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CNAP – Semester 1 – Chapters 10-15

20 Dec

(A Story of “How Levii met Tara”)

The fifth and final of a the Semester 1 training series of material. I’d originally developed this material late at night … or the wee hours of the morning, depending on your perspective. All four Semesters were originally developed while living in Abilene, TX; with later revisions after I’d moved to: San Antonio, TX; O’Fallon, IL; and Sembach, DE. The last update was made around 2005-2006 as a final handoff of instructional material to the 21st OWS systems flight to help prepare them for the CCNA examination, and as part of an after-hours DoD 8570 study group I formed for the IT/IS airmen in the area.

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Much of the work that went into developing a curriculum, summarizing data for these slides, and spending countless hours with stacks of books from Cisco Press could certainly be considered preparatory to other courses I’ve taught, any number of papers that I eventually did write, and a foundation to my self-identity as a person that enjoys sharing their knowledge; that would miss a key outcome. Those that know me have likely heard the story on how one of my earliest managers (and current colleague BTW) “conned” me into moving to Abilene. It was the light nights studying and working on this material, however, that introduced me to meet Tara. She took an interest in this strange young guy that showed up to IHOP every night with a laptop and stack of books, and who would eat his dinner with a gallon of coffee. So while I certainly hope this material finds a use to someone else, the opportunity to go back through it reinvigorates the memories of that first Christmas away from home, working on these slides, and the period that I was making a new friend; who years later … would become my wife.

This presentation covers the concepts of routing and addressing. Likely one of the most difficult areas for many people to initially grasp, sub-netting/CIDR were the subject of a few hours practice and working through problems as a group. I would typically run through three different methods of solving the problem, with increasing levels of decomposition and explanatory description back to the other methods. It’s my experience that subjects like this, as with many others that involve: formulas, solutions, proofs, sequential problem breakdown, etc., that could be solved multiple ways are often picked up quickly by the first 10% of a population, and they tend to be comfortable with multiple methods. The next 65% or so of the students will pick up given a second round of detailed explanation, but this group (and the final 25%) can be thrown back “off track” when demonstrating alternate methods, or further decomposition of the problem. It’s at this point then, that once a student ad the “ah ha!” moment, I would typically advise a student to excuse themselves from the class for remainder of the day, and give the sample problems a practice run a few hours later.

Reference Files:

The assessments and practical exam were delivered at the end of the Semester and are available below for reference.

 
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Posted by on December 20, 2013 in Documents & Applications

 

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