Telecom Baiscs

Richard C.
Bower Thomas Moran
Copyright 1998-2005 NJCATE, a National Center for Advanced Technological Education Middlesex County College, 2600 Woodbridge Avenue, Edison, New Jersey 08818-3050 Phone: (732) 906-4178 Fax: (732) 906-4662
Web Site: www.njcate.org
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system without permission in writing from NJCATE. This material is based on work supported by the National Science Foundation Advanced Technological Education Program under NSF grant # ESI-9553749 and DUE-9813444. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect those of the National Science Foundation.
Module P: Concepts of Telecommunications

Richard C. Bower Thomas Moran Rochester Institute of Technology NJCATE Publications Coordinator: Paula Neves
TABLE OF CONTENTS
HOW TO USE THIS MODULE ...............................................................................................1 MECOMTRONICS MODULE P COMPETENCIES...............................................................2 MODULE OVERVIEW ............................................................................................................5 TERMINOLOGY AND CONCEPTS .......................................................................................7 INDUSTRIAL CONTEXT ........................................................................................................9 PROJECT OVERVIEW ..........................................................................................................10 ASSESSEMENT CRITERIA ..................................................................................................11 SUPPLEMENTAL MATERIALS...........................................................................................12 TECHNICAL ACTIVITIES LEARNING ACTIVITY: TERMINOLOGY, DEFINITIONS AND INDUSTRY ORGANIZATION #PST0 .......................................................................................................13 LEARNING ACTIVITY: TELECOMMUNICATIONS CIRCUIT SIGNAL CHARACTERISTICS #PST1 .................................................................................................22 LEARNING ACTIVITY: TELECOMMUNICATIONS CIRCUIT COMPONENTS AND TROUBLESHOOTING TECHNIQUES #PST2 .....................................................................31 LEARNING ACTIVITY: INTRODUCTION TO PBX & KEY SYSTEMS FOR VOICE COMMUNICATIONS: CONCEPTS AND EQUIPMENT #PST3.........................................42 LEARNING ACTIVITY: DIGITAL TELECOMMUNICATIONS NETWORK CONCEPTS: LANS AND WANS #PST4 .....................................................................................................51
ATTACHMENT 1 TO LEARNING ACTIVITY #PST4: MAC LAYER LAN PACKET ANALYSIS..............................................................................................................................60
ATTACHMENT 2 TO LEARNING ACTIVITY #PST4: USING PING AND TRACEROUTE ......................................................................................................................61 SCIENCE ACTIVITIES LEARNING ACTIVITY: CIRCUIT CHARACTERISTICS OF VARIOUS TELECOMMUNICATIONS MEDIA #PSS1 ....................................................................66 LEARNING ACTIVITY: OPTICAL FIBER: INTERNAL REFLECTION, PULSE DISPERSION & SIGNAL ATTENUATION #PSS2 ..............................................................74 LEARNING ACTIVITY: MODULATION TECHNIQUES: ANALOG & DIGITAL #PSS3 ..................................................................................................................................................84 RESEARCH, COMPOSITION, AND PRESENTATION (RCP) ACTIVITIES LEARNING ACTIVITY: PREPARING INTERNAL PROPOSALS #PSC1 ........................94 LEARNING ACTIVITY: PROGRESS AND STATUS REPORTING #PSC2 ....................101 LEARNING ACTIVITY: USING THE INTERNET TO FIND TELECOMMUNICATIONS INFORMATION #PSC3 .......................................................................................................109 EVALUATION FORMS .......................................................................................................115
Module P Student Guide
HOW TO USE THIS MODULE GUIDE

This module guide contains several unique features: Competencies Each activity covers a list of technical competencies, which are researched and verified by industry representatives. These competencies provide the conceptual framework for students to develop knowledge and skills required by industry. The list of competencies is broken out by Technical, Physical Science, Mathematics and Research, Composition and Presentation (RCP). The level of mastery attained for each competency as it relates to the material covered in corresponding modules, is indicated as Introduce (I), Develop (D), Master (M), and Reinforce (R). Therefore, you will find in the competency list an indication of the level of mastery to be attained. Projects Each module includes an industry-related capstone project. Learning activities in each module are classified by whether they are project-embedded (activities essential to the development and implementation of the project) or stand-alone (activities guiding the student in the development of the core competencies of technical, mathematics, physical science, and research, composition, and presentation skills). The corresponding equations, tables, and figures for each activity follow the same classification system. Activity Codes An activity numbering key is followed throughout the module. For example, in codes PST1 and PSS1, the first letter of the code signifies that this is an activity of Module P. The second letter can be either a P for a project embedded activity or an S for a stand-alone activity. PSS1 then is a stand-alone activity. The third letter represents either T for Technical, S for Physical Science, M for Mathematics or C for Research, Composition and Presentation. PST1 is a Technical activity. The last digit in the code represents the order of the activity in a particular discipline. CSC1 is the first Research, Composition and Presentation activity in Module P. Use this key code to identify each learning activity.
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MECOMTRONICS MODULE P COMPETENCIES

The list of competencies in this module is broken down by Technical, Physical Science, Mathematics and Research, Composition and Presentation (RCP). The codes I, D, M or R in each competency indicate: Introduce (I), Develop (D), Master (M), and Reinforce (R) A spiral approach to learning reinforces competencies as they are revisited each semester. Technical Competencies:
M R M
2.2 2.4 3.1
R I, D I, D M D I, D, M I I I, D, M
3.12 4.21 4.22 5.3 0.2 10.1 10.2 10.4 10.5
Based on manufacturers' specifications, select computer components for system compatibility. Demonstrate knowledge of software/hardware compatibility and licensing procedures. Create and modify free-hand sketches of electrical diagrams, mechanical drawings, process flow charts, logic diagrams, and welding drawings, using proper lines styles and appropriate standard symbols. Read and interpret engineering drawings, wiring diagrams, schematics, and process diagrams. Demonstrate knowledge of sources effects, and spectral make-up of electrical noise; use devices and circuits to reduce electromagnetic and radio frequency interference. Use spectral analysis techniques to determine the make-up of pulsewaves (relative to Fourier analysis), and demonstrate knowledge of the effects of transmission line filtering and pulse distortion. Use D/A and A/D converters in data acquisition operations. Assemble and/or disassemble electrical and mechanical components and systems. Demonstrate knowledge of Public Telephone Networks, Wide Area Networks, and Local Area Networks from a transmission point of view. Identify, select, and install various transmission lines (wires, coax cables, fiber optical guides) in network configuration. Evaluate and select components for use in data communications networks. Demonstrate knowledge of various analog and digital carrier techniques.
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I I I, D I, D I, D I
10.7 10.8 10.9 11.1 11.2 11.8
Demonstrate knowledge of satellite communications links. Use diagnostic equipment to monitor alpha-numeric codes and protocols to determine and correct transmission errors. Demonstrate knowledge of various analog and digital multiplexing techniques. Install network hardware, software, and cabling. Identify protocols, topologies, and data representations. Use hardware (protocol analyzer, cable analyzer) and software (analyzer) techniques to troubleshoot network and correct malfunctions.
Physical Science Competencies:
R D
15.A 15.B
I, D D, M
15.34 15.39
Demonstrate knowledge of the definitions of fundamental physical quantities such as: length, time, mass, current Demonstrate a knowledge of the definition of derived physical quantities such as: velocity, acceleration, force, torque, energy, momentum, current, voltage, resistance, pressure, viscosity, power, inductance, capacitance, hardness, stress, strain, magnetic field strength, flux, etc. Explain the phenomenon of dispersion and discuss its importance in the transmission of electromagnetic energy. Identify the regions and characteristics of the electromagnetic spectrum.
Math Competencies:
R R D R R D R D
14.1 14.2 14.3 14.4 14.5 14.6 14.7 14.10
Perform numerical computations using decimals, fractions, and percents. Raise numbers to powers and take roots of numbers. Estimate and approximate answers to multiple operation problems, and evaluate the reasonableness of the results. Use ratios and proportions to solve technical problems. Use scientific, engineering, and prefix notation to simplify computations and to represent data. Use a calculator to perform multiple operation problems. Convert between U.S. customary and SI units. Identify, describe, compare, and classify geometric figures.
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D D R
14.11 14.19 14.29
Solve problems relating to the geometric properties of two- and threedimensional figures. Apply trigonometric principles to the solutions of technical problems using sine, cosine, and tangent functions along with the law of sines and cosines. Convert between number systems and perform arithmetic operations within each system.
RCP Competencies:
D D D D D D D
13.1 13.2 13.3 13.4 13.5 13.6 13.7
Convey ideas and facts by composing, revising and editing memoranda and letters, reports, articles, proposals, and essays. Use varied and precise technical language appropriately in written documents and oral presentations. Determine the form, length, content, and styleeither oral or writtenfor presenting material to an intended audience. Control errors in Standard American English (SAE) grammar, syntax, usage, punctuation, and spelling. Annotate, summarize, paraphrase, and use direct quotations from reference material, literature, reports, articles, speeches, and discussions. Use the library and the internet to conduct research and document the results using the MLA Style, APA Style, and the number system (CBE/ACS/AIP). Gather and evaluate data obtained by searching public access catalogs, on-line and computer databases, government documents, and microfilms; and by conducting field research and interviews. Report chronological events accurately. Use specific factual data to provide instructions and explanations of processes and technical concepts, and to recommend a course of action. Classify information into related groups, analyze data to discover or present similarities and differences, to discover or present relationships, to explain unfamiliar concepts, and to highlight specific details.
R D
13.8 13.9
13.10
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MODULE OVERVIEW
TOPIC Telecommunications OBJECTIVE
Create a process flow diagram of the surface mount technology (SMT) process. Build a library of symbols and use these symbols by inserting the library in a drawing. Create 2 D drawings of parts to be manufactured. Draw diagrams, plot ordered pairs, identify geometric shapes, and describe diagrams using Cartesian coordinate values. Use geometry and size data to represent a variety of parts to be manufactured and to represent a process flow. Write a process explanation, controlling errors in Standard American English (SAE), grammar, syntax, usage, punctuation, and spelling.
LEARNING ACTIVITIES Learning Activity Name Terminology, Definitions, and Industry Organization Telecommunications Circuit Signal Characteristics Telecommunications Circuit Components and TroubleShooting Techniques Introduction to PBX and Key Systems for Voice Communications: Concepts and Equipment Digital Telecommunications Network Concepts: LANs and WANs Circuit Characteristics of Various Telecommunications Media Optical Fiber Internal Reflection, Pulse Dispersion, and Signal Attenuation Code PST0 PST1 PST2 PST3 PST4 PSS1 PSS2 Time Allocation 1.75 hours 3.5 hours 1.75 hours 3.5 hours 3.5 hours 7.0 hours 3.5 hours
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Modulation Techniques: Analog and Digital Preparing Internal Proposals Progress and Status Reporting Using the Internet to Find Telecommunications Information
PSS3 PSC1 PSC2 PSC3
3.5 hours 3.5 hours 4.0 hours 1.5 hours
PREREQUISITES/COREQUISITES To ensure student success in this module the following prerequisites and corequisites are recommended: Prerequisites Module A: Computer Installation and Applications Module B: Electrical and Mechanical Components
Corequisites: Module N: PLC Controlled Operations
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TERMINOLOGY AND CONCEPTS

Upon completion of this module you should be able to define and use in context the following terminology and concepts: ADSL (asynchronous digital subscriber line) AM (amplitude modulation) Attenuation ASCII (American standard code for information interchange) bandwidth bridge CDM (code division multiplexing) circuit switching client-server LANs communications server contention CPE (customer premise equipment or terminal equipment) database DID trunks DSB (double sideband) email server ethernet FDM (frequency division multiplexing) FM (frequency modulation) FSK (frequency shift keying) geosynchronous graded index hubs ICMP (internet control message protocol) incoming trunks interconnect providers internet intranet jacket laser LCR (least cost routing)
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A-Law amplifier attenuation distortion ATM (asynchronous transfer mode) BN (backbone network) CATV (cable TV) CENTREX CLECs (competitive local exchange carriers) coding communications systems corporate network trunks critical angle demarc (demarcation or hand-off between the LEC and an IEC) DNS (domain name server) DTMF (dual tone multi frequency) signals end office extensions in PBXs facility based IEC FCC (federal communications commission) file server frame relay gateway switch GSM (global system for mobile communications) graded index fiber ICM (intelligent contact management) ILEC (incumbent local exchange company) index of refraction international telephone company INTRA-LATA (inside the LATA) IP (internet protocol) networks LAN (Local Area Network) LATA (local access and transport area) LEC (local exchange carrier)
LED (light emitting diode) local central office MDF (main distribution frame) -Law multi mode NAM (network applications management) network NID (network interface device) NOS (network operating system) optical fiber PAM (pulse amplitude modulation) PBX or PABX PCS (personal communications service) peer to peer photonic PM (phase modulation) POP (point of presence) presubscription PSC (public service commission) PSTN (public switched telephone network) PXOS (point to point circuit connected to PBX line equipment) quantize pulse (signal) dispersion regenerator resellers sampling sideband single index single mode fiber SMDR (station message detail recorder) SSB AM (suppressed carrier, single sideband AM) step index fiber switching matrix tandem TCP/IP through-put time slot transmission Trunks UTP (unshielded twisted pair) WANs (wide area networks)
line or loop LTBU (long term bandwidth utilization) medium modem (MOdulator-DEModulator) multi-mode fiber name servers NIC (network interface card) noise operator trunks packet switching payload PCM (pulse code modulation) packet switching photo-diode PM (phase modulation) pulse (signal) dispersion P/OP (peak/off-peak) print server PSK (phase shift modulation) PUC (public utility commissions) QAM (quadrature amplitude modulation) quantizing noise receiver repeater router serving central office single mode single index fiber slamming SONET (synchronous optical NETwork) STDM (statistical time division multiplexing) switching T-carrier TCM (trellis coded modulation) TDM (time division multiplexing) tie line token ring LAN transmitter URL VoIP (voice over IP) WATS trunks
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INDUSTRIAL CONTEXT
INDUSTRY TYPE Telecommunications
COMPANY PROFILE The Narom and Rewob Company (NRC) is an international company with corporate headquarters in New York City. It employs over 60,000 people worldwide and has two core businesses: telecommunications and the manufacture of servovalves. Telecommunciations The Telecommunication Systems division represents the major part of NRCs business. The division employs some 15,000 engineers and 30,000 technicians to develop and maintain its networks. Servovalves The Servovalves division manufactures these precision fluid control devices that are used in robotics, aircraft, manufacturing, and other applications. NRC also maintains a service center where servovalves are returned for testing, repair, and overhaul. The Servovalves division employs 200 people, including three engineers and 150 technicians.
PROBLEM/SITUATION The Telecommunications division seeks out newly graduated engineers and technicians to maintain its networks and install telecommunications circuits for new customers. At the Servovalves Service Center, all of the returned valves are completely disassembled, cleaned, and rebuilt with new seals and parts. They are then individually packed and shipped.
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PROJECT OVERVIEW
PROJECT NAME, FOCUS & DESCRIPTION Module P focuses mainly on various telecommunications concepts. Students will learn about: LANS and WANS PBX Voice communications Telecommunications media Optical fiber Modulation Troubleshooting
Students will search the Internet to develop a proposal for a packaging system for rebuilt servovalves, and to gather telecommunications information.
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ASSESSMENT CRITERIA
Student performance in this module will be assessed according to the following criteria: Mastery of target and core competencies demonstrated through projects, exhibitions, and portfolios Quality of participation and accuracy in completion of learning activities Understanding of key vocabulary and concepts Completion of assigned readings, reports, and oral presentations Performance on quizzes and exams
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SUPPLEMENTAL MATERIALS
BOOKS Newtons Telecommunications Dictionary. Telecommunications Library, Inc., New York Rebeiz, Professor Gabriel. Lab Idea. 1998 P-Spice program manual
PERIODICALS
Telephony Americas Network Interconnect Telecommunications Weekly Inter@ctiveWeek Lightwave
COMPUTER SOFTWARE Observer: A program for Windows PCs Pingplotter: A freeware program utilizing Ping and Traceroute P-Spice. Micro Sim Corporation: Provides the physical characteristics of circuits WEB SITES http://www.ce.umn.edu/~smith/ http://gracie.santarosa.edu/~linda/bus_web_design/pert_gant.shtml. http://itp-www.colorado.edu/Hotlist/hotlist.html http://www.lpmedia.com/installing_the_cable_plant.htm
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LEARNING ACTIVITY
TERMINOLOGY, DEFINITIONS, AND INDUSTRY ORGANIZATION PST0
Project-Embedded
Stand-Alone
TIME ALLOCATION 1.75 hours STATEMENT OF PURPOSE To understand the organization of the telecommunications industry OBJECTIVES Gain a working knowledge of some of the terms and acronyms in common use in the telecommunications industry Understand the organization of the telecommunications industry since the Telecommunications Act of 1996 and how that affects the interactions that a MECOMTRONICS technician might have with various companies in the industry. Become familiar with some of the definitions of various processes, conditions, and situations with which a MECOMTRONICS technician may have to work.
