 Write informative/explanatory texts, including technical processes WT.3 Students will not write narratives in technical subjects. Note: Students narrative skills continue to grow in these grades. The require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In technical, students must be able to write precise enough descriptions of the step-by-step procedures they use in their technical work that others can replicate them and (possibly) reach the same results. Production and Distribution of Writing WT.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience WT.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience WT.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Research to Build and Present Knowledge WT.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation WT.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectivity to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation WT.9 Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing WT.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Career and Technical Student Organizations Career and Technical Student Organizations are considered a powerful instructional tool when integrated into Career and Technical Education programs. They enhance the knowledge and skills students learn in a Bridges to the Internet, January 2012, Page 4 of 5

5 course by allowing a student to participate in a unique program of career and leadership development. Students should be encouraged to participate in a Career and Technical Student Organization, such as Business Professional of America, DECA, or Future Business Leaders of America. Bridges to the Internet, January 2012, Page 5 of 5