ASSESSMENT Your instructor will assess you on the following: Understanding of common telecommunications industry terminology as evidenced by a group report and subsequent discussions with the instructor Use of the proper terms in discussions about telecommunications matters with your fellow students Knowledge of the make up of the telecommunications industry in your hometown as demonstrated by the classifications of the various companies on your list of telecommunications companies operating in your area
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SITUATION Most industries, professions, and even individual companies have certain terms, language, and acronyms that are unique to their group or organization. The telecommunications industry is no exception to this, and many people would say that this industry has outdone most others in the development of such a language. Whether or not this is true, there are many terms that you as a MECOMTRONICS technician will need to know in order to even begin to understand your telecommunications responsibilities. The information in this learning activity is by no means a full or comprehensive listing of the special terms you will encounter in this field, but it should give you a basic level understanding upon which you can build as you gain more experience in this field. BACKGROUND Many of the telecommunications terms used in the industry were initiated in the days of the Bell System, or are based on scientific terminology that was applicable to the equipment or operations of the Bell System. Although the Bell system no longer exists as a single entity, many of the component parts of that system still exist, some of them with new corporate names, but with the same or similar equipment; thus, the carry over of the technology and its terminology. Many other terms and definitions now in use in the industry were developed as part of the legal process of dividing up the former Bell System. These have been incorporated into the current law of the land regarding telecommunications: The Telecommunications Act of 1996 and, therefore, have become part of the language of todays telecommunications industry. You will need to be familiar with this new language to communicate effectively with those working in the field. You will need to communicate to complete your job, whether it is ordering a new circuit, or buying a piece of terminal equipment to attach to the telephone network. Knowledge of the "new language" is necessary for any of the many work operations that are affected by the telephone network. Equipment The equipment that makes up a Telecommunications NETWORK is usually categorized into two types: 1) TRANSMISSION, and 2) SWITCHING. Transmission systems are the systems that transmit the information from point to point (City A to City B), while the Switching systems make the connections from one transmission system to another or to a customer. Putting the two types of equipment together into one system creates the network that is able to connect any customer to any other, anywhere in the world. Every telecommunications customer is connected to some sort of network (telephone, cable TV, Internet access provider, etc.) sometimes several networks. In the case of the telephone network, your LINE (or LOOP) is the pair of twisted copper wires that connect you to the
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LOCAL CENTRAL OFFICE, SERVING CENTRAL OFFICE, CLASS 5 OFFICE, or END OFFICE, (four names for the same thing: Switch). That switch connects customers to other customers or to TRUNKS (circuits to other switches). Trunks are provided to other switches on transmission systems. (A common transmission system in use today is called TCARRIER that digitally transports 24 circuits usually trunks - to another switch.) Often the trunks from a local switch go to a TANDEM switch. These are switches that only connect trunks to other trunks. Thus we can define a local switch as one which connects lines (loops) to lines or trunks, while a tandem switch only connects trunks to trunks. Another type of switching system that is used by many businesses is called a PBX or PABX (Private Branch Exchange or Private Automatic Branch Exchange). This switch is owned by the business not by the Telephone Company. Usually a PBX is much smaller in size and in number of lines served than a telco C.O. (Central Office), but electrically it serves the same function (connecting lines to other lines or trunks) as a Central Office. The customer lines often are called EXTENSIONS in PBXs but, again, they are electrically the same as a C.O. line. PBXs are economical for most companies since on average 60 70% of calling is internal to a company, thus it is more economical to switch it on their own premises rather than have a line to the telephone company switching equipment for each telephone. The calls that do have to go to the telco are sent by the PBX on a small group of trunks to the C.O., accessed by dialing a code, usually just a 9. PBXs may also have a group of TIE LINEs (which are really trunks by our definition) to other PBXs owned by the company. If so, the company has its own private network. The tie lines may be leased from one of the telephone companies or may be constructed by the company itself. The North American telephone network as we know it today is actually made up of several different networks operated by different companies. The local central offices are tied together by trunks to LATA (local access and transport area) tandems making a LATA network. These networks are operated by the ILEC (incumbent local exchange company) which is the telephone company that has always been there. Examples are BellAtlantic, NYNEX, Frontier, GTE, Continental Telephone, Ameritech, BellSouth, etc. These LATA networks were created in 1983 when the Federal Government split up AT&T. The networks handle the calling inside each LATA. A LATA is a specific geographical area, but not larger than a state, usually roughly the same as a Numbering Plan Area (like 518, or 315, or 312) inside which calling is handled by the ILEC and between which calling is competitive. Companies handling calls between LATAs are called IECs or sometimes IXCs (Interexchange Carriers). The breakup of AT&T required that every customer should have the ability to choose any IEC to handle his/her INTER-LATA calls. Examples of IECs are AT&T, Sprint, MCIWorldCom, Frontier International, Quest, and many others. (Mergers and acquisitions between these IECs seem to happen quite often so the names change.) A call from Trenton to Philadelphia is an Inter-LATA call so you have a choice of any IEC to carry that call. When the AT&T split up occurred, the idea was that the INTRA-LATA (inside the LATA) calling would stay a monopoly handled by the ILECs. Since that time the concept of competitive local telephone service has evolved, and the Telecommunications Act of 1996 encourages the formation of CLECs (Competitive Local Exchange Carriers) which are companies authorized to
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provide service inside a LATA in competition with the ILECs. The local CATV company can become a CLEC, or the local Power Company, another telephone company, or almost anyone else that wants to get into the business, can become a CLEC. ILEC or CLEC, the company which provides the local service to the end user (customer), provides that service through a local network made up of switching offices and trunks which complete local calls and deliver long distance (inter-LATA) calls to the IEC chosen by the customer. Customers initially make the choice of IEC that will normally receive the inter-LATA calls when they turn on the local service. The local central office is programmed to automatically route the call to the proper IEC whenever the customer dials 1+10 digits. This is called Presubscription. Should the customer want to change the primary inter-LATA carrier (IEC), a call to the LEC instructing them to change the programming is all that is necessary. Often the new IEC will make that call for customers who sign a permission card. (In intense marketing situations some IECs have been known to instruct the LEC to make a change of IEC without the customers permission. That is known as Slamming which is illegal now.) It is also possible for an end user to choose an IEC other than the one to which he/she is presubscribed on a call by call basis. Simply dialing a 10xxx code before the 10-digit number does this. You may have seen TV advertisements for various 10xxx codes offering discount or bargain rates. The largest IECs have nationwide and worldwide switching and trunking networks to deliver calls to any other LATA or country. These are known as Facility based IECs. There are many (hundreds) of other IECs which do not have their own facilities (trunks and switches) but instead lease calling capacity from one or more of the facility based IECs at wholesale rates, then resell the calling service to the end user customer. These IECs are known as resellers. The demarc (demarcation or hand-off ) between the LEC and an IEC is called a POP (Point of Presence). There is at least one POP for each IEC in each LATA. In large LATAs, like New York City, there may be more than one POP for a given IEC. That is a matter for negation between the IEC and LEC and is based on the economics of each situation since the LECs charge the IECs for having a POP. The LEC delivers the call to the POP and charges the IEC for that service. IECs deliver international calls to a Gateway switch, which in turn gives the call to an International Telephone Company. Many of the IECs have international subsidiaries. The international telco deals with the telephone agency (often a governmental agency but more and more, a competitive company) at the destination country to deliver the call to its proper recipient. Industry Organization The description above should give you a basic understanding of the technical piece parts and combinations of the telecommunications industry. Now we will spend a short time discussing the business components and relationships of telecommunications. Ever since the split up of AT&T by the federal government in 1983 (confirmed and continued by the Telecommunications Reform Act of 1996) the Telecommunications industry has been organized as follows:
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CPE (customer premise equipment or terminal equipment) is the equipment at the customers location, which is owned by the customer and, therefore, is not in any way regulated (it once was provided by the telephone company). It can be purchased anywhere Radio Shack, Computer City, Sears, Staples, etc. or you can buy or lease it from companies that specialize in this kind of equipment. They are called Interconnect Providers. Examples of CPE include telephones, modems, computers, wiring and jacks inside your house or business, data multiplexers, statistical multiplexers, local area networks, PBXs, station key equipment, cellular telephones, pagers (beepers), etc. (Any of these terms which you dont know or recognize will be explained in later activities). LEC (local exchange carrier) is the company which provides local landline (wired) telecommunications service. As discussed above there now is the possibility of several LECs, the ILEC, and multiple CLECs in a given area. The CLECs could be related to the cable company, or to other telecommunications companies. The LEC network is connected to your CPE at a NID (network interface device) which is usually a jack or box on the outside or in the basement of your house/business. This is the point where the LEC's maintenance responsibility ends and the customers begin. The service is provided to the NID for a monthly fee that includes maintenance of the LEC network. LECs are regulated by the state Public Utility Commission who sets rates for the ILECs and monitors the CLECs' rates and services. If you dont get a dial tone because of the LECs problem they fix it for free, but if your CPE equipment causes the service to be interrupted, they will disconnect their network until you fix your equipment. Wireless service providers are usually two cellular mobile voice companies in any given area, one which is related in some way to the ILEC, and one that is not. For example, Bell Atlantic, Mobile, and Cellular One. In addition, often there are one or more PCS (Personal Communications Service) wireless providers in a given area, as well, such as Sprint PCS. PCS service is similar to cellular but is usually digital and uses a higher frequency band. Also there may be several companies competing to provide paging services. You buy the wireless telephone or pager but must pay a monthly fee for the service itself. Wireless companies are loosely regulated by the state PUC (Public Utility Commissions). Some states call it a PSC (Public Service Commission) and must get a license from the FCC (Federal Communications Commission) for each of the radio frequencies they use. A CATV (Cable TV) company is usually only one wireline company (Time Warner, Hyperion, ComCast, TCI, MediaOne, AT&T, etc.) that has a franchise from the local government to serve a given area. More than one satellite TV company may also be competing for the cable TV distribution business. You pay for the service on a monthly basis. CATV companies are now regulated by the FCC but are scheduled to be deregulated in 1999. ***??? Then they will be completely free to set their own rates based on the competition from satellite TV and telephone companies offering TV-like services
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IECs (Interexchange Carriers) are companies which compete to provide long distance calling services. You are familiar with them from their extensive TV advertising effort to get you to change to their service. (e.g. AT&T, MCI Worldcom, Sprint, Frontier International, Quest, Global Crossings, etc.) Their service is provided on a monthly lease basis, with charges of x cents per minute for each call. Many businesses, however, negotiate long term contracts to obtain lower rates. The IECs are loosely regulated by the FCC regarding their inter-state rates and services and by the state PSC/PUC regarding their intra-state (calls between two points inside a state but from one LATA to another) rates. In some areas these IECs have established local CLEC affiliates thus further confusing the public as to what company provides what service. ISPs (Internet Service Providers) are fully competitive companies that provide the connection from a customers access service to the Internet. There has been discussion in Congress of regulating them but current FCC and federal government policy is to NOT regulate the Internet in any way. Some only provide the connection to the Internet, while others like AOL provide extensive information content as well. ISPs either charge a monthly flat fee for unlimited use or charge by the minute (or perhaps a combination) for their service. Customers connects to their ISPs using the facilities/circuits of their LEC or CATV companies with regular modems or cable modems.
PREPARATION Form study groups of 3 or 4 students to work on this activity. Each student should: Obtain a recent issue of two of the many periodicals which deal with the telecommunications industry such as Telephony, Americas Network, Interconnect, Telecommunications Weekly, Inter@ctive Week, Lightwave etc. Read the articles and list 10 terms about which you are unsure. Obtain from the college library or bookstore a copy of Newtons Telecommunications Dictionary for the group. List the name of the Telephone Company, the Cable TV Company, the cellular companies, PCS companies, and the names of two other companies in the telecommunications business in your hometown.
FACILITIES & EQUIPMENT Various industry weekly and monthly periodicals such as Telephony, Americas Network, Interconnect, Telecommunications Weekly, Inter@ctive Week, Lightwave, etc.
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Newtons Telecommunications Dictionary, Telecommunications Library, Inc., New York
TEAM EXPLORATION Perform this activity in teams of three or four persons. Each member is individually responsible for his/her own report preparation. When you are looking for explanations and definitions of terms, share what you have learned with your teammates in a small group discussion. TASK #1 Understanding Terms used in the Telecommunications Industry Discussion A discussion of terminology might best start with defining the subject. The field of telecommunications can be defined as: the movement of information from one place to another to another using electrical or photonic means. In other words, if you move a picture, or move an image from one place to another using electrical signals, you have used telecommunications. Processes such as cable TV, interactive video conferencing, e-mail, facsimile, radio broadcasts, cellular telephone, and even the old fashioned regular telephone are all examples of telecommunications. In each of these examples the original information, be it a written word, or a still picture, or a voice sentence, are converted to electrical signals, then transported electrically to a different place and reconverted to their original format. In some cases the electrical signal gets converted to light pulses and back to electrical form during its journey from originator to receiver. Information can take any of the formats described above, but we usually categorize it as one of three basic categories: TEXT, VOICE, or IMAGE. Sometimes the definitions of these categories can overlap a bit but the important point is that no matter the form in which they originate, they all can be converted into one of two electrical forms for transmission. These two forms are analog and digital. Analog signals are continuously variable, thus can take on an infinite number of values, while digital signals have discrete values. In most telecommunications transmission systems we use a binary digital signal which has two discrete values (0 and 1, +5 V and -5V, On and Off, 0 volts and +5 volts, etc.). Voice information originates as an analog signal (the sound traveling in air) and is converted to an analog electrical signal in the telephone. That analog signal is often converted in the network to a digital electrical signal for transmission, then is converted back to an analog electrical signal between the telephone company and your house or business where the telephone converts it back to sound waves in the air.
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On the other hand a computer generates a digital electrical signal when you hit a key on the keyboard. That digital electrical signal is converted to an analog electrical signal in the modem (Modulator/Demodulator) for transmission to the Telephone Company. The Telephone Company converts it to a digital electrical, or sometimes to a digital optical signal for transmission. The signal is then reconverted to analog to travel on the loop, or customer line (the electrical circuit from the Telephone Company to the customer), to your modem where the information is put back into the digital electrical format that your computer understands. So a piece of analog information may take on a digital form, and a piece of digital information may become analog during its travel from one place to another. In either case, the information is transported intact (or almost intact) and delivered in the same form as it originated. By the way, implicit in the description just given is the make up of all communications systems: 1) a transmitter, 2) a receiver, and 3) a medium over which the information flows. In addition, there is a requisite assumption: that the three parts of the communications system all operate using the same language. It would do no good to transmit in a digital format to an analog receiver, just as it would not work to speak in Chinese to a person who understood only the German language. In some cases the medium can handle both formats but that is not always the case. The medium, however, must also be able to transport the format (or language) of the other parts of the communications system.
Step
1. Now that you have read the Discussion, follow the directions in the Procedure section above. Note that new terms are in bold the first time they are used. 2. Assemble a list of 20 to 30 unknown or unclear terms you developed from the Preparation section above. 3. Read the material and put a check mark alongside each of the terms on your list which are explained to your satisfaction. 4. Determine where each of the companies you listed in the fourth item under Preparation fits into the industry structure explained below. For instance: is it an IEC, and ILEC, etc? 5. When you are finished reading the material below, look up, in the Newtons Dictionary, the terms which werent explained in this document. If you are still unsure of their meaning, work with other members of your study group to research the Internet to find a suitable explanation. Also review your own
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Result
1.
2. 3. 4.
5.
unknown terms with your small discussion group to see if any of them have discovered an explanation. 6. Individually provide a verbal or written report to your instructor explaining specifically what you learned from this activity. 6.
Summary Every telecommunications user has a connection of his/her own CPE equipment to a LEC network or to a Wireless service provider (sometimes both) and through them to an IEC, for voice communication. Many telecommunications users use the voice connection and their own modem to connect to their ISP and through them to the Internet. In this case they can only use the LEC connection for voice or data at any one time. To remedy that problem some users have started using a Cable Modem connected to their CATV service to gain access to the ISP and Internet. This way the computer can be permanently connected to the internet without interfering with the voice communications. Another advantage of the Cable modem is that it is faster than a telephone modem. Telephone companies are starting to provide a service called ADSL (Asynchronous Digital Subscriber Line) to provide a permanent high speed data connection and voice calling, all on the same twisted copper wire loop which today provides just voice service. There will be more about that in future activities. REVIEW QUESTIONS 1. 2. 3. 4. 5. 6. What is a LATA and what types of telecommunications companies provide network service INSIDE one? How many different companies and/or networks can provide some sort of telecommunications access service to your home or business? How is an Interconnect company different from an ILEC, CLEC, ISP or IEC? How is a LINE different from a TRUNK, and how is it similar? Explain the role and function of: a) SWITCHING and b) TRANSMISSION equipment in a telecommunications network. Explain the function of a POP and where, in the telephone network, it is located.
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LEARNING ACTIVITY
TELECOMMUNICATIONS CIRCUIT SIGNAL CHARACTERISTICS PST1
Project-Embedded
Stand-Alone
TIME ALLOCATION 3.5 hours STATEMENT OF PURPOSE To understand the purpose, nature, and waveforms of signals in telecommunications circuits and networks, and make various observations
OBJECTIVES Understand the nature and waveforms of typical signals carried by telecommunications circuits. Understand the purpose of these signals in the operation of the telecommunications network and the information it carries. Observe the time domain and frequency domain pictures of these signals. Observe how the digital signals are converted to analog for use on typical telephone circuits
ASSESSMENT Students will be assessed on the following: Ability to follow directions as given in the activity. The instructor's evaluation of the report written in step #8. This will include the accuracy of the description of the work performed and the reasonableness of the conclusions drawn from the results of the activity.
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SITUATION Telephones are the most common terminal device on telecommunications circuits. They perform several functions, including creating address signals (dialing) and converting sound waves in the air to electrical information signals. Another terminal device that is becoming more and more common is the microcomputer. It, too, can create address and information electrical signals. One significant difference in the nature of the information and addressing signals between these two terminals is that the telephone creates analog signals while the microcomputer generates digital signals. These digital signals must be converted to analog signals in order to use the computer on the public telephone network. This is needed because the telephone network was built on the premise that the input signal would be an analog signal from a telephone. You will often use the telephone network for a variety of reasons but in your work as a MECOMTRONICS technician you may need to send various types of information to other locations over the network. You also may be called upon to figure out how and why certain things will or wont work over a telecommunication circuit. Knowing the nature of the telecomm networks signals and the capabilities of the network to handle those signals will be a critical part of your understanding of the over all operation of the information systems with which you may work.
BACKGROUND Telephone sets generate two types of electrical signals. One is the information signal, which is an electrical equivalent of the sound waves that are picked up by the transmitter of the telephone handset. The other is an addressing signal, which is generated by the dial or number pad on the telephone. The address (telephone number) for your call is needed by the switching equipment in the network to direct your call to the intended recipient. Older telephones (before the days of transistor electronics) generated this address signal by interrupting the direct current (approximately 25 to 50 milliAmps) that was present on the customer line whenever the receiver was off-the-hook, that is: lifted off the cradle of the telephone set. The circular dial on the outside of the phone caused a contact inside the set to open and close the customers circuit a number of times equal to the number dialed on the rotary dial. Thus, a slow (10 interruptions per second) digital signal was generated. This digital signal was detected in the central office switch and translated to whatever form was needed in the network. Newer telephones use a touch button number pad that generates two single frequency signals (sometimes called tones). These signals are known as DTMF (Dual Tone Multi Frequency) signals and are detected by the central office switch to indicate the address of the call. The network then processes the call the same way as it did with the rotary dial customer telephone. We will observe these signals with an oscilloscope.
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The other broad category of signals generated in a telephone is the information content signal. This is the electrical equivalent of the voice from the telephone, or if you have a computer connected to the telephone line, it is the analog equivalent of the computers digital output signal. In either case the analog signal is limited to a bandwidth (range of frequencies present on the circuit) of 300 to 3300 Hz. This limit originally was due to the capability of the telephone set; now it is due to the fact that the network has been designed based on that 300 3300 Hz bandwidth signal. Although 300 to 3300 Hz is the actual usable bandwidth, we say that telephone circuits have a Nominal 4 kHz bandwidth and all the network system designs are based on that 4 kHz assumption. Limiting the telephone network to the 4 kHz bandwidth is not a problem in voice communications, since most of the intelligence of our speech is well within that frequency range. Computer communications are another matter; the bandwidth limitation places an arbitrary limit on the amount of information per second that our current telephone system circuits can carry. That limit is reflected in the 56 Kbps modems that are now available. As mentioned above, the telephone network is mostly an analog input/output system, while the computers we use are digital input/output devices. The piece of equipment that translates the computers digital signal to the networks analog signal is a modem (which stands for MOdulator-DEModulator). Modems generate various forms of analog signals, depending on the standards upon which they operate, to represent the digital information supplied by the associated computer. We will observe, using an oscilloscope and frequency spectrum analysis tool, both the digital and analog signals associated with a simple modem. One other signal that the telephone receives from the network is the alerting signal. We often call this the ringing signal. This is a 20 Hz, 90 Volt AC rms voltage superimposed, in a 2 second on 4 second off pattern, on top of the -48 V dc voltage which is always present on a telephone customers line. It is called the ringing signal because it rings the telephones bell. All telecomm systems use some sort of alerting to indicate that a call or message has arrived. It may be a chime, or a visual signal on the screen or some other way of alerting you to the receipt of information. There are other audible signals that you receive from the network: Audible ring back (lets you know the called line is ringing) Busy back (lets you know the called line is busy) Circuit busy (often a recording but in older systems its a fast busy a busy tone interrupted 120 times a minute) Howler (the loud tone and recording that says the phone is off the hook).
These signals are known as informational or status signals since they give you information about the progress of your call or the condition of the network.
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The network also sends a calling party ID signal to your phone during the silent period between the first and second ringing signal. If your phone has the proper kind of display unit (either built in or as a separate unit attached to the line), this signal will let you know the phone number and name of the person who is calling. PREPARATION Review the instructions for use of a digital Oscilloscope, a multimeter, and power supply unit. Study Figure 1 in the attached LAB IDEA which is a circuit diagram of a telephone circuit. Assemble the equipment listed below and connect them as indicated in Figure A. Observe the sketch of a telephone keypad, Figure 2 in the attached LAB IDEA.
Telephone Set ring wire tip wire Power Supply Oscilloscope
Figure PSC1-1. Connections for Observing Telephone Signals
SAFETY ISSUES As with all electrical devices, you must observe the proper grounding of the equipment and connect the equipment only in the manner instructed. Observe carefully the polarities of all wires and power supplies as you connect them. FACILITIES & EQUIPMENT Multimeter
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Power supply capable of providing 12 to 15 Volts dc and limit current to 100 miliAmps. Oscilloscope capable of observing analog signals up to 50 kHz Two telephone sets, one with rotary dial, one with touch pad HP BenchLink/Scope software or equivalent with PC (optional) Bell 102 type external modem connected to a microcomputer by an RS-232 plug and jack An access jack to a standard telephone line from the campus PBX or local telephone company that is limited to local campus connections
FACILITIES & EQUIPMENT Instruction booklets for the equipment listed above. Copy of LAB IDEA by Professor Gabriel Rebeiz, 1998.* (Copy attached. *Used by permission.)
TEAM EXPLORATION Perform this activity in teams of two. Students are individually responsible for the writing of their own reports. TASK #1 Setting up a Telephone with Push Button Dial
Step
1. Refer to the attached LAB IDEA. 2. Set up the telephone with the push button dial, and other equipment as directed in the Ed. Note and as shown in Figure PST1-1 above. 3. Perform LAB IDEA Exercises One, Two, Three, and Four. Summary
Result
1. 2.
3.
You are now familiar with setting up the telephone and using the oscilloscope.
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TASK #2 Observing Signals from a Rotary Dial Telephone
Step
1. Substitute the telephone that has the rotary dial into the circuit set up from Figure A. 2. Set the oscilloscope to capture pulses at a rate of 10 per minute. 3. Observe the signal on the telephone connection when the number 8 is dialed. 4. Dial other numbers and note the number of pulses that result from dialing. Summary
Result
1. 2. 3. 4.
You have setup the oscilloscope and observed signals and the number of pulses generated by dialing various numbers on a rotary dial telephone.
TASK #3 Identifying the Tip and Ring Wires The two wires of the telephone line are designated as the tip and ring wires. The tip usually has green insulation at a telephone jack, while the ring has red insulation. When the line is idle there is no voltage to ground on the tip side, but there is a 48 vdc voltage to ground on the ring side. The ringing voltage also is attached to the ring side when an incoming call is being announced. The ring side of the line is usually the right side terminal if the wiring block is arranged horizontally. The tip is on top if the wiring block is arranged vertically. Remember the following to identify the tip and ring wires: Tip is top ring and red are right.
Step
1. Set aside the above connections and connect the line side of the modem to a standard telephone access line to the
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campus PBX or telephone company network. 2. Connect a microcomputer to the modem via the RS-232 plug and connector. 3. Place the oscilloscope probe on the Tip wire of the telephone line with the oscilloscope ground lead on the ring (other) wire. Summary
2. 3.
You have identified the tip and ring wires of a telephone, setup appropriate connections to a telephone line, a microcomputer, and an oscilloscope.
TASK #4 Observing the signal when a Message is Transmitted via Modem
Step
Using the microcomputer, access the telephone or PBX network dial tone and dial up another computer, an Internet Service Provider, or other service to which you can connect. Send a short message. As the message is being transmitted watch the signal on the telephone line on the oscilloscope.
Result
Summary You have used an oscilloscope to observe the signal when a microcomputer dials another computer.
REVIEW QUESTIONS 1. What is the nature of the signal? Analog or digital? 2. Can you determine the frequencies of the tones being generated by the modem? 3. Note that after the modem has generated a signal, there are responses from the other end of the circuit. Answer the above questions about those returning signals.
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TASK #5 Writing a Report on Your Procedures and Conclusions Regarding Telephone Signals
Step
Result
1. Write a short report to your instructor 1. explaining what procedural steps you completed in this activity and what the results of those steps were. Also state what conclusions you draw from this activity about the nature of the signals on the telephone network when: a. dialing (rotary dial and push button) is occurring, b. when talking is occurring c. when a computer is sending information using a modem Summary You have written a short report to your instructor detailing the steps you used to complete this activity and the results you observed. Discussion As you perform the tasks above you will see various signals which vary over time. Most of the waveforms appearing at the inputs and outputs of voice telecommunications networks are analog (continuously varying in time). Nonetheless, most of the information generated by computers is binary digital (exists as one of two discrete states or levels, such as 0 or 1, on or off, +5 volts or 5 volts). You have observed several analog signals and (if you did the task with a rotary dial phone) a slow speed digital signal. It is possible to convert analog signals to digital format, as well as to convert digital signals to analog equivalent signals. This capability is used extensively in telecommunications networks as information is transported from place to place. We will discuss this conversion process in more detail in a later lesson. For now it is only necessary to recognize that such analog and digital signals are different in format, but related in the information they convey. An example of the conversion from digital to analog signal was demonstrated in task #4 using the modem. The computer generates a digital signal to represent the characters of the message that is being typed on the keyboard. These digital signals are delivered to the modem on one of the leads in the RS-232 plug and cable. (See RS-232 definition below) The modem converts the digital format into an analog signal. In this case the modem generates a specific frequency tone for a digital 1 and another frequency for the digital 0. (Other types of modems use more
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sophisticated conversions schemes but they all convert a digital signal to some type of analog signal.) When a signal is sent from the modem at the other end of the circuit (a modem must talk to another modem), two different frequencies represent the 0s and 1s. Thus it is possible to have full duplex (both ways at the same time) communication over a single pair of wires. Each of these frequencies is a sinusoidal waveform when viewed in time. Definition RS-232: This is an input/out interface standard which specifies the functions and capabilities of a 25 pin connector and cable for use in serial data communications between items of data communication equipment. It is commonly used to connect computers to other equipment. It supports serial (one after the other) transmission of 0s and 1s at rates up to 20,000 bits per second over a 50 feet long cable. In practice it will support much higher rates for shorter distances. For example, a 5 foot length of RS-232 cable can transfer data at 100,000 bps or higher. It is possible to also view the circuit in the frequency domain using the FFT capability of the oscilloscope. If you did, you would see a display indicating the various analog frequencies present on the circuit as the 0s and 1s are sent back and forth. The modems thus are converting the digital signal from the computer into the analog signal that the telephone company network needs as input. You should notice that the frequencies present on the analog telephone line are all in the range between 300 Hz and about 3300 Hz. That is because the telephone dial-up network is designed to handle only frequencies in that range. We say that the telephone network circuits have a bandwidth of 4,000 Hz (4kHz) but in reality only 3 kHz (300 to 3300 Hz) is usable. This 3000 Hz limitation restricts the speed at which information can be sent over the dial network to about 56,000 bits per second (56kbps). All modems must work within the 300 to 3300 Hz frequency range. Thus, some quite sophisticated and complex analog techniques are used to get the information speeds that are now available. Cable and DSL modems are not restricted to the same frequency limits so they are able of delivering much higher information rates. We did not look at the digital signals coming from the computer in the frequency domain. If we did so, we would see that there are frequencies present in the digital signal that are much higher than the 3.3kHz upper limit for the telephone network. This is why it is necessary to do the conversion to an equivalent analog signal.
REVIEW QUESTIONS 1. What is the primary reason for using a modem to attach a computer to the telephone network? 2. Why dont we need a modem between the telephone and the network in order to talk to each other over a dial connection? 3. How is the signal on the telephone line when two people are talking similar to the signal on the line when two computers are talking to each other using modems? How is it different?
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LEARNING ACTIVITY
TELECOMMUNICATIONS CIRCUIT COMPONENTS AND TROUBLESHOOTING TECHNIQUES PST2
Project-Embedded
Stand-Alone
TIME ALLOCATION 1.75 hours STATEMENT OF PURPOSE To introduce students to the design, construction, and trouble-shooting techniques for telecommunications circuits, multiplexing and circuit switching OBJECTIVES Explain how telecommunications circuits are designed and constructed using preprovided components to meet individual customer needs and requirements. Introduce the student to circuit trouble-shooting techniques of sectionalization, frogging and component substitution. Introduce the concept of multiplexing as used in telecommunications to provide multiple circuits on a single transport system or medium. Explain circuit switching as the technique historically used to create voice networks and their use to transport text and image information as well as voice conversations.
ASSESSMENT The student will be assessed on the following: Ability to follow the directions in this activity Accuracy of the component configurations created in this activity as represented by the score attained by the team in the design configuration part of it. Effectiveness of the troubleshooting techniques used in this activity as represented by the average time per trouble which the team attained.
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BACKGROUND The access terminal (telephone or computer/modem) is connected to the PSTN (Public Switched Telephone Network) by a single pair of copper wires, called a line or loop, which runs from the customer location to the Telephone Company switching center, called the Central Office. At the central office, the call is switched to the necessary trunk circuits to carry the call to its destination. (A trunk is a circuit between two central offices while a line is a circuit between the customer and the central office). A call on the PSTN is established when you dial the telephone number. The connection is established through the network from your line to a trunk, possibly to several trunks in succession then to the line at the far end. This connection is a unique set of individual trunks and lines, which is disconnected when you or your called party hangs up. The next time you call the same person it is possible that you will have a very different combination of trunks connected together. This assembling of trunks and lines for each call is called Circuit Switching. In other words, a circuit is connected together for your call; stays connected for the duration of the call, and then are broken apart at the end of your call. The component trunk circuits are used over and over again for many different calls. Of course your line and the called partys line are dedicated to your (and his/her) service so others cant use them. None-the-less you can see the concept of putting together many component parts to make a circuit for each individual call. The individual circuits that are trunks (or other kinds of telecommunications circuits) are also made up of various component equipment parts. In this case the component parts are connected permanently together to form the trunk but the concept is similar to the switched case discussed above. A trunk circuit is made up of several items. Starting at one central office is a plug-in circuit card, which has the hardware to interface with the switching matrix (called the Trunk Equipment card). Another plug-in circuit card (called the Circuit Card) provides the hardware and software to deliver the conversation to the transmission system, and will carry it to the far end switching center. At the distant central office there is again a circuit card and trunk card. If more trunks are switched together to make a particular telephone call, then each trunk has the same configuration. Figure PST2-1 shows the configuration of a trunk:
Trunk card Channel in transmission system Switching matrix Trunk card
Channel Card
Channel Card
Figure PST2-1. Trunk Configuration
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Each trunk described above is assembled by wiring (called cross-connecting) one of many available trunk equipment cards to one of many available circuit cards. That, in turn, is wired to one of many available channels in one of many transmission systems that go to the far end central office. There, the channel is wired to a circuit card and that is wired to a trunk equipment card that interfaces to the switching matrix that actually switches the trunk to another trunk or line. The same concept applies to business customers' leased point to point private lines. Any telecommunication service/circuit you may lease from a telecommunications company is made up of several discrete components wired together to form that circuit. In the above discussion we mentioned Transmission Systems which carry the trunk or private leased line from one location to another. We will describe these systems further here and introduce you to a technique of putting several circuits on one system. This is done for economic reasons. It is less expensive to combine circuits on a transmission system than it is to provide a pair of wires and any necessary amplification equipment for each circuit. The technique used to combine many circuits is called Multiplexing." Multiplexing can be accomplished in one of two practical ways: Frequency Division (used for analog circuits) and Time Division (used for digital circuits). Frequency division is the older method and is not seen very often these days. Most of the transmission systems you will work with are TDM (Time Division Multiplexing) systems. FDM (Frequency Division Multiplexing) systems take several (usually 12) voice conversations and modulate each one on a different, higher frequency. This process is much like creating 12 different AM or FM radio stations for the 12 conversations, connecting them all to the same pair of wires, or coaxial cable, and having 12 radio receivers at the far end to sort the radio signals back out. Of course, the same arrangement is needed for the return signal so these types of Transmission systems use two twisted pairs of wire or two coaxial cables, one for each direction of transmission in a full duplex (both ways at the same time) conversation. These systems may also have amplifiers placed on each pair to boost the volume of the conversation if the distances are long enough to need it. FDM systems can multiplex, on top of multiplexing signals many times over. For instance: Twelve voice conversations are multiplexed to one group signal. Five group signals are multiplexed to a super group signal (60 voice conversations). Five super-group signals are multiplexed to a master group (300voice conversations) and six master groups are multiplexed to a super-master group (1800 voice conversations). This complex signal can be sent across the country on co-axial cables with amplifiers every few miles or can (and was in the old days) be used to modulate a microwave radio system to carry the conversations from coast to coast. FDM systems work quite well for analog information (voice, broadcast TV signals) but are more expensive than the newer TDM systems that have become the current day standard multiplexing systems. TDM techniques also inherently create much less noise to interfere with the transmission of the wanted signal than does the FDM process.
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TDM works in a completely different way from FDM. It slices each original analog voice/data message in TIME, creating 8000 samples per second of the original signals amplitude. These samples are then converted to a digital code. In the most common TDM system, T-1 Carrier, samples from 24 analog circuits are interleaved creating a digital signal of 1.544 megabits per second. This signal (called DS-1) is then transmitted to the far end of the system where a decoder regenerates the samples of the 24 original messages and from the samples recreates the original waveform of the message. There are coders and decoders operating in the opposite direction so that, just as in FDM, each circuit can carry a full-duplex conversation. Thus, the DS-1 signal is carried on two pairs of wires one pair carrying the digital pulses in one direction and the other pair carrying the pulses for the return side of the conversation. Also like FDM, it is possible to time multiplex several DS-1 digital signals together to create a higher bit rate digital pulse stream. This process can be continued over and over. For instance: 28 T-1 systems can be time multiplexed together to create a T-3 system operating at about 45 megabits per second (DS-3 = 28 * 1.544). T 3 systems can use coaxial cables to transport their bit stream but more often these days the DS-3 digital electrical signal is converted to pulses of light in an Optical converter, which adds a few other bits to create an OC-1 pulse rate of 51.24 Mbit/sec. The OC-1 pulse stream is then multiplexed with two other OC-1s to create an OC-3 (about 150 Mbit/sec). Four OC-3s are time multiplexed to create an OC-12, four of them multiplexed to an OC-48, two of them multiplexed to an OC-96 and so forth. (Figure out the bit rate of an OC-96 by multiplying the OC-1 bit rate by 96.) The OC bit rates explained in the preceding paragraph are part of the SONET (Synchronous Optical NETwork) hierarchy, which is an international standard for optical transmission systems. Transmission systems, whether FDM or TDM, are constructed using plug-in circuit cards. Some of the plug-in cards are common to all circuits being carried by the system, while others only handle one of the input/output circuits. The cards unique to a circuit are channel cards. It is on the channel cards that occurs the process of sampling and coding of each input circuit and the decoding and recreating of the corresponding output signal. The interleaving of the 24 coded samples occurs on the common cards, as does the creation of the actual DS-1 digital signal. The exact function of common cards and channel cards may differ in different transmission systems but all systems (TDM and FDM) follow this basic design of the two types of cards. See the block diagram of a TDM transmission system in Figure PST2-2:
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Physical Media (wire, co-ax, optical fiber, etc.)
Common cards
Channel cards
Figure PST2-2. Block Diagram of a TDM Transmission System Point to point transmission systems, such as are described above, are used by telephone companies to provide transmission paths for their trunks from one circuit switch to another. They also are used by telephone companies as well as private companies to provide transmission paths from the customer location to the telephone company or between two customer locations. Troubleshooting techniques What does the maintenance technician do when one of these trunks or private circuits goes into trouble (doesnt work properly)? The first thing that must be done is to test and diagnose where the problem actually is being caused. It could be in any one of the components. Of course the first step is to take the circuit out of customer service so that you, the technician, can work on it. A three-step process for troubleshooting and repair is: a. Simulate or reproduce the trouble b. Diagnose the trouble c. Fix it You should talk to the customer who reported the trouble to find out as much as you can about the problem, i.e.: What was happening when it first occurred How long did the problem exist before it was reported What did the customer do to try to fix it What was the nature of the problem, etc. Find out as much as you can so you can try to simulate the problem. Of course, for some troubles all this will be immediately obvious, but if it isnt, find out all you can from the person most knowledgeable about the problem. If you can't find anyone who knows anything about the
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difficulty, check with the PBX operator who may know more about the problem than anyone else. Once you have the information, you can make the circuit malfunction again. There is nothing harder to fix than an intermittent problem. It will never happen to you when you want it to! If the problem can be locked in then you can move to the next step diagnosis. Diagnosis of the problem involves testing and analysis. A good approach is to first sectionalize (divide it into sections) the circuit to see which section or end is giving the problem. To do this, introduce a testing device or meter into the middle test point of the circuit and determine if the proper signal indications are being provided in both directions. Often there is a testing capability wired into the equipment bays that house the plugin trunk and circuit cards. For instance, if the testing device is inserted between the circuit and trunk equipment at one end of the circuit, the technician can determine if the proper signals and voltages exist at this point. If everything looks OK in one direction but not in the other, the technician will move the testing to the next test point in that direction until it can be shown that the improper operation is between two specific test points. Sometimes there is automatic testing gear installed that will do the segmenting tests without the technicians direction and provide a computer read-out that suggests exactly what plug-in card should be replaced. That makes the technicians diagnosis job easy, but often the more difficult troubles cant be automatically diagnosed. That is when you will earn your money finding the location of the trouble. Once you have identified the suspect segment of the circuit as working improperly, or not at all, then the next step is to confirm the faulty plug-in card or device. This is done by frogging a component with a known good one. Most telecommunications equipment these days is made up of plug-in cards so it is usually a fairly simple matter to remove (unplug) the suspect card and replace it with a known good one, being sure to observe the proper power-down procedures before removing the suspect card from its bay location. Once the new card is in place, test the overall circuit again to see if it works properly. Sometimes it will not, then further testing is necessary because more than one component may have failed. If, on the other hand the circuit works properly with the new component card, the technician is not done, but must put the suspect card back in place to see if the trouble comes back again. If it does, then the technician can be well assured that the culprit causing the improper operation has been found. The good card is then reinserted, the circuit tested overall again and then the technician can call the customer to advise the return of the circuit to operational service. The technician must keep a record of the trouble report, the work activity performed, the results of that work, and the initials of the person to whom he/she turned the circuit back for service. The defective plug-in card is usually returned to a service facility for repair and return. The telecommunications technician seldom is involved in the repair of the plug-in card itself.
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SITUATION MEMCOMTRONICS technicians and others who maintain and operate the present day telecommunications network deal with circuits and switches. The circuits transport call information from one switch to another, while the switches make the connections that put an end to end conversation together. The switches make a connection for the duration of a call, then disconnect the circuits so they may be reused on another call. When a call is in progress, the series of connections that established that particular call stay connected. It is only when the originator (calling) party or the terminating (called) party hangs up (goes on-hook) that the circuit switches handling that call disconnect the circuits. Any given call may utilize many circuits, called trunks, connected together end to end, and many switches. Circuit switches that serve customer lines and trunks are called end offices, and those switches that only connect trunks to other trunks are called tandem offices. In most cases, the lines (circuits that connect customers to the end office) are physically just a pair of wires. The trunks, however, may be rather complex, consisting of trunk circuit equipment plug-in cards, carrier channels, multiplexing systems, and some physical media such as wire, co-axial cable, optical fiber, or a microwave radio frequency. Leased private lines are point to point circuits, much like trunks, except they go from one customer location to another and do not usually involve any switching. You may be called upon to test and repair trunks or private lines that have developed a problem. You need to know the proper techniques to perform this testing and to repair any difficulties in the most efficient and effective way so that the customer can have the telecommunications circuit or service that he/she is paying for back in service as quickly as possible. FACILITIES & EQUIPMENT 3x5 cards (20 for each team of each type) pre-printed on one side with the following inscriptions: Individual trunk/circuit transmission system channel plug in transmission system common plug-in fiber optic converter/multiplexer channel multiplexer common equipment media two twisted pairs media two coaxial cables media two optical fibers DS-1 to DS-3 multiplexer
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All cards shall be numbered by type, e.g. channel #1, or common equipment #3, etc. On the reverse side of 10% of each type of card shall be printed: Open," or operates one way only, or blown fuse," or other typical trouble conditions as determined by your instructor A legal pad of paper and writing instrument to be used by the note taker to record results A flat surface large enough to place the 3x5 cards end to end to create circuit designs for 10 circuits A watch or other timepiece that can display minutes and seconds
PREPARATION 1. Form student teams of three people. 2. Each team (or instructor) assign the following member-responsibilities: Chief circuit designer and assistant trouble shooter Chief troubleshooter and assistant circuit designer Observer and note taker
3. The instructor will have made a private record of which numbered cards of each type have a trouble indication on the reverse side, and will have shuffled the cards of each type so that the troubles are randomly distributed through the pack. 4. The instructor will distribute 20 of each type of 3x5 card to each team, face up, being careful to not expose the reverse side of the cards to the teams view. No one may pick up the cards until directed to do so. TEAM EXPLORATION This exercise is designed to demonstrate team decision making in a simulated real life situation and to encourage the team members to critically think about 1) their performance as a team, and 2) how they could have improved their methodology and results. Discussion This learning activity concentrates primarily on the make-up and fault correction of circuits. As mentioned above, the same trouble shooting techniques can be employed for fault isolation in circuit switches. The hardware of switches, however, is much more complex than that of circuits. It is unlikely that a technician would be called upon to work on telecommunications switches without considerably more training on the details of their construction and operation. The principles learned and practiced in this learning activity will go a long way toward preparing you for the types of telecommunications maintenance jobs you will encounter in the early stages of your career.
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TASK #1 Creating and Troubleshooting Circuits The instructor will determine the number and mix of types of circuits to be created and advise the teams (each team will design the same mix). For instance, you may be asked to create one trunk on twisted pairs of wire; or 3 point to point private line circuits on a T-1 carrier on copper pairs; or 4 trunks on a T-1 carrier system that is part of a T-3 system, which is multiplexed on an optical fiber system, and two leased lines on a T-1 carrier that is directly multiplexed on optical fiber. Each team will be required to design 10 trunks or circuits. The teams will be given decks of cards from which they will create the prescribed number and types of circuits. When the signal to begin is given, the Chief circuit designer of each team will direct the assistant designer in assembling the proper configuration of the various circuits. Their work is a collaborative effort but in the case of a disagreement between them, the Chief will prevail. The observer/note taker will record the process that the designers use and the resulting configuration of cards. The first team to complete assembly of all 10 circuits will be awarded 5 bonus points. Upon completion of the design phase of this exercise, the note taker will record the type and number of the 3x5 cards used for each of the 10 circuits that his/her team designed. This record will be given to the instructor. The instructor will grade the circuits for use of the correct circuit component as follows: One point for each correct component in a given circuit and for the proper sequence of those components one point for each proper placement Minus one-half point for each incorrect placement in that same circuit All 10 circuits will be graded in this manner. The bonus points, if any, will be added to the 10 circuit total. While the instructor is grading the design results, the Observer/note taker will discuss with the other members of the team what he or she observed about the effectiveness of their design process and the way they worked together (or not). Then the Observer/note taker will discuss any recommendations as to how they might have done better. All team members will then discuss those recommendations, agreeing or disagreeing with the observer and giving reasons for their positions. Referring to the record of which cards have trouble indications on the rear of the card, the instructor will tell each team which of their designed circuits will work properly, and which will not. For those circuits that will not work properly, the instructor will describe the symptom, or symptoms that a potential user of the circuit would encounter. The instructor will tell the Observer/note taker (only) which component cards are defective in each of the non-working
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circuits but will not tell what the specific fault is on those cards. The Observer/note taker will keep track of the time taken to troubleshoot each problem. Upon receiving the symptoms for their non-working circuits/trunks, the Chief troubleshooter will work with the Assistant troubleshooter to find the troubled card in their first non-working circuit. They should use an effective trouble shooting technique to isolate the problem. They will simulate the testing process by identifying a test point in their circuit, deciding which direction and where to test from the selected test point, and then asking the Observer/note taker if the trouble is present in the tested section. The Observer/note taker will just answer yes or no. The troubleshooters will continue their testing process until they have narrowed down the trouble location to a specific component card. Then and only then may they turn the suspect card over to see if it is, in fact, faulty. When a faulty component is identified, it may be replaced with a similar card from the deck, then the Observer/note taker will tell his/her team mates if the circuit is now working or not. If not, the troubleshooters must continue their component isolation process until the last faulty component is identified. The Observer/note taker will keep track of the time that it takes to find all the trouble in this first circuit. The Observer/note taker will also take notes regarding the troubleshooting process and its effectiveness. In addition the Observer/note taker will note the specific trouble(s) found in each circuit. If a team has more than one non-working circuit of the 10 they designed and assembled, they will repeat the process on each additional circuit until they have 10 fully functional circuits. When all 10 circuits are working, the Observer/note taker will discuss with the other members of the team what he or she observed about the effectiveness of their troubleshooting process, the way they worked together (or not), and any recommendations as to how they might have done better. All team members will then discuss those recommendations, agreeing or disagreeing with the observer and giving reasons for their positions. The observer will determine the average time used per trouble for this trouble shooting activity. The team with the lowest average time per trouble will receive 10 bonus points, second lowest 5 bonus points, and third lowest 2 bonus points. These points will be added to the points earned in the design part of the exercise to determine the overall winning team. The instructor will determine an appropriate award for the winning team.
TASK #2 Communicating Your Findings Again, working as a team but with a different note taker/recorder, follow the instructions on the Using Ping and Traceroute instruction sheet. Prepare a spreadsheet giving the information about the locations you have chosen using the format on the instruction sheet. Discuss as a team, the questions on the instruction sheet and jointly write a report that answers these questions. Submit the report with the spreadsheet and copies of the pingplotter printouts to your instructor.
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REVIEW QUESTIONS
1. What is the primary difference between a private line that is designed to use a transmission system that includes multiplexers and a trunk that uses a type of media that does not include multiplexing? 2. Trunks are the circuits that connect two _______ in the public switched telephone network. 3. The preferred and predominant multiplexing technique in use in todays telecommunications networks is _________. It carries many voice (or voice equivalent) circuits on a single pair of physical media by _________________ _______________(describe how it is done) _______________________. 4. To find out where a trouble is in a circuit the best way to start is to ________ ______________________________.
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LEARNING ACTIVITY
INTRODUCTION TO PBX AND KEY SYSTEMS FOR VOICE COMMUNICATIONS: CONCEPTS AND EQUIPMENT PST3
Project-Embedded
Stand-Alone
TIME ALLOCATION 3.5 hours STATEMENT OF PURPOSE To introduce students to the customer's on-site equipment used to 1) provide the circuit switching necessary for private voice networks and 2) to connect these networks to the Public Switched Telephone Network (PSTN) OBJECTIVES Introduction to customers' on-site equipment: CPE (Customer Premises Equipment) Key Systems and PBXs
ASSESSMENT The Student will be assessed on: Accuracy of the report on PBX features Comprehension of the PBX configuration depicted on the students block diagram.
BACKGROUND Circuit Switching is accomplished in the Telephone Companys networks by very large, digital, switching centers called Central Offices. These central offices may switch thousands of lines for the customers of a whole small city or significant parts of a large city. PBXs and Key Systems perform the same function as Central Offices but on a much smaller scale. In todays world PBXs, Key Systems and Central Offices are electronic and digital in
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their operation. Older versions of these circuit-switching machines were analog and electromechanical. You may encounter the older analog PBX equipment but virtually all PBXs being manufactured today are digital electronic systems. We will just discuss the digital versions although the analog systems are quite similar. PBXs usually serve from 20 or so lines up to several hundred lines or more, while Key Systems may have as few as 5 lines or as many as 60 or 70. The Key Systems are really miniature PBXs so we will lump them together with the PBXs as we discuss their features and operation. PBXs are owned or leased by companies to provide circuit switching on their premises and thus are part of the broad range of telecommunications equipment called CPE (Customer Premises Equipment). There are many vendors in the marketplace ready, willing, and able to sell your organization a PBX. These vendors will also maintain and administer the PBX if you wish, but at a cost. Often organizations choose to have one of their own people trained to do these functions feeling it is less expensive this way. You may encounter either situation. Why have a PBX? The reason that organizations buy or lease PBXs rather than have their local telephone company provide lines for all their telephone users is primarily economic. Usually in a given organization 70% or more of the business calling is internal to the organization. It is less expensive for an organization to have its own circuit switch to handle this calling, rather than pass it to the telephone company to switch it back to someone, possibly in the next room or office. With the PBX, only those calls that go outside the organization (roughly 30%) have to go to the Telephone Company for completion. That means many fewer trunks to the Telephone Company and much reduced phone bills. (Phone companies, both incumbent and competitive, do offer a service called CENTREX which competes with PBX service at rates that are similar. The primary advantage of the CENTREX offering is that the switching equipment is at the Telephone Company and only a minimal amount of equipment is on the users premises. Usually the PBX is less expensive but there are special situations where CENTREX can win the competitive evaluation.) Understanding the operation of a PBX circuit switch is not difficult, some of the digital circuitry is complex but taken at the black box level it is easily understandable. Diagnosing and fixing a PBX is usually a matter of using a maintenance program that is built into the PBX equipment to find out what plug-in card has the fault, then substituting a new card for the old one. The troubleshooting techniques covered in Activity PST 2 are equally applicable to finding problems in a circuit switch. As a matter of fact, the programs you would use for PBX trouble shooting are often much more sophisticated, thus easier to use, than what you have to do in circuit troubleshooting. Component Parts of a PBX The heart of a circuit switch such as a PBX is a Switching Matrix. This may be on one circuit card in a small PBX, or on several cards in larger machines. The Switching matrix makes the actual connection between one line and another inside the switch. The rest of the PBX is made up of components that support and cause that connection to happen.
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The other components are: A MDF (Main Distribution Frame): This is a wiring frame or rack where all the cables and pairs of wire that make up the customer lines and trunks are cross-connected (wired) to the line and trunk equipment in the PBX. It is located close to the PBX and is the central wiring point for all the circuits associated with the PBX. It contains many wiring terminal blocks that are the terminations of the cable pairs to the telephones and transmission systems as well as the terminations of the connections to the line and trunk equipment in the PBX. The Processor: This is basically a digital computer that controls the operation of the switching matrix. It receives information from the other components, decides what path through the switching matrix is the best for a particular call, sets that path up in memory, causes the matrix to form that path for the duration of a call, then causes the matrix to disconnect when the call is completed. Memory: Just as its name describes, it remembers information about calls, lines, and trunks. Memory is usually provided in several physical forms and locations in the switch. It may take the form of memory integrated circuits on a circuit board, or of a hard disk, or even as a magnetic tape drive, depending on the type of information it is called upon to store. Often there are three separate memory functions: 1) The call store - a short term memory that keeps track of all the details about a given call 2) The translation store - a long term memory that keeps information about features and configurations of lines and trunks 3) The administrative store" (sometimes called the generic store) - another long term memory which contains the operating system program and other maintenance and administration programs. Line equipment: The plug-in card that connects the pair of wires from the customer to all the PBX internal components. It recognizes the fact that the customer wants to make a call, handles the conversion of voice from analog to digital format, causes the line to ring when there is an incoming call, and passes infoormation about the customers requests to the processor. Trunk equipment: The plug-in card that connects the trunk circuit to other locations (tie trunk, dial 9 trunk, etc.) and to all the PBX internal components. It takes the digital internal signal of a call and conditions it for the transmission system that actually connects to the Telephone Company or other PBXs. Service circuits: As the name implies, these plug-in cards provide various services to the processing of a voice call. The various service circuits include: Dial Tone Register: This one kind of service circuit is a device that provides dial tone to the line circuit when requested, then registers and records the digits of the dialed phone number. After getting all the dialed digits, it passes them to the processor for its use to set up the necessary connections in the switching matrix.
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Trunk Digit Senders: These units temporarily connect to trunk equipment to send the necessary digits to distant locations to allow the far end switch to process a call Test tone and/or Ringing generators: These devices connect to lines or trunks to provide appropriate signals to allow testing and/or ring the bell on a line Test Trunk: These units are connected to a line or trunk to do the testing procedures necessary to find troubles or insure proper operation These various service circuits are separate pieces of equipment in larger circuit switches but in the smaller PBXs and in Key Systems these functions may be built into the line or trunk modules themselves. Maintenance and/or Administrative Interface: Usually a computer or terminal screen that interfaces with the processor. It allows the maintenance and/or administrative person to input instructions to the processor and receive output reports from the processor as well as to input information to the memory such as line or trunk translations. (Definition: Translations are the data about a particular trunk or line which tell the processor what services that line/trunk should provide, what configuration should be active, and other features particular to that specific line/trunk. For instance, a line translation would identify that a particular line is to provide individual line service with Touch Tone capability, and have call waiting and three way calling custom calling services.) This information has to be input when a particular line is put into service or the customer requests a change in his/her services. These terminals can be placed remotely to a PBX and connected over a dial-up or permanent circuit or may be installed alongside the equipment itself.
See Figure 1 for a block diagram of the circuit switch piece parts described above.
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Switching Matrix Trunk Eqpt.
Line Eqpt.
Service Circuits Processor Memory Input/ Output Terminal
Figure PST3-1. Circuit Switch Block Diagram Features and Services provided by a PBX Digital and/or Analog telephones may be connected to a PBX depending on the features desired by the particular user. Generally digital telephones have more available features than analog telephones. Often digital phones require two pairs of wires to make up the line, while analog phones operate using only one pair of wires. The two or four wires that make the line circuit between the phone and the PBX connect to the line equipment in the PBX. Digital telephones and lines must connect to digital line equipment, and analog phones and lines connect to analog line equipment. Since the internal operation of the PBX is digital, analog voice conversation must be accomplished somewhere in the system. For analog lines, that conversion takes place in the line equipment, for digital lines the conversion takes place in the telephone. Trunks, you will remember from an earlier Learning Activity, are the circuits that connect two switches. In the PBX the most common trunks are the ones that connect the PBX to the local Telephone Company Central Office. They are often called Dial 9 or C.O. trunks or outside lines because dialing 9 is how they are accessed. (The user gets a dial tone from the PBX, dials 9, which the PBX recognizes as a special code and connects the users line to a trunk to the Teleco Central Office, which sends a second dial tone. The user then dials the rest of the seven or ten digit number which is recorded in the Central Office.) Other trunks that may be installed in a PBX could include:
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Tie Lines (really trunks but called lines): These circuits connect to other PBXs in the same organization and are accessed by dialing a tie line code (1, 2,or 3 digits) then the extension number in the other PBX. Corporate network trunks: These circuits connect to other PBXs that make up a private network that works like the public switched network but is only internal to the company/agency. WATS trunks: These circuits connect to one of the telephone companies and are used to provide long distance service at a discount rate as compared to the normal long distance charges. Incoming trunks: As the name implies these are circuits that carry the calls coming in from the PSTN (Public Switched Network) destined for PBX users. These may be called DID trunks if the PBX has the capability for people to dial directly to a users phone or Operator trunks if an incoming call has to be answered by an operator first. Trunks are carried to their destination (Teleco or other PBX) on digital transmission systems of some sort. You have already studied such transmission systems. Since the calls are in digital format inside the PBX they only have to be directed to the proper trunk equipment by a connection in the Switching Matrix, then that trunk equipment connects the call to the transmission system. Remote or Outside Extensions: Often there is a need to have one or more of the lines served by a PBX extended to a location outside of the immediate area served by that PBX. For instance, the manager of an office complex or of a factory might have a telephone from the PBX to her home, or perhaps there is another small satellite office a few miles away from the PBX location. In these cases the PBX may order a PXOS (point to point circuit connected to PBX line equipment) leased line from the Telephone Company to connect the PBX line equipment to the remote location telephone. Then the remote users can make calls just as if they were at the PBX location. LCR (Least Cost Routing): Sometimes, especially in larger PBXs, an additional feature is provided by another piece of equipment, or by software, which decides for the user what type of circuit to use for long distance calls. Typically this will be activated when a call to a location outside of the PBX is dialed. The LCR equipment or software will look at the dialed number and tell the PBX processor to connect the type of trunk that is the lowest cost for that call. For instance, lets say that another department in a distant location is dialed and there is a Tie Line available to that location. The LCR device will choose the Tie Line because the Tie Line is paid for on a monthly basis and costs nothing additional for that call. If all the Tie Lines to that location are busy, then the LCR device will route the call to a WATS trunk, if available, because the WATS trunk carries calls at a discount rate. Only if all those alternatives are busy will the LCR device route the call to the long distance Telephone Company trunks because they will cost the most for the call. SMDR (Station Message Detail Recorder): Another optional feature in PBXs is the ability to record and output the details (locations called, talking time, time of day) about calls made by individual PBX lines. This information can be output in summary form, by
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individual offices and departments, or by individual lines as desired by the PBX owner. These data are used to assist in budgeting telephone expenses and to control abuses of the telephone service. Line features: PBXs generally have a wide variety of unique features available for application on a line by line basis. Some manufacturers list over 100 different such features. A small sampling of these would be: Distinctive ringing for internal and external calls Multiple telephones can pick up the calls to one particular number Call forwarding to another phone when the called number is busy Privacy lock out so that other appearances of the same line cant hear the conversation of the user with this feature Single line telephone can pick up a call to any one of a specified group of numbers, and switch between calls Transfer of calls to other telephones by dialing a code These features are provided in the PBX software but are enabled and activated by the line translations mentioned above. Because they are software defined an almost unlimited variety can be devised, limited only by the ingenuity of the software programmer and the economics of the manufacturers product. FACILITIES & EQUIPMENT The course instructor will make the necessary arrangements with the PBX administrator and/or maintenance person for access to the PBX room and to provide a guided tour of the location. Copies of maintenance and administrative documentation for the PBX will be made available for the students to review. PREPARATION Form a group of three students to become a team for these tasks. Decide among yourselves on one member of the team to be the Observer/note taker. The other two students will develop the list of questions and lead the discussions called for in Task #1. Contact the person at your school who is in charge of the PBX operation, administration, or maintenance. Ask this person to provide a guided tour of the PBX equipment. Your instructor will have made prior arrangements with the proper people to expect your request. (Often the equipment is located in a small room such as a storage closet, janitors closet, etc. or, if you are lucky, in the same room as the campus computer system so each team will probably have to make a separate visit.)
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Obtain a copy of the relevant parts of the written documentation that was provided with the PBX by the manufacturer. Try to find the information that describes the operation of the PBX and relate the PBX documentation to the generic description of a PBX above. TEAM EXPLORATION Although development of the block diagram and a list of features for the subject PBX will be a team activity, team members will write their own reports describing the findings of their team. Discussion As stated originally, the PBX, a Central Office, and a Key System all perform the same basic function but vary greatly in scale. Circuit switching is the traditional way that voice calls are connected in the Telecommunications networks of today. There are plans now being proposed to build the capability to carry voice calls on data or IP (Internet Protocol) networks. This capability is being utilized today on a very limited basis to place voice calls over the Internet but it is only economically desirable for long distance or international calling. Some of the traditional telephone companies are saying that they plan to have at least one VoIP (Voice over IP) switch in service by the year 2002. Whether or not this schedule is met, there is no doubt that this new technique (Packet Switching) will gain more favor as we move into the new millennium. IP techniques are discussed in Learning Activity 4. The MECOMTRONICS technician should expect to have to learn more about Packet Switching as his/her career moves forward. TASK #1 Identifying PBX Hardware and Determining its Functions With the help of your PBX guide and the written PBX documentation, identify the various pieces of hardware in your PBX and relate the functions described above to the hardware components. For instance: find the line equipment modules, then determine which one(s) are for analog and which for digital lines. Is the dial tone receiver built into the line module or is it a separate module in your PBX? Determine the function of each module in your PBX. Determine the location on the MDF of the connections to the Line, Trunk, and other equipment requiring external connections. The cables from the lines and transmission systems will be numbered and the pairs in those cables are also numbered. Determine what pair numbers are connected to what equipment numbers. This may mean tracing wires from one wiring block to another. Take careful notes and ask thoughtful questions, as this information is needed in the next task.
TASK #2 Drawing a Block Diagram of a PBX System

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Using the data gathered in Task #1 work together as a team to develop a functional and physical block diagram sketch of your campus PBX system. Indicate on the sketch the name of each module or shelf of circuit cards and identify the function of that module by a dotted line balloon on your sketch. Also on your sketch or on an associated table indicate what cable numbers and pair numbers are connected to each line and trunk equipment module. REVIEW QUESTIONS 1. What is the primary function of a PBX? 2. Where is a PBX usually located as compared to a telephone company central office? 3. Name three line features that are active on the lines of the PBX at your school. 4. How does the technician who works on the PBX at your school access the maintenance program to look for trouble indications in the PBX?
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LEARNING ACTIVITY
DIGITAL TELECOMMUNICATIONS NETWORK CONCEPTS: LANS AND WANS PST4
Project-Embedded
Stand-Alone
TIME ALLOCATION 3.5 hours STATEMENT OF PURPOSE To introduce students to the design and operation of digital networks such as LANs (Local Area Networks) and WANs (Wide Area Networks) OBJECTIVES Explain the reason for, and basic configuration of LANs and WANs Introduce the principles which apply to the design and operations of digital networks such as LANs and WANs Explain the concept of Packet Switching as a major difference from the circuit switching network which currently makes up the telephone network Provide a foundation of understanding of IP networks and their use to transport text, image, and soon, voice information
ASSESSMENT The student will be assessed on the following: Ability to follow directions as given in the exercise Submitted reports in the two exercises and the analysis performed to generate those reports
SITUATION
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The days when computers were stand-alone devices are gone. In todays world almost every computer is connected to some network, thus becoming part of a bigger, interactive group of communication devices. The local connections may be as simple as a connection through a MODEM to the public switched telephone network. More likely, it may be connected to a collection of other computers all located in one business, all relatively close by, that interact with each other at speeds of 10 million bits (10 megabits) per second or higher. This group of computers is called a Local Area Network or LAN. LANs are owned by the using company or organization and are usually made up of the computers in one office or department, or on one floor of a building. There are several types of LANs; the most used is an Ethernet. Also popular, especially in situations where there is a large volume of large files being transferred is the Token ring LAN. The purpose of Local Area Networks is to share resources like file storage, printer operation, and other commonly used items of equipment as well as to easily transfer information from one computer to another. Most LANs of any size have Server computers and Client computers. These are known as Client-Server LANs. The Servers are high-end computers with a lot of processing power. They perform one particular function for all the Client computers, such as a File Server that stores the files and data for the whole LAN, and sends the files or data to a client when needed. Other types of servers are: a) Data Base: It not only stores data but processes it as well b) Print Server: It provides a common group of printers for the use of all the client's computers c) Communications Server: It allows any one of several communications devices (fax machine, modem, etc.) to be used by any one of the clients d) Email Server: This server has the e-mail connection to the Internet for the whole LAN and it then passes the messages to the proper client Having the servers to provide the heavy duty file storage allows the clients to have less memory than they otherwise would need, thus saving money in overall LAN equipment costs. Similarly, the use of a Print Server means that not all the Clients need to have an attached printer, again saving money for the organization. Similar savings are generated by the use of each type of server. Just as each client computer has an operating system program which controls the operation of the computer hardware (DOS, Windows, Mac OS-9, etc) the server on a Client-Server LAN has a NOS (Network Operating System) that controls the operation of the LAN (Novell, Windows NT, etc.) Some smaller LANs are called Peer to Peer because all the computers have the same degree of computer power and storage, thus are all clients. There are no dedicated servers on a Peer to Peer LAN although one or more of the clients may also perform a server function. When a there are several LANs on a campus (such as a college or an office part) it is common to see a BN (Backbone Network) connect the LANs together. This BN usually is a high-speed
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system, operating at speeds of 100 Megabits per second or higher, owned by the user. The BN will have devices called switches or routers that interface between each LAN and the BN . Very often, a LAN or the Backbone Network to which the LAN is connected will have devices called Routers or Gateways on it that connect it to other LANs or BNs located at much greater distances away from your location. Usually the circuits that make the connections to the distant LANs are leased from one of the various telephone companies; either local or long distance, while the Backbone Network, Routers and Gateways are owned by the using organization. This large group of LANs and BNs, usually connected to one another via leased circuits and sometimes worldwide in size, is called a Wide Area Network or WAN. (Some very large companies have their own circuits to create a WAN but most organizations rely on leased circuits). Other companies connect their LANs together by using a service called Frame Relay or ATM (Asynchronous Transfer Mode) provided by one of the major telephone companies. Whichever way you find the computer networks connected, using the Wide Area Network is similar to the way as you use the Internet. In fact, the Internet is the worlds biggest WAN. Many large companies call their WAN an IntraNet to recognize the similarity to the Internet yet emphasize that it is only to be used for the companys internal communications. These Intranets will usually have a gateway to the Internet. As a MECOMTRONICS technician you will be called upon to use LANs and WANs to send and receive personal and business e-mail messages, transmit and receive text and image information, control many types of manufacturing and process equipment, and, in the not too distant future, connect Voice calls to the public telephone network. You will also be called upon to diagnose and correct problems in their operation (or at least assist in these activities) of LANs, WANs and other similar networks.
BACKGROUND Voice telephone networks use a technique called Circuit Switching in which a discrete physical path is established from the calling party to the called party for the duration of the voice call (message). Digital data networks work differently. They do not create individual circuit paths for each message. Instead they divide a message into many packets of information, then send these packets through a fixed network of circuits and gateways/routers/switches. The actual path that the packets travel through the Packet Switched network may or may not be the same for each packet but either way, at the called end the packets are reassembled into the original message and delivered to the called terminal or person. There are a wide variety of types of packet networks, each with their own different set of operating techniques, packet length, rules of operation (protocols), and speed of information transfer. You no doubt have heard of Ethernet LANs. The standard Ethernet operates at 10 megabits per second (10 million bits of information per second) and has packets that vary in length - from 64
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bytes (a byte is 8 bits, and a bit is one piece of informationa 0 or 1) to a maximum of 1514 bytes. Ethernet uses a technique called contention (a process somewhat like a giant party line) to deliver a packet to the pair of wires (or coaxial cable) that connects all the computers in the Ethernet. The packet has a variable length payload (up to 1492 bytes) plus a defined header consisting of from and to addresses, length of the payload, and control information, as well as a trailer consisting of an error checking code. Ethernet is the most widely used LAN due to its relatively simple mode of operation and low initial cost. It works best when it is not heavily loaded, slowing down its through-put (the number of bits of information getting thorough the network per second) with increasing load and thus increasing the time you have to wait to send information. You will often notice this slowdown by the time it takes to get a response on the screen after you hit a key on the keyboard. Another type of LAN called Token Ring handles heavy loads much better, but is considerably more expensive. Each type of LAN operating system has its good and bad points. Ethernet LANs often use hubs and switches to connect wiring from individual computers to the backbone coaxial cables. Each computer has a NIC (Network Interface Card) in the computer that translates the computers digital message to the packets that are carried on the Ethernet LAN. The logical (electrical) configuration of an Ethernet is a Bus. (A Bus is a continuous circuit, to which all the computers connect, somewhat like a huge party line.) When one computer has a packet to send, its NIC listens to the bus to find a quiet period, and when it finds one it transmits the packet. All other NICs hear that packet but only the NIC to whom the packet is addressed pays attention to it and reads it into its computer. Sometimes, especially when the Ethernet is heavily loaded, two NICs start to send a packet at the same time (which is called a collision). When that happens both NICs stop transmitting and wait a random length of time, then retransmit. Since they both have waited a different length of time they should not interfere with each other on the second attempt to transmit. Another type of LAN is one designed by IBM called a token ring. It operates in a somewhat different way in which access to the cable is controlled by requiring a token in order to transmit a packet. This technique results in a system that is more tolerant of high load conditions without slowing down. It is, however, somewhat more expensive initially than Ethernet so has lost customer favor recently. You may not see many new LANs of this type because 100Megabit Ethernets are available at a lower initial cost. No matter what type of LAN you may have, it operates using a data packet of some sort that is passed through the LAN to the destination computers NIC. This use of packets is what makes the data world significantly different from the present voice world. As mentioned above the voice call (message) is transmitted as a continuous connection for the duration of the whole message. Packets, on the other hand are really chunks of the message, which are sent through a network and reassembled at the receiving end. In this learning exercise we will refer to the chunks of a message as packets, but in some systems what we are calling packets are instead referred to as frames or cells. No matter what you call it, the method of operation of the data or packet switching network is the same.
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Information packets are different lengths in different systems, but are all alike in that they all have some overhead (bits of information that assist in delivering the payload or information content). This overhead includes the sending address, the destination address and administrative information. The ratio of information content to total packet size is called the efficiency of the packet. All of the information fields in a packet are made up of bits, (0s and 1s) which form codes to represent the desired information. There are many different coding techniques in use in todays data systems, some of them unique to a particular manufacturer (such as IBMs EBCDIC), but the most used coding system for information content in the Internet is ASCII (American Standard Code for Information Interchange). The ASCII code uses 7 bits for representation of the various letters, numbers, control characters (such as period, shift, tab, etc.), and uses the 8th bit for a parity indication. (Parity is a simple error detection technique.) Thus each keystroke on the computer generates an ASCII 8bit byte representing that particular character. The computer groups these information bytes into packets that are appropriate for the LAN to which it is connected, adds the proper overhead bits and bytes and hands them off to the NIC for the LAN to which it is connected. The NIC usually is plugged into a spare card slot in the computer itself but some older computers have external NICs. A packet may be generated in a NIC on one LAN, then transmitted through a WAN using another type of packet to some other LAN were it is delivered to the destination computer. All this packet traffic requires that every computer has an address. We wont go into the details of the Ethernet address scheme here, but every NIC has a unique address (it looks like this: 00:C0:4F:2D:F2:06). In addition, there are other types of addresses that are used in the operation of WANs. One of the most used networking techniques is TCP/IP (its the one used on the Internet). It uses an IP address to route packets through the network (IP addresses look like this: 129.21.150.10). Then there is also the address that we usually associate with the Internet (called the URL or another name - the application layer address). Thus a computer connected to the Internet would actually have three addresses: the application layer address, for instancewww.whatsitsname.com; the IP address, lets say128.192.95.5; and the hardware address, maybe: 00:0C:00:33:3A:B4. Of course, all these addresses just mentioned are actually codes (or shorthand) that represent some combination of 0s and 1s. The address codes will be explained in more detail in other Modules. Part of the Internet are special computers called Name Servers which translate each packets application layer address to an IP address and Routers or Bridges that translate from IP to hardware addresses. These name servers are an integral part of the network, which make it possible for the packets to be switched and routed from source to destination in an efficient and effective manner. Other types of equipment that are part of packet switching networks are: Hubs they connect wiring from individual computers to the main bus of an Ethernet and pass all traffic in both directions between the LAN sections they connect.
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Bridges connect two or more segments of a LAN which have the same protocols (rules of operation). They use the hardware addresses and only pass packets that need to go to the other side of the bridge. Switches Much like bridges except they only connect one computer or network segment at a time to the bus or other segment. They read the destination hardware address of the packet and make the necessary connection. Routers connect two or more networks that can have different hardware protocols but must have the same network protocols. They are more complex and slower than bridges. They read the destination IP address and decide the best route for the packet to get to its final destination. Gateways Also use the IP addresses but connect two or more networks which are dissimilar or otherwise incompatible. They make whatever translations are necessary for packets from one network to travel on another network.
It is possible and, in fact, probable that a packet from a LAN will be encapsulated inside a WAN packet, and that WAN packet encapsulated inside another type of WAN packet in its journey from the originating LAN to the destination LAN. That is one of the reasons that several types of addresses are needed in packet switching networks. Communication in packet switching networks occurs by packets traveling from the originating computer, through the LAN to and through a WAN, to and through the destination LAN server, to the destination computer. That destination computer will send back an acknowledgment packet letting the originating computer know that the packet was received correctly, or not. If not, the originating computer will send the packet again. When the far end computer responds with a reply message, the same process takes place in the opposite direction. Each server, router, gateway, and other pieces of communications equipment along the particular path taken by a packet processes the address information, and can be identified through the use of a Ping message and an appropriate program in the originating computer. This computer program can also tell you the time that it takes for a packet to get to a particular destination address. This is helpful in determining if there is network congestion when you have difficulty getting a response from a particular destination computer or server. PREPARATION Form teams of two students as directed by your instructor. Choose one member to be the observer/recorder. You will rotate that responsibility as you perform the tasks described in the section below. Look at the back of computers in your schools LAN lab or other LAN. Find a circuit card where the coax or UTP (Unshielded Twisted Pair) wire plugs in. This is the NIC. See the LED flashing as it sends packets. Determine whether your LAN uses co-ax cable or CAT 5 UTP wiring. (Definition: CAT 5 stands for Category 5 UTP cable that contains 4 pairs of copper wire
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twisted separately but all inside one plastic jacket. The category of the UTP cable is a measure of the cables ability to properly transport high bit rate data. The higher the category, the better the transmission bit rate. LANs being installed today generally use Cat 5 UTP cables but Cat 6 is beginning to become available.) Trace the wire or cable that is plugged into an individual computer to the first piece of LAN equipment (usually a hub, but maybe a switch) to which that wire is connected. This equipment may be in another room or telecommunications closet and located on a relay rack with other items of equipment. If so, follow the wiring to the duct or wiring tray that goes to the equipment room, then when you have obtained access to that room look for the other end of that same duct or wiring tray. Follow the wires from that duct to the equipment. Identify that item by looking for the model and serial numbers (usually on the back side). Look for this devices connection (wire or coaxial cable) to other similar items. Make a sketch of the LANs layout, noting the items of equipment and the types of cable or wiring used for your LAN. Talk to the LAN administrator or maintenance person to find out the complete wiring plan of your LAN, and obtain or make a sketch of the LAN including any router or gateway equipment by which it connects to an outside WAN. Compare your findings in the previous step with the info your LAN expert gave you. Note any differences and try to determine why those differences occurred. SAFETY ISSUES Students should be careful to not disconnect any communications wiring from computers or other telecommunications equipment, and must not touch or otherwise interrupt the power wiring to any computers or telecommunications equipment. FACILITIES & EQUIPMENT Windows based computers attached to a Local Area network with access to the Internet Equipment room, closet, or other location serving the computer lab (supervised access) Computer Programs: Observer: A program for Windows PCs which allows the PC to capture, analyze, generate, and filter Ethernet packets on the LAN on which the PC is connected. Your schools LAN administrator will have purchased this program and installed it on the computer you are to use. Pingplotter: A freeware program which utilizes the Ping and Traceroute capabilities of the Windows operating system to give a picture of the operation of the Internet. Instruction sheets for the procedures to use the above two programs in this exercise. Instruction sheets titled:
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MAC Layer LAN Packet Analysis Using Ping and Traceroute
Read the instruction sheets and become familiar with any terms that you have not seen before. Also determine if the freeware program Pingplotter Version 1 has been downloaded to the PC you are using. If not, do so using the information on the instruction sheet.
TEAM EXPLORATION Teams of two students will complete the tasks in this activity. They will take turns to be note taker/recorder. The note taker/recorder will write the reports Discussion This learning activity lays the groundwork for understanding the principles involved in Local Area Network installation and operation, and a cursory look at the theoretical aspects. Students may research these topics further as their interests dictate. TASK #1 Working with the Observer Program Working as a team, follow the instructions on the MAC Layer LAN Packet Analysis sheet to use the Observer program to capture 10 packets from the LAN to which your PC is connected. Print out two copies of the raw packets for your report. Analyze the headings of these packets using the capability of the program to decode the raw data. Do not, at this time, do any analysis of the payload data. Indicate the source address data and the destination address data on one of the raw data print out sheets. (Keep an unmarked sheet of the raw data to use in your report.) Also relate the other administrative data in the headers of the packets to the appropriate data fields on the raw data print out. As a report, submit your teams clean raw data printout along with your other marked up raw data sheet that contains your analysis information to your instructor. Summary Using the Observer program, you printed out and analyzed packets from the LAN connected to your PC. TASK #2 Obtaining Pingplotter Printouts
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Again working as a team but with a different note taker/recorder, follow the instructions on the Using Ping and Traceroute instruction sheet. Prepare a spreadsheet giving the information about the locations you have chosen using the format on the instruction sheet. Discuss as a team, the questions on the instruction sheet and jointly write a report that answers these questions. Submit the report with spreadsheet and copies of the pingplotter printouts to your instructor. Summary You used the Ping and Traceroute instruction sheet to obtain Pingplotter printouts. REVIEW QUESTIONS 1. 2. 3. Why does the time for a packet to travel across the Internet to a distant server differ at different times of the day or week? Explain what is happening when a ping message is sent to some distant server through the Internet or other Wide Area Network. What is the difference between how a Circuit Switched network operates and how a Packet Switched network operates? Why is Packet Switched more effective for data transmission? The Observer program can generate Ethernet test packets on the LAN to which the PC on which it is loaded is connected. Do you think that running the Observer traffic generator could affect the performance of that LAN? Why or why not?
4.
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Attachment 1 to Learning Activity PST4
MAC LAYER LAN PACKET ANALYSIS
Objective: To analyze the packet structure of Ethernet LAN traffic from a local area network. Preparation: Become familiar with an appropriate conversion tool to be used to convert hex packet information to decimal or generate a hex to ASCII conversion table. (Hint: A Windows calculator can be used to do these conversions.) Also, we will be utilizing the Observer software package on your schools PCs. This is basically a PC based sniffer. Attached are excerpts from the Observer Help menu. Please familiarize yourself with this information. Concept: Ethernet packets can be captured and analyzed for diagnostic or information purposes by any PC on a LAN with the appropriate software. Each PC in the laboratory is connected to the LAN with a network interface card that supports promiscuous operation. The software used to capture packets is the LAN Observer. Analysis Methodology: Familiarize yourself with the use of the Observer software tool. It is really a rather powerful yet simple tool. You will be able to create and capture packets both at your selected PC as well as between PCs. Examine the raw packet information and understand the meaning of each of the fields. Note that two hexadecimal digits represent each byte of data. The field boundaries need to be carefully considered in analyzing this data. The resultant data must be converted to the appropriate base to allow for full understanding. Use the attached information that described the fields to assist in your analysis of the raw packets. You may do this analysis manually and with the help of the Observer tool. Procedure: After you fully understand the workings of Observer. Create, filter, capture, print out, and analyze Ethernet 802.3 packets. Report: Do the following for the raw data on the ten packets that you captured on the LAN using this Observer program. 1. Examine the address field and determine the following items: a. Both the hardware and logical source and destination addresses b. Dotted decimal form of the IP address 2. Identify and specify the significance of each data field.
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Attachment 2 to Learning Activity PST4
USING PING AND TRACEROUTE

Objective: The Objective of this exercise is to familiarize each participant with the network utilities ping and traceroute. Background: Ping is used for network testing, measurement and management. The ping program uses ICMP (Internet Control Message Protocol) to send an ECHO_REQUEST to elicit an ICMP ECHO_RESPONSE from the specified host. Traceroute is a command that allows you to print out a list of all the intermediate routers between two destinations on the Internet. It allows one to diagram a path through the network. Research ping and traceroute. Ping is available via WINDOWS. It is also available in UNIX systems but for uniformity we might best utilize the WINDOWS version of both ping and traceroute. Ping is ping but traceroute is tracert under WINDOWS for reasons only apparent to Microsoftians. Both are available from the DOS window prompt. Try each and obtain their syntax. Visit the following sites for excellent in-depth information on these commands: Traceroute: http://boardwatch.internet.com/ Then go to Traceroute Servers Then in upper left cornerlook at What is Traceroute. Ping: http://www.nessoft.com/pingplotter/index.htm download version 2.20 freeware and install on the PC you are using. Also, go to http://boardwatch.internet.com/ Then go to the Traceroute Servers page as before. Check out the traceroute service from various countries and from boardwatch.com Procedure: Select 5 locations within the US, Europe and other Global Locations (15 in total). Identify sites in these locations. One way to identify sites is to do an Internet search, which will return URLs from which you can interpret the hosts location. For instance, www.mit.edu is the site of the Massachusetts Institute of Technology. Fr means France, au means Australia; kr means Korea etc If you are looking for hosts in Europe, you might search keywords, which will likely give you European hosts. (Thames, London etc You may also wish to search various Internet Yellow Pages.
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Once you have selected 15 sites and experimented with ping and tracert, move to the more sophisticated pingplotter. You should have downloaded and installed it on your PC. Run pingplotter on each of your selected sites for at least two different time-of-day situations preferably day peak and evening or weekend. Then complete a spreadsheet as described below. In addition save and print important pingplotter graphs and submit then with this exercise report. For each of your selected sites, log them into a spreadsheet that includes the following: P/OP** Location DNS* IP Address Approx. Distance Avg. Response Time #Hops Day (Peak) Weekend (Off-Peak) Discussion and Conclusion: From your results: a. Is there any correlation between distance and combined total times? b. Do similar distanced sites yield a similar number of hops? c. Similar servers? d. Note other observations and conclusions. NOTE: The Traceroute URL has some interesting FAQ. Submit your written report plus the spreadsheet and copies of pingplotter. **P/OP refers to Peak and Off-Peak which could be day vs. evening or day vs. weekend. *DNS = Domain Name Server
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The following is information copied from the Help files of the Observer program: Using Observer Observer has many modes. Each mode gives you insight into different functions of your LAN in real time. The filters that you set affect most modes. Some examples of Observer's main components are: DISCOVERY mode allows you to capture all of the network addresses on your LAN. Store them in the filters table, and alias them as names or IP addresses. PACKET CAPTURE mode displays a graph that represents your current packet capture state. This graph shows you, in real time, how many and what kind of packets are being captured and whether packets are being dropped. Once packets have been captured, they can be viewed using the packet captures view mode. BANDWIDTH UTILIZATION has two modes: Standard Bandwidth Utilization allows you to graphically monitor the amount or your total network bandwidth that is currently being used. Data is shown in a sliding 8-16 minute graph. LTBU (Long Term Bandwidth Utilization) shows graphically high, low, and average utilization over a tunable time frame (up to 7 days), and allows the data to be exported to a comma delimited spreadsheet format for further analysis and charting. NETWORK STATISTICS modes include Received Packet Statistics, Size Distribution Statistics, and Protocol Statistics. These statistical modes let you see who is using your LAN and who or what is generating traffic. Each mode sheds different light on the workings of your LAN. NETWORK ACTIVITY DISPLAY mode shows critical network utilization and broadcast information graphed against a packet traffic reference line. This display can show you at a glance the health of a LAN and warn of impending slowdowns due to broadcast or multi-cast storms. TRIGGERS AND ALARMS mode allows you to set a trigger for a particular network activity (using presets or defining your own) and associate an Action when the triggered activity is present. Actions can be pop-up windows, printed trouble tickets, or appended information to an event log. Triggers can also be set to execute a user defined-program such as an email package or paging software. VITAL SIGN DISPLAYS show activity and error conditions for either Ethernet or Token Ring. For Ethernet, the Vital Sign Display shows the number or collisions, packets too big or too small, alignment errors, or CRC errors. For Token Ring, the Vital Sign Display shows all MAC layer errors. Once a Token Ring error condition is encountered, the Token Ring Station Display will isolate each station, allowing you to pinpoint the source of the error.
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TOKEN RING STATION DISPLAY shows each Token Ring station on your ring with its current monitor condition. In each of the above Observer modes, there are many filters and sub-filters that can be used. You can choose to trace all protocols on your network, or choose to filter on a protocol subset. Once you have chosen a protocol to filter on, there are many sub-protocol filters to further isolate a particular piece of network traffic. Packet capturing and filtering can also help localize problems. Translation of packets into function and type gives a record and an explanation of the data exchange on a LAN. If you need to thoroughly study packet content byte by byte, raw mode allows the packets to be viewed without any translation. Once packets have been captured, you can filter and print captured packets to a printer or to a file. Viewing Captured Packets To view the packets captured in the capture buffer, click on the "View" button from the Packet Capture" screen. Once you are in the view screen you can click on a particular packet to see the packets decoded information. Observer decodes all Novell packets and all IP packets. Other packets are shown in raw mode. You can click on one or the packet types on the top part of the screen with your right mouse button to set a default color for that packet type. Choosing "Setting" then "View Configuration" sets up post filtering. The post-filters will filter out any unwanted data both in the packet decode screen and on any print outs of the data capture. You can search for a particular packet by choosing "File" then "Find Packet." This will search the data segment of all packets captured. You can initiate multiple search windows. Click on the show aliases box at the bottom of the screen to enable aliasing of network addresses. The packet buffer can be saved to a file by selecting "File" then "Save Packet Buffer." Naturally, you can load a packet buffer by selecting File" then "Load Saved Packet Buffer." Traffic Generator You can display the traffic generator dialog in Observer by selecting Modes -> Traffic Generator.... For Analyst/Probe, select on any Probe's button bar "Modes" -> "Traffic Generator..." From the dialog you can configure:
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Packet size - defines the size of the packets that will be generated. Values are from 64 (bytes) to 1514 for Ethernet and from 64 byte to 4096 for Token Ring. Packets/second - defines the number of packets that Observer or Probe will generate per second. Time period to generate - defines the amount of time Observer or Probe will generate packets in seconds. Number of packets to send - defines the number of packets Observer will send.
You can specify both a destination address and/or a source address. These will be displayed in the yellow and green shaded area of the header display. The address list is compiled from your filters table, with the addition of the "Local Address and a "Broadcast" address. In addition to specifying a source and destination, you may also specify the type of packet that Observer or Probe will generate. By default, Observer or Probe will generate generic broadcast packets, but you can specify IP, TCP, UDP or IPX and Observer or Probe will form packets with the corresponding headers. During packet generation, you can use Observer or Probe in any mode. Observer or Analyst will display a "Generating Traffic" display in the status bar when the traffic generator is active. NOTE: When generating traffic it is best to view the generated traffic as well as the results of the traffic generation from a SEPARATE Observer or Probe station than the one that is generating the traffic.
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LEARNING ACTIVITY
CIRCUIT CHARACTERISTICS OF VARIOUS TELECOMMUNICATIONS MEDIA PSS1
Project-Embedded
Stand-Alone
TIME ALLOCATION 7.0 hours STATEMENT OF PURPOSE To introduce students to the characteristics of various media and how they affect performance in telecommunications circuits and networks OBJECTIVES To understand the characteristics of various media used for telecommunications circuits and networks To determine how the characteristics vary from one type of media to another To understand how the characteristics affect the performance of telecommunications networks To review the use of circuit simulation software
ASSESSMENT The student will be assessed on the following: Performing circuit simulations in an orderly, logical, and time-efficient manner Understanding of the results of circuit simulations as they impact voice and data transmissions Producing a neat, readable, and well-organized report of the simulations conducted
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SITUATION Telecommunications networks are built from combinations of switching and transmission equipment connected to many differing kinds of media (also called "facilities"). The combination of transmission equipment at each end and media connecting them create circuits. These circuits are the basic building blocks of telecommunications networks. As a MECOMTRONICS technician you will be called upon to check the operation of individual circuits, measure their performance, and, on occasion, assist in their installation. You will need to understand the characteristics of the circuits and how they affect the performance of the network so that you are able to take the necessary measures to adjust, fine tune and test their operation. You will also be called upon to recommend changes in the type of circuits needed as new, or changed, equipment and/or operational requirements are implemented within your company. Understanding the characteristics of different media (facilities) will help you form a judgment as to what kind of circuit configuration will best meet your company's needs.
BACKGROUND The media most often used for telecommunications circuits are Twisted pairs of copper wire, both shielded and unshielded (telephone wiring and LANs) Coaxial cable (LANs, Cable TV and long distance telecommunications circuits) Terrestrial Microwave radio systems (medium and long distance telecommunication circuits). Satellite microwave radio systems (long distance telecommunications and TV transport) Optical Fibers (backbone networks connecting LANs, long distance telecommunications and TV transport)
Specific media are well suited for some applications and not suited for others. You will be called upon to know the difference in impact that various media characteristics make on the ability of the circuits being carried on that media to perform as needed for your particular application. These media characteristics include: a) bandwidth b) attenuation c) noise susceptibility d) distortion (attenuation and phase) e) velocity of propagation
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Definitions: Bandwidth is the range of frequencies that a given type of media will transport effectively. Attenuation (sometimes called loss) is a physical characteristic of communication media that reduces the amplitude (volume) of a signal. On most media, it increases with the frequency of the signal and is often expressed as a per unit value, i.e. x per mile or y per kilometer @ 1000 Hz. Decibel (dB) is a unit of measurement that states the ratio of two signal power levels. It is a logarithmic function (dB = .1 log P1/P2). So a 0 dB circuit would mean that the input and output signals have the same power level. Also, since they represent logs, powers in dB can be added and subtracted. In telecommunications circuits, the term dBm is often used to indicate the signal level relates to a power level of 1 milliwatt across a 600 ohm resistor. Thus, when someone says a circuit measures +3 dBm, this means it has a signal 3dB higher than 1 mW. Repeaters are devices in telecommunications circuits that in some way amplify the signal thus causing the power level of that signal to increase. A 6 dB repeater would increase the signal power of the input by 6 dB. Repeaters are used to offset the attenuation caused by the media. Suppose a pair of copper wires had an attenuation of 3dB per mile. A two-mile circuit would then have an overall attenuation of - 6dB. The signal level at the end of the circuit could be restored to its original power level by connecting a + 6dB repeater (- 6dB + 6dB = 0dB). Noise in a telecommunications circuit is any unwanted signal. It comes in many forms. It could be static from a nearby lightning storm, 60 cycle hum induced from a power circuit, or even the very low level white noise caused by the vibration of atoms. (White noise wont bother you in most cases unless you are dealing with weak signals from satellites.) You may use the analogy of noise in your circuit to weeds in your garden: Its always there; you can control it to low levels but you can never eliminate it completely. We often measure the amount of noise by referring it to the wanted signal using a term, signal to noise ratio. The signal to noise ratio (S/N) of telephone and other telecommunications circuits is usually 30dB or better. This means that the power level of the noise is 30dB less than the power level of the wanted signal. Noise susceptibility is the degree to which a given media will pick up noise in its environment. For instance, a shielded twisted pair (an insulated pair of wires inside a grounded metal mesh) has a lower noise susceptibility than an unshielded pair. For the same reason, a coaxial cable with its outer shield grounded has lower noise susceptibility than an unshielded twisted pair. Interestingly, copper wires are twisted together to reduce the pickup of signals from other nearby twisted pairs. Sometimes you will find inside wiring cables that have untwisted pairs of wire. They are very susceptible to noise (called crosstalk) from other nearby pairs.
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Attenuation distortion is the term used to describe situations where telecommunications signals experience differing effects of attenuation at different frequencies. As explained above, a twisted copper pair might have an attenuation of 3dB per kilometer @ 1000 Hz, but higher attenuation at higher frequencieslets say 6 dB per km @ 10,000 Hz, and 18 dB per km @ 100,000 Hz. A 1 Km circuit of this copper wire will then have attenuation as follows: -3dB @ 1000 Hz, -6dB @ 10,000 Hz, and -18dB @ 100,000 Hz. An input signal made up of many frequencies, a digital square wave pulse stream for example, will have the various frequency components affected differently. The higher frequencies will be attenuated much more than the lower. This causes the square corners of the pulses to become rounded. This effect is called attenuation distortion. Phase is the relationship of different signals. If they both start (cross the zero axis) at the same time, they are in phase. Phase distortion is comparable to attenuation in that the phase of various frequency components is affected differently, as well. If all frequency components start out together (in phase) on the 1 km circuit mentioned earlier, they will end up out of phase with each other (and to different degrees depending on their frequency). This can cause pulse width spreading. Velocity of Propagation is another physical characteristic of media that affects the transport of information signals. Perhaps the best way to describe this effect is to imagine having 1000 mile lengths of several different media laid side by side. Lets suppose they are twisted pairs, coaxial cable, a microwave radio system, and an optical fiber. In this situation, all of these media will be equipped with the necessary repeaters to compensate for their highly differing attenuation. Also, let us suppose we have some sort of pulse generator that will feed a single pulse to each medium simultaneously. Finally, we will suppose that we have a receiver on each medium that will recognize when the single pulse arrives and records the time it took for the pulse to travel (propagate) the 1000 miles from the starting point. Now, we trigger the pulses to simultaneously start! Will they all arrive at the far end at the same time? No. The pulses will arrive at significantly differing times. We are talking microsecond differences, its true, but measurable differences. The distance (1000 miles) divided by the times (x, y, and z microseconds) for the four media will calculate to the Velocity of Propagation: 1000/w = A miles/second. Remember that electricity travels at the same speed as light (in a vacuum), 186,000 miles per second, so all the results will be less than that, but you will find some surprising differences. In local area networks (LANs), on company premises, the type of media will be determined by the type of LAN to be used. For instance: Ethernet 10Base5 uses RG-8 coaxial cable. Ethernet 10Base2 uses RG-58 coax cable. Ethernet 10BaseT uses Category 5 twisted pairs. IBM Token Ring uses shielded twisted pairs.
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Ethernet and IBM Token Ring are two popular types of LANs in use today. The terms 10 Base 5, 10 Base 2 and 10 Base T refer to three varieties of Ethernets. The 10 tells you that the Ethernet LAN is operating at 10 megabits per second. BASE refers to Baseband, a digital transmission technique. The 5 and 2 refer to the length of coaxial cable between repeaters, 500 and 200 meters respectively. The T indicates that a twisted copper pair of wires is used for the Ethernet media. For a more detailed Ethernet description, refer to the Black Box Catalog technical section. RG-8 and RG-58 refer to two sizes of coaxial cable. The media used for a specific type of LAN is fixed by an applicable standard published by the Institute of Electrical and Electronic Engineers (IEEE). The attenuation characteristics of the media determine the maximum distances between repeaters and the number of allowable inter-repeater spans. Similarly, noise susceptibility affects the accuracy of the digital pulses. This accuracy, in turn, determines the information throughput (the amount of information in bits per second) that can be obtained from a circuit and data communication system. You might be called upon to help diagnose problems causing degraded performance. Understanding potential impairments to specific media will greatly assist in your diagnostic efforts. Circuits, and thus networks, which cover longer distances usually are leased from a local or long distance telephone company or competitive access provider. Whoever supplies the circuits will have primary responsibility for their proper operation but you will be called upon to perform tests with the provider to isolate operational problems in or out of your local equipment and/or their circuits. Understanding the attenuation (loss), distortion, and propagation delay inherent to these circuits, once again, will greatly assist in isolating the conditions and/or equipment most likely creating the operational symptoms. PREPARATION Review the decibel method of representing power levels in electrical circuits. Review the use of spread sheet programs for calculating tables of data and the display of results on semi-log plots. Become familiar with the operation of P-spice, a computer program developed by the Micro Sim Corporation, which can simulate most media providing the physical characteristics of circuits using that media. Review the instructions for use of the computer simulation program "P-Spice" to refresh your memory of how to configure circuits using various types of media, circuit lengths, and other variables
FACILITIES & EQUIPMENT Computer with "P-Spice" software and a spread sheet program.
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P-Spice program manuals. Semi-log graph paper or equivalent computer printout capability
PROCEDURES Team members will each be assigned at least two types of media on which to perform a simulation. Each media type shall be assigned to at least two members of the team. One team member is to be designated as the primary investigator - the others as the "back-up." After doing the computer simulations independently, the members assigned the same media shall compare their results for consistency. If differences have resulted, the members shall compare and constructively evaluate each other's work to resolve those differences. Then, all team members shall compare the result of their simulations and explain to their colleagues the reasons for differences between media. TEAM EXPLORATION
Step
1. Review "P-Spice" program operation procedures. 2. Review laboratory record keeping and report writing guidelines. 3. Using "P-Spice" files, determine the "per unit" characteristics (e.g. dB per kilometer) of the specified media for use in simulation exercises. Obtain attenuation, phase delay, and velocity of propagation values for the frequencies listed in Task #1, below. 4. Enter the data from step 3 (characteristics) and circuit specifics (e.g. 32 Km in length) in the program. Run the program to determine the circuit's overall "dimensions" (e.g. for 10,000 Hz 18 dB of loss, propagation delay of 42 microseconds, etc.) Find the loss, phase delay, and propagation delay. 5. Repeat step 4 with a range of lengths for each type of media as specified in task #1, below. (You will use this data to compare various media's performances.) 6. Plot the data for each characteristic by type of media. Put this all on a single piece of paper or computer plot. (e.g.
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1. 2. 3.
4.
5.
6.
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attenuation vs. distance for Category 3 and 5 twisted pairs, RG-8 and RG-48 coaxial cable, single and multimode optical fiber, microwave radio path in free space) 7. You now should have a series of plots for the various characteristics of media. Write a report explaining what you did and comparing the different media. Submit this report to your instructor for evaluation of your activity. It should be in the form of a memo to your supervisor.
7.
TASK #1 Attenuation and Attenuation Distortion Using the P-Spice circuit simulation program, determine the theoretical attenuation in decibels per Km @ 100 Hz, 1000 Hz, 10 KHz, 100 KHz, 1 MHz, 10 MHz, 100 MHz, 1 GHz, and 10 GHz. For each of the following media, plot the results on semi-log graph paper: Category 3 unshielded twisted pair Category 5 unshielded twisted pair Category 5 shielded twisted pair RG-8 coaxial cable RG-48 coaxial cable Free space Multimode optical fiber Single mode optical fiber Also, for the optical fibers do the same attenuation measurements for the range of wavelengths from 1100 to 1500 nanometers in 100 nm steps. Plot these data on a separate sheet from the other media. Using a spreadsheet program, calculate the total attenuation at each frequency for each media for 10 meters, 20 meters, 50 meters, 100 meters, 1 Km, 2 Km, 5 Km, 10 Km, 20 Km, 50 Km, 100 Km, 200 Km, and 500 Km. Write a brief report to your supervisor which presents the above information in a logical and understandable format including tables and graphs of your results. Discussion (Loss) is the reduction in power level (strength) caused by the physical impedance of electrical or photonic media. The overall loss of a circuit depends on both the length of the media in the circuit,
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the physical make up of the media, and the frequency of the signal being measured. The usual method of testing loss is to connect a standard power level signal to the facility, then take measurements at various signal frequencies and distances. The variation of loss with frequency is often called attenuation distortion. It is possible to correct for this distortion by using an amplifier with a frequency response, which is the inverse of the media's frequency response. Because of this attenuation distortion and the limited capabilities of electronic amplifiers, only a limited range of frequencies usually can be used on a given type of media. Within the limited range of frequencies used on a particular medium, adding amplifiers (analog signals) or regenerators (digital signals) to provide sufficient gain to compensate for the losses in the media can offset the effect of attenuation. Practical amplifiers and regenerators can supply only a certain amount of gain. This determines the inter-repeater (amplifier) spacing needed for any given medium. Attenuation and attenuation distortion impact both analog and digital signals. The extent of that impact is again dependent on the frequencies making up the signal being sent over that circuit. An example of how the concepts of attenuation and losses are used is as follows: Telephone company circuit power levels are usually measured across a 600 ohm load, using a dB scale with a reference power level of 1 milliwatt at a frequency of 1004 Hz. This power level is called 0 dBm. Adjustments of voice grade and data circuits are usually made to bring an individual circuit to a level of +8 dBm or -16 dBm at the input or output test point. Attenuation at other points in the circuit can be determined by measuring the power level there and comparing that number with the power level at the origination point or the nearest repeater/amplifier. REVIEW QUESTIONS 1. Based on the exercises' results, what type of media would you recommend for use with an analog signal of frequency range 300 to 3300 Hz for a distance of 5 Km? 2. What type of media would be appropriate for a digital signal of 10 Mbps at a distance of 50 meters? A distance of 100 meters? A distance of 500 meters? 3. What is the gain required in a microwave receiver on board a geosynchronous satellite to restore the microwave signal power to 0 dBm if the ground transmitter and antenna is able to send a signal of 150 dBm effective radiated power? (Geosynchronous satellites are at an altitude of 36,000 km. orbiting above the earths equator. At that location and altitude they appear to us to be hovering over the same location on the earth all the time. They are, of course, speeding along in their orbits but synchronized with the earths rotation, thus the name geosynchronous.)
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LEARNING ACTIVITY
OPTICAL FIBER INTERNAL REFLECTION, PULSE DISPERSION, AND SIGNAL ATTENUATION PSS2
Project-Embedded
Stand-Alone
TIME ALLOCATION 3.5 hours STATEMENT OF PURPOSE Understand the concept of internal reflection and dispersion characteristics in optical fibers
OBJECTIVES Understand the concept of internal reflection in optical fibers. Demonstrate in a simple experiment the operation of internal reflection. Describe the differing dispersion effects of single mode and multi mode fiber. Relate the applications of single mode and multi mode fibers to their dispersion characteristics.
ASSESSMENT The student will be assessed on the following: Following directions in conducting the above procedure and clean up. Collecting and organizing the observed data from the procedure. Producing a neat readable and well-organized report of the observations and the answers to the questions regarding the results of the procedure. Understanding the principles demonstrated by the procedure.
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SITUATION As a MECOMTRONICS technician you will be called upon to connect circuits and telecommunications voice or data systems to fiber optic transmission devices. You may also be required to install optical fiber cables for Local Area Networks, or circuits for local or long distance transmission of voice, data, or image information. Telecommunications transmission networks have traditionally been made up of metallic facilities (twisted copper wire, coaxial cable, etc.) or multiplexed radio signals (microwave and satellite). Optical fiber technology was introduced in the early 1980's and now has established significant technical and economic advantages over most of the traditional transmission systems, especially where substantial distances (over a mile) are involved. Virtually all undersea cables now being installed are high capacity optical fibers as are most land based cable systems. Even Lucent Technologies' 5E digital switching equipment uses optical fibers to connect the various modules of the switch. You will need to understand the principle upon which optical fibers operate so that you can participate in the installation, alignment, and repair of optical systems, and with additional skill training, splice and test the fiber in initial installation as well as in-service repair situations. Your knowledge of the principles of internal reflection, dispersion, and attenuation will also allow you to appreciate the reasons for the "explosive" growth of optical fiber systems in all aspects of telecommunication.
BACKGROUND Fiber optic systems, like all communications systems, consist of three elements: a transmitter, a receiver, and the medium upon which the information is transmitted. While it is theoretically possible to utilize analog transmitters and receivers, in today's technology digital transmitters, usually LASERS or LEDs (Light Emitting Diodes), and digital receivers (photo-diodes) are commonly used in contemporary fiber optic systems. These origination and receiving devices are linked by optical fibers (usually high quality glass in long distance systems or plastic in LANs). These optical fibers are constructed in a way that takes advantage of the principle of internal reflection to totally contain the light energy output by the transmitter and deliver it over great distances to an appropriate receiver. In addition to the ability to transport light energy over long distance, optical fiber has several other advantages that have contributed to its economic superiority over older design transmission systems. These advantages are Extremely wide band width, thus very high information transportation capacity Very low signal attenuation Immunity to other electromagnetic signals (noise)
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Pulse dispersion is controllable by the manufactured characteristics of the fiber, i.e. Single Mode, multi mode, and graded index.
Definitions: Bandwidth - See PSS1 Attenuation - See PSS1 Noise - See PSS1 Repeater - See PSS1 Optical fiber - a fine strand of very clear glass or acrylic plastic used to transmit optical energy over some distance. Fibers have a core and cladding, the cladding having the lower index of refraction, and a jacket. See figure PSS2-1 for a picture of the core, cladding and jacket of an optical fiber.
Figure PSS2-1 Optical Fiber Cross-Section Pulse (signal) dispersion - the phenomenon where a pulse of light or electrical energy of short time duration is spread out in time as the pulse travels down the length of a transmission medium. See figure PSS2.2(c). Index of refraction - a number that describes the ratio of the speed of light in free space to light's speed in the medium. Step index fiber - a technique of manufacturing optical fiber where the core and the cladding have distinctly different indices of refraction thus the boundary between them is clearly defined. Step index fibers can be made as single mode or multi mode.
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Single mode fiber - an optical fiber construction where the core has a very small diameter resulting in only one possible path for a light wave to travel within it. See figure PSS 2.3(a) Multi-mode fiber - another way (older design) of constructing optical fiber where the core has a larger diameter and thus light may take several differing paths within it. See figure PSS 2.3(b)
Figure PSS2-2. Effect of Angle of Incidence at the Boundary Between Materials of Different Indexes of Refraction Graded Index fiber - a technique of manufacturing optical fiber (now mostly used for plastic fibers) where the boundary between the core and the cladding of the fiber is not sharply defined. Thus, the index of refraction changes gradually as the light travels from the core to the cladding.
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Laser - a semiconductor device which when stimulated electrically generates light that is pure, that is, has only one frequency (or wavelength). A LASER can be switched on and off at extremely high rates of speed. Light Emitting Diode - a less expensive semiconductor device that also generates light when directed by an electric signal. It generally cannot operate as fast as a LASER and does not have as high a power light output. Photo diode - another semiconductor device that generates an electric pulse when it receives a pulse of light. ATM (Asynchronous Transfer Mode) and SONET (Synchronous Optical Network) systems - digital transmission systems and networks which use optical fiber media. While these system have, up to now, been used mostly for data and image transmission, the development of IP telephony is permitting ATM systems to also be used for the transport of voice signals. (IP telephony is a technique which "chops up" voice signals, digitizes them, and sends them over the internet to be reassembled at the other end of the circuit.) Recent press reports indicate that many of the largest "telephone companies" are building ATM/SONET networks to expand their voice and data capability. These systems will use a large number of existing, as well as new fiber optic facilities. You will be called upon to use circuits and channels derived from optical fiber networks of one kind or another as you work with private or public network systems. This exercise will help your see how optical fibers work. PREPARATION Obtain the materials listed in the "Facilities and Materials" section below. Arrange to perform the procedure in a partially darkened area (evening with most lights off, windowless room with low-level illumination, etc.) View figure PSS2-1, which shows the construction of a typical optical fiber. Form a two-person team to perform the procedure.
SAFETY ISSUES You will be using various liquids in the following procedures. Ensure that any spillage is cleaned up so that it does not become a slip/fall hazard. FACILITIES & EQUIPMENT Coffee can
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Flashlight Hammer Nail (5 d) Baking pan (8 x 10 inch) Ruler or tape measure Water (approximately 1 quart) Cooling Oil (a 1 quart jar of inexpensive cooking oil or castor oil) Rubbing alcohol (a 1 quart jar) Water-soluble ink or watercolor Paper towels.
TEAM EXPLORATION Teams of two will be assigned for this task. One member will physically perform the task while the other member assists in the preparations and clean up as well as makes measurements and records them. Both members of the team will collaborate in the preparation of the written report and in developing answers to the questions associated with the task. TASK #1 Simulating Internal Reflection and Dispersion Characteristics in Optical Fibers Procedure: 1. Using the nail, punch a single hole into the side of the coffee can as close to the bottom ring as possible. 2. Darken the room 3. Hold the coffee can over the baking pan (to catch the liquid) and aim the flashlight so it shines into the coffee can, then pour the water into the coffee can. 4. Lift the coffee can up from the baking pan, observing the stream of liquid. Position the can so that the water continues to fall into the baking pan. 5. Note that there is some light coming out of the stream making it glow slightly. Also note the spot of light that appears in the baking pan where the stream of water strikes it. 6. Raise the coffee can higher and higher until the spot of light disappears. Measure and record the distance that the coffee can was held over the baking pan. 7. Let all of the water empty from the coffee can into the baking pan. Then pour it back into its storage receptacle for later use.
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8. Repeat steps 3 through 7 with the oil, then again with the rubbing alcohol. Clean up all residue in the baking pan and coffee can with the paper towels between each repetition. Also clean up any spillage from the floor or desk upon which you are doing this task. 9. Now add some of the ink (or watercolor) to the water, enough to noticeably reduce its clarity, and repeat steps 3 through 7. Measure and record the height the can is raised to before the light spot disappears. Repeat this step again with more ink/watercolor added to further reduce the water's clarity. 10. Record your measurements in a tabular format that compares the height that the coffee can reached with differing liquids. Also compare the height of the coffee can with the differing clarity of the water. 11. Write a brief laboratory report explaining this task, which includes: a. Objective b. Procedure c. Results (observed data) d. Discussion of those results including answers to the questions listed below. e. Conclusion REVIEW QUESTIONS 1. Which of the liquids caused the brightest spot on the baking pan? 2. How high could you lift the coffee can and still see the spot with each liquid? 3. How did that spot of light get to the bottom of the baking pan? 4. How did the light bend with the stream of liquid? 5. At some point the stream of liquid changed into a series of drops of the liquid. Does that distance have any relationship with the disappearance of the spot? 6. Is there any relationship between the height that you could raise the coffee can while still seeing the spot of light and the smoothness of the stream of liquid? 7. Which liquid had more of a bend in its stream? Is there a correlation between the brightness of the spot of light in the baking pan and the curve of the liquid? Or with the thickness (viscosity) of the liquid?
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8. Is there a relationship between the brightness of the spot of light in the baking pan and the clarity of the liquid? Discussion The task you have just completed is, in effect, the same as the original experiment conducted by John Tyndall in the late1800s when he discovered that light can be "channeled" on a curving path despite the fact that light travels only in a straight line. This phenomenon occurs because of internal reflections of light inside the steam of liquid. The same principle applies to the operation of optical fibers. Definition: Internal reflection is the condition where a ray of light within a medium strikes the boundary of that medium and is totally reflected back into the medium. The boundary acts just like a mirror. See figure PSS2-2c. It occurs when the angle at which the light strikes the boundary is greater than the CRITICAL ANGLE. The ratio of the indices of refraction between the two materials determines the Critical Angle. See Figure PSS2-3 for an illustration of the Critical Angle and what happens to the light when it strikes the boundary of the material at angles less than, equal to, and greater than the Critical Angle. In our task the two materials involved are the liquid and the air which surrounds it. Air and the liquid have different indices of refraction. So, too, do optical fibers, which have a core of one index of refraction surrounded by a cladding of another index of refraction. (These are then usually encased in a plastic jacket that provides mechanical strength and protection to the glass fiber. The jacket has nothing to do with the ability of the fiber to conduct light.) Refer to figure PSS2-1.
Figure PSS2-3 Light Paths in Single Mode and Multi-Mode Fibres, and Dispersion Illsustration
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In our experiment the boundary between the air and the stream of liquid may not always have been a perfectly straight line as it is shown in figure PSS2-2 (and in high quality optical fiber). Sometimes a ray of light hits the boundary at less than the critical angle and thus escapes to the air (thus we saw some light coming from the stream). But much of the time the ray hits the boundary at greater than the critical angle, so it is internally reflected back into the stream of liquid, and eventually creates the spot of light at the bottom tray. This demonstrates how the light can go around curves even though it is always traveling in a straight line at any instant or specific location. Of interest, optical fibers cannot be bent in a tight coil or curve (not less than an approximately 5 inch radius) because the angle of incidence of the light would then be less than the critical angle and the light would be lost out of the core. In our experiment we also introduce the issue of clarity of the core by adding ink or paint to the water. This was done to reduce the ability of the water to transmit the light as brightly. This is an analogy to the attenuation of electrical signals in metallic circuits that was discussed and explored in Learning Activity PSS1. While it may have been difficult to measure exactly, as the water became less clear, the stream of water should have become shorter and the spot of light less bright. In our experiment we observed the conduction of light for a matter of a few feet at the most. To give you an idea of the clarity that has been achieved in optical fibers using today 's glass making techniques, there are now fiber optic cables in service using fibers that are hundreds of kilometers long between optical repeaters or amplifiers. Even longer lengths have been demonstrated in the laboratory. Earlier in this learning activity Single Mode and Multi-mode optical fibers were described without an explanation of how they operated. You will remember that the outside diameter of the cladding in both types of fiber is the same (150m), while the core of a single mode fiber is in the 5 to 10 m range and the Multi-mode cores are 50 to 100 m. Single Mode fibers are so named because their cores are so small that they will only support one mode of light propagation (see figure PSS2-3b). Multi-mod, as its name suggests, can support several modes of light propagation (see figure PSS2-3b). Light traveling in different modes will have slightly different distances to travel, thus a pulse of light sent though a multi-mode fiber takes slightly differing time to get to the far end, and thus the pulse is spread out in time. This is called pulse dispersion. This is a problem for high-speed, thus short pulses over long distances (see figure PSS2-3c). In today's world, the issue of pulse dispersion is the reason that relatively short fiber optic systems (for LANs and for local distribution systems) often use multi-mode fibers (which are less expensive to manufacture) and long distance fiber optic systems are almost exclusively single mode.
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You may also hear about another type of optical fiber construction called "Graded Index." This type of fiber was developed to improve dispersion effects before the technology existed to make high quality single mode fibers at a reasonable cost. The main difference between multi-mode and graded index cores is that the core of graded index does not have a sharply defined boundary between itself and the cladding (called a step index), but rather the index of refraction gradually changes from that of the core to that of the cladding. This gradual changing of the index of refraction does improve the pulse dispersion as compared to Multimode, step index (used in plastic fibers). The ability to manufacture step index, single mode glass fibers at reasonable cost, however, has resulted in much better dispersion performance at an economical price bandwidth ratio. Typical examples of the different types of Fiber Optic systems are shown in the table below. Multi-mode 50 - 100 m 100+ dB/Km 8 -10 dB/Km Up to 1 Km LED 1 3 Graded Index 50 - 85 m 1 -3 dB/Km a few Km LED or Laser diode 2 4 0.16 - 1 dB/Km 40 - 130+ Km LED or Laser diode Singe Mode 8 - 10 m
Core Diameter Attenuation: Plastic Glass Repeater Spacing Light Source Relative costs/Km: Plastic Glass
REVIEW QUESTIONS If you were asked to recommend the type of optical fiber to be used in the following applications, what type would you suggest? a. A backbone network on a college campus which connects several buildings, each containing several LANs, where the buildings are seldom more than 500 meters apart. b. An under ocean cable connecting New Jersey, USA to Puerto Rico. c. A LAN connecting computers in six offices on one floor in this building.
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LEARNING ACTIVITY
MODULATION TECHNIQUES: ANALOG AND DIGITAL PSS3
Project-Embedded
Stand-Alone
TIME ALLOCATION 3.5 hours STATEMENT OF PURPOSE To introduce the concept of analog and digital modulation
OBJECTIVES Introduce the concept of modulation as a technique to transport information across large distances. Provide examples of current telecommunications systems with modulation techniques. Acquaint the student with various analog and digital modulation schemes. Explain how the modulation process is used to multiplex several voice or data circuits on to a transmission system.
ASSESSMENT The student will be assessed on the following. Ability to follow directions Interactions of the team with the offices and centers visited and the ability to perform the tasks with a minimum of interruption to the office/center operation. Evaluation of the reports submitted and the analysis performed to generate those reports
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FACILITIES & EQUIPMENT The instructor should provide graphics of the modulation circuits discussed in this activity. SITUATION MECOMTRONICS technicians, and everyone else, who works with and/or uses telecommunications services today experience the results of the process called modulation. Modulation techniques are used extensively to operate landline and microwave transmission systems, modems, wireless systems, and optical fiber transmission systems. In fact, virtually every telecommunications service and system utilizes modulation in one form or another. In your career as a MECOMTRONICS technician you will see many new applications of the basic modulation processes; thus, you should be familiar with the theory and principles involved. Once you understand the basic principles, you can relatively easily learn the myriad of variations that have been and will be developed to use in new telecommunications applications and systems. BACKGROUND Modulation is the process of changing (modulating) a signal to add information so that the information can be carried to a distant location in a more economical format. This concept can be most easily visualized by using an analog example, but the same concept can be, and is extensively, applied to the digital world. DEFINITIONS: Analog modulation is used to place information (the information can be analog or digital in its format) on an analog transmission system. That transmission system could be an analog carrier signal on a pair of wires, or on a coaxial cable, or on a broadcast carrier frequency, or on a microwave frequency. You can think of the carrier signal or carrier frequency as the medium that is going to carry information from one place to another. Digital modulation is used to place information on a digital pulse stream. That pulse stream (literally a stream of pulses) is analogous to the carrier signal just described above. As in analog modulation, the information that is digitally modulated can be analog or digital in its input format. ANALOG MODULATION TECHNIQUES The simplest form of analog modulation is Double Sideband Amplitude Modulation. This is the type of modulation used for standard AM broadcast radio.
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The modulation circuit has two input signals: 1) the Carrier signal denoted by fc and 2) the Modulating signal denoted by fm. The electrical circuit mixes the two inputs. In a typical AM broadcast radio application the fc could be 1240 kHz (represented by the single line on the frequency plot next to the carrier input) and the fm would be the music or talking frequencies from 300 to 5000 Hz coming from the radio studio (represented by a triangle on a frequency plot). In this example an AM radio receiver would be tuned to 1240 kHz (the carrier frequency) in order to receive this particular station. Refer to your instructor for an example of this circuit. The output from the modulating circuit contains four (4) frequencies: the two input frequencies plus the sum of the two input frequencies and the difference of the two input frequencies. In the AM radio example, the fm in the output would be filtered out, and the remaining frequencies would be sent to the transmitter to be sent out on the air. Note that the Frequency domain picture of the modulating signal in this example is shown as a range of frequencies whose amplitudes form a triangle and the output picture reflects that same triangular shape in both the sum and difference outputs. If the modulating input were some different configuration, the picture of the output signal would have a comparable shape in the sum and difference outputs. These sum and difference frequencies are referred to as the upper and lower sidebands. The modulating information is present in either and both sidebands. The carrier frequency signal is used for receivers to tune in while the information is in the sidebands. The detector circuits in the AM radio receiver extract the modulating information from the sidebands and deliver it to the circuits that drive the speaker. Double Sideband AM is simple and relatively inexpensive to modulate and demodulate, which is why it was the first technique used for broadcast radio. There are other radio techniques which only use one of the sidebands and part of the carrier frequency. These are called Suppressed carrier, single sideband AM (SSB AM) radio transmitters and receivers. They are used by some amateur radio hobbyists for communications because the transmitter power of SSB is less than the power needed for a comparable double sideband signal with the same modulating information. Refer to your instructor for an example of a DSB AM signal when looked at in the time domain, that is: what you would see on the screen of an oscilloscope tuned to the carrier frequency. (The horizontal axis is time; the vertical axis is amplitude). Note that the amplitude of the signal is exactly the same as the shape of the modulating signal while the frequency stays constant. This is why this is called Amplitude Modulation. For simplicitys sake, a single 400 Hz signal can be used as the modulating input. In a real situation the modulating signal from a microphone would be a very complex waveform. Despite that complexity the amplitude of the carrier frequency would be exactly the same waveform. Other types of analog modulation are more complex, and will not be explained in detail here. Simply put, Frequency Modulation systems change the carrier frequency in proportion to the input-modulating signal. The resulting carrier signal maintains constant amplitude, but varies in frequency around the center value that is the input carrier frequency. Refer to your instructor for an example of a FM output signal in the time domain.
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The frequency domain picture is much more complex than the AM case and uses more space on the frequency spectrum for the same input modulating signal as compared to AM. FM, however, is much more noise free as compared to AM, because the noise picked up between transmitter and receiver shows up on the amplitude of the carrier signal. The FM receiver ignores this varying amplitude of the FM signal and thus rejects the noise. A special case of FM modulation, when the modulating signal is a pulse stream, is called FSK (Frequency Shift Keying) because the frequency shifts from one value to another when the modulating pulses change from positive to negative amplitude. There is one more basic analog modulation scheme: PM (Phase Modulation). In this type of modulation the phase of the carrier signal changes with the modulating signal. What is phase? It is the relation in time of the modulated signal from some reference signal. Phase is probably understood better visually than by a word definition. Figure PSS3-4 shows two sine wave signals that are 45 degrees out of phase. The solid waveform is the reference signal while the dotted waveform is 45 degrees behind. It is said to be lagging. If it reached its maximum 45 degrees before the reference signal peaked then it would be leading. Refer to your instructor for an example of phase modulation. Now visualize a signal that changes its phase in relation to the modulating signal. If the modulating signals amplitude were positive at one particular instant, then the carrier signal would be leading the reference signal. When, a few milliseconds later, the modulating signal amplitude becomes negative then the carrier signal becomes lagging the reference. Figure PSS35 indicates what a phase modulated carrier signal would look like if it were modulated by a square wave, also shown for reference. This particular type of phase modulation is called PSK (Phase Shift Modulation) because the phase shifts abruptly when the modulating pulse stream changes polarity. Refer to your instructor for an example of phase shift modulation. Frequency and Amplitude modulation applications are familiar to us because of their widespread use for broadcast radio and television. SSB AM and FM modulation techniques are also used to multiplex long distance analog telecommunications transmission systems on cable and on microwave radio. A combination of amplitude and phase modulation techniques called QAM (Quadrature Amplitude Modulation), and another AMPM combination called TCM (Trellis Coded Modulation) are used in modems that operate at speeds of up to 33.4 kilobits per second on dial-up analog telephone lines. QAM and TCM are also used in Cable Modems on Analog CATV systems. Satellite microwave radio up and down links also use these analog modulation techniques. DIGITAL MODULATION TECHNIQUES Modulation of a digital signal is accomplished in a fundamentally different way than the analog techniques discussed above. Instead of mixing the modulating and carrier signals, the input modulating signal is sampled, quantized, and coded, then placed in specific time slot in a higher bit rate digital output signal.
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DEFINITIONS SAMPLING an input waveform is accomplished by looking at the waveform a specific number of times per second and creating a short pulse (called the sample) that is the same amplitude as the original input signal at that exact time. QUANTIZING is the process of measuring the amplitude of a sample and assigning a numerical value to that sample. CODING is creating a series of 0s and 1s that represents the numerical value that came from the quantizing. A TIME SLOT is a period of time in a digital pulse stream that can contain one or several pulses of the information signal. Digital modulation can be used for either analog or digital input signals. We will first concentrate on the modulation of analog inputs. The two most used applications of digitally modulating analog signals are: 1) converting voice telephone conversations to digital form for digital transmission and switching systems, and 2) creating music CDs. The sampling rate is critical to the proper reproduction of the original analog input as an output of the digital modulation system. The sampling rate must be twice the highest frequency contained in the input signal. Since the telephone system limits the analog signals nominally to 4000 Hz (actually more like 3500 Hz), the telecommunications applications of digital modulation all use a sampling rate of 8000 times per second. Music and other analog information to be used on CDs is sampled approximately 42,000 times per second because there are frequencies approaching 20,000 Hz in High Fidelity music. Figure PSS3-6 below, illustrates the steps in the digital modulation process of analog input signals. It would be possible to use the sample pulses as a transmission system, but we would have a series of pulses with an infinite number of possible amplitudes. This would be called PAM (Pulse Amplitude Modulation). It has been used in some digital PBXs but is not practical for long distance transmission systems. A more effective digital modulation scheme is called PCM (Pulse Code Modulation). Converting a PAM signal to PCM involves two additional steps: Quantizing and Coding. There are at least two ways (formulas) to quantize the samples in Digital Modulation systems: A-Law and -Law. North American standards specify one and International standards specify the other. You should know that there is a difference but the details of their operation are beyond the scope of this module. The coding in both telecommunications and CDs of the quantized value of each sample is done using an 8-digit binary code, thus 256 different amplitudes can be represented (128 positive and 128 negative amplitudes). The codes are inserted in same order as the original samples into an output digital signal, completing the digital modulation process.
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De-modulation is accomplished by reversing the process just described. The digital code for each sample is used to create a digital pulse of an amplitude determined by the codes numerical value. The stream of sample electrical pulses is passed through a low-pass filter that smoothes out the samples into a continuous analog output signal that is the same as the input analog signal. Refer to your instructor for an example of de-modulation. Since there are no digital codes for noise introduced in the transmission of the pulses, line noise is not inherent to digital modulation systems. This is a major advantage of the digital process. There is one form of noise that is inherent in digital modulation processes. It is called quantizing noise, and is minor in its impact. It results from the fact that with an 8-digit code only 256 amplitude levels can be represented but an analog signal can have absolute amplitude values that fall between the available levels. If this happens the quantizing circuit assigns the nearest available level. While this is a minor inaccuracy, it is not audible to the human ear so does not adversely affect voice conversations. MULTIPLEXING Multiplexing is the process of putting (or carrying) several slower (narrow bandwidth) circuits on a single high-speed (wide bandwidth) transmission system. Multiplexing is accomplished by using modulation techniques on each of the input signals. If a digital modulation technique is used, the transmission system is called TDM (Time Division Multiplexed) because each of the modulated input signals is put in a different time slot of the output signal. The TDM receiver is synchronized with the transmitter enabling the receiver to sort out the time slots so that the samples from each input signal are received together; thus the demodulated outputs dont interfere with each other. Similarly, when analog modulation techniques are used to put several input signals on a single output circuit, the resulting system is called: FDM (Frequency Division Multiplexed) because each input is modulated to a different carrier frequency, then all the carrier frequencies are transmitted on a single wire or cable circuit. It is something like having 12 broadcast radio stations all carried on the same wires or cable. The FDM receiver is really 12 receivers each tuned to a different station, thus the 12 conversations do not interfere with each other. FDM was once used extensively in the Public Switched Telephone network but it has been almost completely replaced by TDM systems. In the most common landline telecommunications TDM system, T-1 Carrier, samples from 24 analog or digital circuits are interleaved, creating a digital signal of 1.544 megabits per second. This signal (called DS-1) is then transmitted to the far end of the system where a decoder regenerates the samples of the 24 original messages, and from the samples recreates the original waveform of the message. There are coders and decoders operating in the opposite direction so that, just as in FDM, each circuit can carry a full-duplex conversation. The DS-1 signal is carried on two pairs of wires, one pair carrying the digital pulses in one direction and the other pair carrying the pulses for the return side of the conversation.
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Time Division multiplexed systems use some synchronizing technique to keep the transmitter and receiver in step with one another. The transmitter and receiver can thus create several channels between themselves for information flow by designating a particular time slot for each channel. The channel is always available for use whether or not any information is sent. When the information being sent is bursty as is the case for many data circuits, TDM systems can have a lot of empty channel time. Another kind of digital multiplexing has been developed to take advantage of the bursty nature of data traffic. It is called: STDM (Statistical Time Division Multiplexing). Strictly speaking STDM does not use digital modulation in the same sense as the TDM systems discussed above. STDM systems are only for use with digital data circuits. The STDM system does not depend on synchronizing the transmitter and receiver, but instead uses the input digital message as is, and adds a start and stop character as well as a to and from address to the burst of data. STDM systems only send information when there is something to send, and thus make better use of the circuit than a lightly loaded TDM system. Typically STDM is used in a business office to concentrate data traffic from several machines on to a leased line to another office of the same company. The far end office has a STDM de-multiplexer to sort out the incoming data and deliver it to the intended machine. This type of system makes it seem as if particular pairs of machines in the two offices are connected over their own circuit, when actually they are all sharing one circuit through the STDM system. WARNING! Descriptions of systems used in this module use generic terms and descriptions. Each manufacturer may have its own trade name for a particular brand of STDM. You may need to do some investigation under the hood of a data transmission system that is new to you to discover exactly how it operates: TDM or STDM. Read and digest the technical information that comes with the equipment to determine exactly what you have in your installation. MODULATION AND MULTIPLEXING FOR WIRELESS APPLICATIONS Analog cell phones use FM modulation with a different frequency for each channel of conversation between a given cell tower and a customers cell phone. The number of channels (thus frequencies) at a particular cell tower depends on the amount of usage and number of customers served by that cell. TDM in Wireless = Digital Cellular ***__. Here in the United States there are two primary modulation techniques used for digital Cellular Radio service and PCS (Personal Communication Service). Time Division Multiplexing is one of them. In this application of TDM, three different cell phone calls are TD Multiplexed onto one radio channel, thus permitting three times as many people to make calls in a particular cell as compared to its analog calling capacity. CDM (Code Division Multiplexing) in Wireless = Digital Cellular Radio, too. The second digital multiplexing technique used here in the U.S. for Cellular Radio service is called Code Division Multiplexing. In this technique the transmitter sends a coded message to identify a
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digital packet for a given customer rather than depending on having the transmitter and receiver synchronized as in TDM. GSM in Wireless, overseas = The European standard digital Cellular Radio Service, GSM, uses TDM techniques, too. PREPARATION 1. Students shall form teams of three persons and assign responsibilities as follows: a. Observer/note taker b. Researcher c. Implementer 2. The Researcher shall search the campus library technical resources and any appropriate internet sources for a listing or description of the various types of modems and modem standards along with the particular kind of modulation technique used in that kind of modem. Hint: The website for the International Telecommunications Union lists all the ITU standards, i.e. V.42, X.25, etc. The Implementer shall obtain permission from the Office Manager of the MECOMTRONICS program to perform the inventory called for in Task#1, and the Computer Center Manager to perform the inventory called for in Task #2 (below) at a time that will interfere the least with their operation. (The instructor will have made initial contact so the Managers will expect this request.) 4. Following the work activity of Task #1, the Observor/Notetaker and the Implementer shall switch responsibilities. SAFETY ISSUES Students should be careful to not disconnect any communications wiring from computers or other telecommunications equipment, and must not touch or otherwise interrupt the power wiring to any computers or telecommunications equipment. FACILITIES & EQUIPMENT Access to a computer lab or other on-campus facility, which has a computer terminal that is allowed to search the Internet. Note pads and writing instruments are the only materials needed for this activity.
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PROCEDURE 1. In the tasks described below the Observer/Notetaker will keep the notes recording the findings of the other two members of the team. With an eye toward making comments and recommendations on how the team could have operated more effectively, the Observer/Notetaker will also pay attention to the way the Researcher and Implementer interact with all members of the team. 2. Appointments shall be scheduled at a time that is acceptable with the office, lab, or center being inventoried or observed. Team members shall meet beforehand to plan the work effort so that it is accomplished in the most unobtrusive manner and as quickly as possible. TEAM EXPLORATION This activity is to be performed in teams of three persons and the contents of the reports of the two exercises are to be collaborative efforts. The block diagrams and spreadsheets are to be written /drawn by the member of the team who is currently serving as the Notetaker/Recorder. TASK #1 Preparing an Inventory of Department Telecommunications Equipment Inventory the telecommunications equipment in use in the department offices of your MECOMTRONICS program and prepare a spread sheet listing: 1. the piece of equipment 2. whether it is analog or digital in its own operation 3. what type of modulation, if any, it uses in its operation 4. what other telecommunications equipment it is connected to in the office and on your campus Treat each function as a separate piece of equipment. For instance: the modem that is built into a computer should be considered a separate item of equipment for this task. Also, list the connections between individual items of equipment. Using these lists, prepare a block diagram of equipment, showing their connections and the types of modulation they use.
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TASK #2 Preparing an Inventory of the Computer Centers Telecommunications Equipment Inventory the telecommunications equipment in your campus computer center. Determine (by discussion with the computer center manager or his/her designated representative) the type of operation (analog or digital) and the multiplexing processes in use for those items of equipment. Prepare a spreadsheet and block diagram similar to those generated in Task #1. REVIEW QUESTIONS 1. List 5 telecommunications systems that you use everyday which depend on modulation of some form to operate. 2. If the modulating signal in an analog Double Sideband Amplitude Modulation system (such as an AM broadcast radio station) is 5 kHz in its bandwidth, how much of the frequency spectrum is used for that DSB AM telecommunication system? 3. Based on the North American Digital hierarchy explained above how many voice equivalent circuits can be multiplexed on to a DS-3 pulse stream?
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LEARNING ACTIVITY
PREPARING INTERNAL PROPOSALS PSC1
Project-Embedded
Stand-Alone
TIME ALLOCATION 3.5 hours STATEMENT OF PURPOSE To introduce students to the preparation and production of internal technical proposals OBJECTIVES To understand the style and format requirements of an internal technical proposal To review the use and programming of programmable logic controllers (PLC).
ASSESSMENT The student will be assessed on the: Presentation of the problem Presentation of the feasibility of ideas Presentation of the solution
SITUATION As you gain experience as an employee within the telecommunications field, you will encounter situations where you believe that improvements, expansions, or other changes could be made that would benefit your company, your fellow employees, and the way that your company conducts business. You might feel that new or upgraded equipment might help you do your job more effectively and possibly increase your companys competitiveness. You might believe that a change in a procedure would make the troubleshooting process that you occasionally perform
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more efficient. You might see that there are other responsibilities or tasks within your group that you could undertake. In some cases, you might suggest this change to your supervisor or management in an informal manner. But in most cases, especially when the change involves resources such as personnel or monetary expenditures, you will be requested to prepare an internal proposal. Your supervisor as well as others will review the proposal within your company who will need to understand and approve it. No matter how good your idea is, it will not be favorably considered unless you have presented it in a good proposal. The Narom and Rewob Company (NRC) manufactures servovalves, precision fluid control devices that are used in robotics, aircraft, manufacturing, and other applications. NRC also maintains a service center where servovalves are returned for testing, repair, and overhaul. At the service center, all of these returned valves are completely disassembled, cleaned, and rebuilt with new seals and parts. Following this process NRC technicians test the reconditioned vales to ensure they meet all of the valves original performance specifications. For example, the flow delivered by many servovalves is controlled by an electrical signal. The flow rate through the valve changes in proportion to the applied current. An example of this is shown in Figure PSC11. The flow rate indicated in gallons per minute is shown on the vertical axis. The electrical signal in milliamperes is shown on the horizontal axis. The flow at the zero current is called the null point. Different valves will have different shaped curves of this type.
Figure PSC1-1. The Flow Rate through the Valve
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These operational tests of the remanufactured valves are done with automated test equipment (ATE). If the valves test is good in all aspects, they are ready for return to the customer. If not, they are routed for additional troubleshooting and repair. When new valves are manufactured, they are made in batches and those leaving the automated final test are all the same. This makes final packaging simple and controllable by a robotic crane. But remanufactured valves are tested on an as available basis. That means that in an eight hour shift, 20 different valves may be remanufactured - each of a different size and weight and requiring packaging in any of five differently sized cartons. Currently these valves are sorted and packaged by hand. You notice that the packaging of the remanufactured valves appears time-consuming and inefficient. If all of the remanufactured valves of the same general size were kept together, materials could be assembled and the packaging process could be streamlined. This would save time. You believe that a programmable logic controller could be used to automate the packaging of remanufactured units after they complete their final test. You mention this to your supervisor who feels it is a good idea and asks you to do some more research and prepare a proposal.
BACKGROUND Proposals are persuasive documents. They are written to persuade their readers that they should accept or adopt an action or problem solution put forth in the document. Proposals are very commonly used in contemporary work environments. They often result in changes such as new customers, new ways of doing a job, or new responsibilities. There are generally two proposal types, external and internal. This activity looks at an internal proposal but you should be familiar with both types. You may well have to participate in the preparation of either type. External proposals offer the products or services of one company to another, although sometimes companies will team up on large proposals. An engineering consultant might propose to study a problem for a manufacturing company. A manufacturing company might propose supplying equipment to a research laboratory. A research laboratory might propose doing expanded or new studies to a government agency. A servovalve manufacturing company like Narum and Rewob (NRC) might propose a custom servovalve design for an aerospace or robotic application to companies involved in those businesses. External proposals can be simple letters or complex written packages composed of many volumes. In many cases they result from a customer's request, usually referred to as a Request for Proposal (RFP). Internal proposals are documents that circulate only within a single company or organization. They propose that some action be taken and provide reasons why the action will be beneficial to the organization. A supervisor might propose that his or her group be expanded in size or relocated to a more favorable location. An employee in shipping and receiving might propose that an area be paved over to provide additional parking for the delivery and service trucks. A
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quality control inspector might propose a new way of looking at raw material coming in from certain suppliers. A technician might propose taking on responsibility for more technical areas or request that specialized tools or test equipment be purchased. Individual companies and work groups might have different formats for internal proposals but all have several things in common: They clearly identify a current or future problem. The proposal must address some problem. Without a problem, real or potential, there is no need for change. As you write a proposal, make sure that you clearly state the problem and how it affects your company. The problem might be inefficiency and your proposal may point out how a task can be done in a better and more productive way. The problem might be out-dated technology and your proposal will explain how newer equipment or supplies might improve a product or process at your organization. They present a solution for that problem. The purpose of the proposal is to present a solution. You must have one. Present it clearly in language that your reader will easily grasp. If your reader can not understand your solution, they will not approve it. Describe all aspects of the solution and explain how it will solve the problem presented earlier. They present strong evidence that the solution can be successfully implemented. A solution that cannot be accomplished is no solution. Make sure that your solution is practical. If it is unrealistic, for example if it is very expensive or requires hiring more people and your company is trimming costs, it will get a negative reception. Make sure that your readers understand how the solution can be implemented within your company or work group. If the solution requires time management, present a sample schedule. Show that it can be accomplished without disrupting current job responsibilities. If it requires a system design change, present a preliminary sketch or schematic diagram. Show that it can be done. Make it very clear to your readers that this is not only a solution but a practical one. They identify all negative aspects of the proposed action. If you are aware of negative aspects of your proposal, bring them to the attention of your readers. They must make an informed decision and to do so they must know the minuses as well as the pluses associated with your plan. If your plan is expensive, point that out. If it is dangerous, make sure your readers are aware how safety standards will be maintained. They identify alternative solutions.
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Make sure your readers know that you have considered other methods of solving the problem. List other possible solutions and provide the reasons why you have not chosen them. They use graphical aids (photography, charts, tables, illustrations, etc.) where appropriate to clearly present the proposed action. Visual aids can make a complex idea easily understood. Use those aids that are appropriate for your proposal. These might include a photograph of a work area that will be physically changed; graphs of projected savings in time, or money, or reject rates; sample program; sketches or other illustrations of changes in equipment or systems; flow charts to show new procedures. They maintain a positive tone throughout. Proposals are sales documents. You are selling your idea to the readers of the proposal. You dont need to, and shouldnt, use language from the contemporary advertising world like this fabulous idea, the new-improved methods, or unmatched superiority. But you do need a positive tone. "This idea will work." "Savings will occur." "Efficiency will increase." Dont be tentative about benefits that you believe will accrue from your proposed idea. They have a short summary that reinforces the need for the proposed action. End the proposal with a very brief and positive restatement of the problem, the solution, and why it should be implemented. These final words will help reinforce what you said earlier in the proposal. There is no set length or standard design for a proposal. Very often they will be prepared in a basic memo format and extend for only a few pages. It is key here that you understand who will be the audience for your proposal. Will it just be your supervisor? Will there be technical and non-technical readers? How much do they know about the area that you are writing? Once you know who they will be, try to evaluate their needs and write only enough to persuade them to approve your idea. Proposals that are too long and repeat information that the readers already know will have a negative impression. Proposals that are too short and omit key information also will receive negative response. Try to understand the needs of your readers and write only enough; but enough to satisfy their needs and persuade them that your solution should be acted upon. FACILITIES & EQUIPMENT Computer with word-processing software.
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PROCEDURES 1. Review the procedures for programming PLCs. 2. Review the writing process for memo writing. TASK #1 Write a Technical Proposal As recommended in the Situation and Background information presented earlier, you have suggested that a programmable logic controller could be used to automate the packaging of remanufactured servovalve units after they complete their final test. Your supervisor considered it a good idea and asked you to write a proposal. Prepare an internal proposal using the memo format that will convince your readers that PLCs can be used and should be used for this process improvement. Discussion First, you must try to visualize the problem and understand how PLCs might be used to solve it. Assume that the remanufactured units have identification tags, such as bar codes, that can be read. This would allow the 20 different models to be quickly and automatically identified and compared with a data base to assign size, weight and model number characteristics. Many of the models will be similar in size and weight and can be grouped for packaging. Work on a conceptual solution. Look for a solution that meets the following criteria: a. All 20 models are covered. b. All five carton sizes are used. c. If the packaging section of the assembly line is using a specific carton size, all remanufactured and tested units that will fit in that carton are routed to packaging and integrated into the packaging flow. d. When the packaging section is ready to change carton size, the carton size selected shall be for the largest number of waiting remanufactured units. When you feel that you have a reasonable solution, try to see what information you must develop to help sell the idea. Would you expect this change to: Save money? Expedite remanufactured units to customers? Save manpower?
As a minimum, you will need a sketch of the proposed sorting system, a schematic or block diagram showing how the PLCs will control the sorting, and a sample ladder logic program that demonstrates how the PLC would function.
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Now organize your information using the general outline presented earlier and begin an outline of your proposal. Identify the problem, identify your solution, provide specifics on how your solution will work (the visual aids and ladder logic will accompany this part of the written text), and -if appropriate- identify any alternative solutions or negatives associated with your solution. Make sure you include a summary. Now create a first draft of your proposal. Following your outline, create sentences to clearly present the information. Make sure that you use language that is appropriate for your audience and that you provide enough information so that they fully understand your idea. Use your outline to guide the creation of paragraphs that focus on one specific idea and sections that cover one main topic, for example, cost. Go over your first draft and make sure that you have used transitions appropriately so that the information flows well. Also, read it to make sure that the writing is clear and easy to understand (particularly for your specialized readership). Make sure that you have maintained a positive tone throughout. Add appropriate headings so that your readers can identify the subject matter of each section of your proposal. Finally, try to put yourself in your readers place and make sure that you are answering all of their questions. When the proposal is completed and you have checked to make sure that it is free of grammatical and spelling errors, submit it. Be prepared for any questions that might arise as you wait to see how well your proposal was received. REVIEW QUESTIONS 1. Who did you assume was your audience? What information did they need? What information did you assume they already knew? 2. What visual aids did you include? Why did you choose these? Why will these aids work with the expected readers?
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LEARNING ACTIVITY
PROGRESS AND STATUS REPORTING PSC2
Project-Embedded
Stand-Alone
TIME ALLOCATION 4.0 hours STATEMENT OF PURPOSE To introduce students to the preparation and production various forms of reports, visual aids, and presentations
OBJECTIVES
Understand the role that project progress and status reports serve in the workplace. Know typical formats for reporting project schedule and cost information. Understand the use of visual aids in oral presentations Understand the role of economic data in the workplace and methods of presenting financial and cost information. Know how to prepare a written report and present an oral report on the status and progress of a project.
ASSESSMENT The student will be assessed on the following: Ability to effectively choose and organize material for progress reports. Ability to create the appropriate visual aids for inclusion in the project reports. Ability to write clear and correct prose. Ability to make an effective oral report of project progress and status.
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SITUATION As a technician you will be called upon to participate in and in some cases manage the planning, development, and completion of numerous projects and tasks. You might be assigned to a team or group that undertakes various tasks and assignments for your company's management. You also may be asked to take on certain jobs as an individual. In some instances you may have to do all of the work alone. Most will require that you consult with others for assistance or support. Your supervision will need to know how these team and individual tasks are progressing. This information will help them access the progress and understand whether the task is going well or if assistance is needed. Normally this type of information is reported on a regular basis. It may be done quite informally: perhaps an e-mail message to your supervisor or a brief oral conversation during a team meeting. These reports can also be very formal, with published written reports and oral presentations made in front of high level management or clients. Whatever the format, the report must let your audience (management) know whether the task is going according to plan or not and what your plans are for the future. This information helps management in turn to plan for the deployment of resources and assignments. Project cost information can often be shown in a list or tabular form. An example is shown in Figure PSC2.1. It can also be communicated graphically. A project cost progress chart may be shown with a solid line depicting the planned cost (expenditures) of a project over its expected lifetime. A dashed line can depict the actual cost over time. PROJECT BUDGET Modems cabling Labor Technician A Technician B Technician C Environmental Disposal Total Project Cost Figure PSC2-1. Project Budget - Tabular Form 35 @ 80.00 each $2,800 Miscellaneous 35 sets @ 25.00/set 875 40 hours @ 30.00/hr 1,200 40 hours @ 30.00/hr 1,200 50 hours @ 30.00/hr 1,500 $100.00 service charge 100 $7,675
Being over budget may not always be bad. Financial progress must be looked at with other items so that the project is understood. A project could be very much ahead of schedule in developing the
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objectives and the project might complete early. This could be a good result and the overall project might stay within the overall budget. You must be open and honest about displaying economic information in your reports. Your management and clients need to know the true financial status of a project. Never try to hide costs or defer mentioning them until a more opportune later time. Oral Presentation Sometimes you will be required to make oral presentations of the status of your project. This may be in a team meeting, or before clients or management. The audience will want answers to the same questions that were posed above. You will introduce your project and then present details of its status and progress. Speak clearly and distinctly. You should have visual aids such as view graphs, to help your audience understand the details that you are presenting. Many times lists, especially what are called "bulleted lists," are commonly used to itemize the main elements of your report. A typical view is shown in Figure PSC2.2. You might also have view graphs of the project schedule (Gantt Chart) and budget summary. Normally you will only be required to provide the main points about your project but you must be prepared to cover any details that come up in questions from your audience.
Figure PSC2-2. Typical Project Report Chart to Accompany an Oral Presentation
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Make sure that you are prepared and that you fully understand all aspects of your project. You must make your presentation so that the audience has confidence in you and your ability to complete the assigned project. Don't try to rush through the presentation and don't dawdle. Try to select a pace that will make it clear to the audience that you understand all aspects of the project. Planning a project involves estimating. What kinds of estimating would be required for the projects you selected? What resources (who) would you need to consult to make these estimates?
BACKGROUND Projects are the key to the growth and success of most organizations. This is the way that new and specialized efforts are assigned, planned, coordinated, and tracked. There are very big projects, the construction of a new highway, for example, and very small projects, say the troubleshooting and repair of a computer problem. Projects are usually made up of a number of smaller tasks and subtasks and they generally are not the day-in and day-out business of the company such as assembly line and manufacturing tasks. Generally, a project requires three things. There must be an objective, a time limit, and a budget. The object is the project's end goal. The objective of the highway project above might be the completion and opening of a new 8-line highway between two large cities. The objective of the troubleshooting project might be the return to full service of the computer. The objective must be recognizable and clearly defined. That way it is easy to determine when it has been accomplished. Thus a project goal of "improving the work group's computing facility" may be difficult to assess. On the other hand, it would be relatively easy to determine if a goal of "establishing a working LAN connecting all 17 computers within the work group" had been accomplished. Sometimes, you will hear a project's objective referred to as a "deliverable." This usually means a service or product that your company is going to provide to a client as part of an agreement or contract. The time limit is another aspect of most projects. If there is no time limit, there will appear to be no demand for or importance attached to completion of the objective. Time limits are usually assigned based on the importance or need for the objectives. This limit or "deadline" places a demand on you and your team to manage time efficiently so that the objective is accomplished within the time assigned. The last traditional element of a project is a budget. The budget for the highway project may be many millions of dollars. The computer problem may be solved in less than an hour with no equipment costs. Every project has a cost. It is the amount of time that you and your co-workers spend on it. That time is associated with a labor rate assigned by your company. There are also other resource costs. Does equipment have to be rented? Are there materials that have to be bought? Extra parts? Does someone else have to be hired to help out? All of these things form part of the overall cost of accomplishing the project's objectives.
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Success on a project is measured in all three of these areas. A good project will accomplish its objective. It will also do this before the deadline occurs. And it will have done all this without using up more resources than anticipated. A project like the creation of a LAN mentioned earlier, will be successful if the LAN is completed and fully functional on the promised date and within the estimated costs. If the LAN works but is three weeks late, there may be much unhappiness because of the delays this caused. If it works and is delivered on time but costs 50% more than estimated, that too will cause problems. Reports let management and clients know the progress being made on projects, and helps identify problems early. Thus, early reports of delays or higher cost expectations will alert people to these potential problems. It will allow management to adjust other aspects of the business so that they problems are minimized. It also gives them the opportunity to add more resources to help struggling projects. Elements of a Progress Report Narrative: A written report allows you to provide the information on the status and progress of a project to a wide distribution. Written reports can be relatively informal, for example distributed by e-mail or as internal memos, or they may be very formal and include elements such as covers, tables of contents and chapters, usually for distribution to clients, funding sources, or upper management. Sometimes you will hear people differentiate between a status report and a progress report. In that case, a status report describes where a project is at a given time, a progress report describes how it got there. Very often, however, the terms are used interchangeably. The readers of these reports will want to know several things. How is the project going? What has been accomplished since the beginning of the project or the last report? Is it on schedule? If not, why not? Is it on budget (resource use)? If not, why not? What problems, if any, have been encountered? What will be done next? What problems, if any, are expected? What help, if any, is required?
The status and progress report is written like any other report in your organization. Generally, you will start with an introduction that describes the overall project and its goals and then answer the questions above in a manner that provides enough detail for the various readers that you expect. If all of the expected readers are very familiar with the project, you might not need to include many details. If some of the readers are not familiar with the project, then you may need to provide more background information and specific data. As with most technical reports, you want the material to be clear and easily understood. Your readers will be very busy and most will not have a lot of time to read information that is not
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important for them. So, make sure that you only include information that will help your audience understand the project's progress so they may make any decisions or take any actions that are needed. For example, if you had a problem with a high level of noise on the data communication system you were installing, your readers will want to know that you solved it by installing a filter. They probably do not need to know how you analyzed the problem, the troubleshooting that you did, and how you selected the filter. Those steps were important to you. FACILITIES & EQUIPMENT Software application such as Word for creating and printing a report. Pencil and straightedge or (Optional) software application such as Project or a drawing application that allows the creation of charts and graphic schedules.
PROCEDURES 1. Review the writing process for memo writing. 2. Review the techniques of effective oral presentation. TEAM EXPLORATION This exercise is to be performed in teams of two to four persons; however, each member is individually responsible for his or her own report preparation. Review the material together and try to identify the following kinds of information found in it: Information that is important to a technician including: Technical specifications Technical procedures Quantities and amounts Time requirements Quality requirements Information that is important to your supervision or client including: Time requirements Project performance Project cost Information that is probably not important to either a technician or your supervision or client.
Discuss why you feel each item is important to the specific audience. You must realize that these different audiences may have different needs within a given category. For example, when considering time requirements a technician might want to know who much wiring must be completed by a given day, say Tuesday, while the client may only be interested in how long the entire project will take. Look at the categories that you have selected and identify any differing requirements that audiences might have in the same category. Why are their needs different?
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TASK #1 Preparing Large Scale Charts Your instructor will provide you with a project scenario. It will describe and provide a number of details about the progress of a small telecommunication project. Read the scenario and evaluate the information. Some of the information included in each scenario is very important and your supervisor or client will need to know these details. There is also information that, although of interest to you or others in your project team, may not be of value to your supervisor or client. You will also find that the information is presented in a random fashion, just as it might come to mind if you were to review a task that you had been working on. You may want to visit a web resource at http://www.ce.umn.edu/~smith/. This takes you to the home page of a University of Minnesota professor. Follow the on-page link to Preparing Professional Scientific Posters. You will find additional information available there on how to prepare large-scale charts for use in visual presentations. You may also want to visit http://gracie.santarosa.edu/~linda/bus_web_design/pert_gant.shtml. This site also has helpful information on the preparation of bar or Gantt charts for project progress display. a. Prepare a project status report on this material. The report should take the form of a one to two page memo that describes the status of the project, including its cost. In addition a bar chart showing the status of the schedule should be included. 2. Prepare and present an oral report on the status of the project. Assume the presentation is made to your supervision during a group meeting. Speak clearly and confidently. Make sure that your audience (supervisor and co-workers) has confidence in your report on this effort. Discussion Your report needs to be focused to meet the needs of your reader, in this case your supervisor or client. Think about what is important to them. What can they help with? What will they need to take action on? Why? You also need to look at organizing the information in an effective method. Are there relationships between elements of project information that make them seem natural for grouping together? Can listing and chunking techniques be used to help your reader understand the project status?
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REVIEW QUESTIONS 1. How do you think your supervisor/client will accept the project status information that you presented? Will he/she be pleased? 2. What actions do you expect him/her to take? Why?
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LEARNING ACTIVITY
USING THE INTERNET TO FIND TELECOMMUNICATIONS INFORMATION PSC3
Project-Embedded
Stand-Alone
TIME ALLOCATION 1.5 hours STATEMENT OF PURPOSE To introduce students to the technical, legal, and ethical information on the World Wide Web.
OBJECTIVES Identify Range of Telecommunications Information Sources on the Internet Use Internet Sources for Specific Telecommunications Research Objectives
ASSESSMENT The student will be assessed on the ability to: Answer clearly the questions posed. Demonstrate ability to use the Internet and gather telecommunications data. Analyze written information and report the results.
SITUATION As an employee within the telecommunications field, you will find that you must frequently conduct research and gain more information before making decisions or taking action. You may need to know how to solve a technical problem, understand the specifications of a new product,
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choose a vendor or supplier for equipment or services, or learn about current regulations or issues affecting the telecommunications community. Sometimes that research can be done by speaking with coworkers, reading technical literature, or looking at product and service catalogs. One excellent source of information is the Internet. BACKGROUND A host of information on telecommunications exists on the Internet. As a telecommunications element itself, the Internet is an unmatched source of data of companies involved in providing telecommunications services; companies that manufacture and distribute telecommunications products; and the national and international bodies that control the introduction and use of telecommunications systems. The Internet has become a valuable means of gathering information within the broad telecommunications field. You will find Internet sites with product and system specifications, information on how to maintain and troubleshoot systems and equipment, rules and regulations concerning tariffs and protocols. In some cases the information available on the Internet will serve your needs. In other instances, it will serve as a means of initiating additional research such as making contact with the companies or regulating agencies, themselves. FACILITIES & EQUIPMENT Computer with word-processing software and an Internet connection.
PROCEDURES 1. Review the procedures to access documents from the World Wide Web (Module A). 2. Review the writing process for memo writing. TASK #1 Finding Information on Products Using the Internet, find information on telecommunications products. Discussion There are several sites on the Internet that are important resources for those seeking information in the general area of telecommunications. These sites act as hubs, listing and providing a direct link to numerous other Internet sites that have telecommunications content. Simply clicking on the link at the hub will take you to the remote site.
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Typical of the larger comprehensive telecommunications directory sites is the one operated by the Interdisciplinary Telecommunications Program from the University of Colorado at Boulder. Its URL is: http://itp-www.colorado.edu/Hotlist/hotlist.html. The site has a large number of links that are organized into many different categories. These categories include Top Picks, Telecom-Related Sites, Standards Bodies, Multimedia, Telecommunications Economics, Corporate Sites, and The Internet. Use your browser to visit the Interdisciplinary Telecommunications Programs Hotlist site. Under the Technical Sites heading you will find a variety of listings including K56.com, ISDN, Rockwell, and Ethernet. Visit these and note the types of sites that are available. Which ones might you need in your duties as a technician? Which ones might you never have a use for? Scroll down through the headings to Publications and note that an on-line periodical, Telephony Magazine, is included. The Internet version of this magazine includes news and feature articles on telecommunications as well as a new product guide. Click on the listing to visit the Telephony Magazine site. Note the types of articles that are included in the current issue. Scroll downwards to read the menu (Table of Contents). Are any of these of interest to you? Why? On the magazines home page, you will find a link for a Supplier Directory. A guide of this type can help when you must find sources needed to purchase new or replacement equipment for your company's telecommunications system. Click on the Supplier Directory link and you will find a list of ten categories in which suppliers are grouped. They include Global, Wireless, and RF/Microwave. Click on the link titled Broadband. Again, you will find suppliers grouped in 14 categories, including Broadband, Cable, T1/T3, and Satellite. Click on the link entitled Fiber Optics. Again, you will be presented with a choice of six categories such as Fiber to the Curb Systems and Power Systems. Click on Terminals. You will find three pages of commercial suppliers of terminals for fiber optic systems. Click on two suppliers of fiber optic terminals that are geographically close. Add the following information about these suppliers to the address book in your e-mail program or write it down in your lab book: Name, Title, Company, Phone Number, E-Mail address.
Return to the University of Colorados hot list of telecommunications links. Under the Corporate Sites heading you will find a number of listings including AT&T, Novell, and Bell Laboratories. One of the corporations listed is the Cisco Systems, a manufacturer of routers, network management software, switches, servers, and provider of other networking services. Click on the Cisco Systems link to visit the Cisco site. This site is typical of those maintained by many telecommunications firms in that it includes business, ordering, and technical support information. Cisco is best known for its router products. Routers determine the optimal path for network traffic, and forward packets of information from one network to another. You will find the Service and Support link on the Cisco home page.
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Click on the Technical Documents link (found beneath the Service Support link). This link provides a long list of documents that are available to assist technicians as they install and service router equipment. Scroll down and click on the Hardware Technical Tips link. This will take you to another menu of information. Click on the Backbone/Core Routers link. This provides you with a list of links for the Cisco 7000 product line. Click on General Information and you arrive at a list of specific troubleshooting and maintenance instructions. Click on one of the following: Troubleshooting Memory Problems Troubleshooting Router Hangs Troubleshooting Hardware and Booting Problems Write in your lab book, the general categories of information that you find offered. Does this support seem sufficient for a technician to solve the problem? If not, is it too technical or not technical enough? Add your reactions to your lab book. Return to the Technical Documents homepage and click on Software Technical Tips. Then click on Cisco ICM Software. This will take you to the Cisco ICM/NAM page (Note: ICM is an acronym for Intelligent Contact Management; NAM is an acronym for Network Applications Management.) Under the heading General, you will find a link titled Troubleshooting Cisco TCP/ICP. Follow this link to a page that has a long list of troubleshooting tasks.
Under Testing Your Network Connection you will find several that use the ping technique of testing. If you do not know what ping means, use the Glossary link at the top of the Cisco page. Click on one of the ping techniques. Write down in your lab book the definition of ping and a short version of how it would be used in the troubleshooting procedure that you reviewed.
Now visit another site where telecommunication information resides. Go to http://www.lpmedia.com/installing_the_cable_plant.htm. This is a web page that provides instructions on how to complete a wiring/cabling project. Read over the instructions. How are the instructions organized? What are the main headings used? What does the writer see as the key to this project? How many problem areas does the author identify? Prepare a written response to the questions posed in this task. Include the selections that you made from the Suppliers Directory, your answers to the questions about the technical information offered at the Cisco Systems site and your responses to the questions about the instructions you looked at for Install the cable plant.
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REVIEW QUESTIONS There is a huge amount of information on the Internet about telecommunications. Write a short (two to five sentence) response to each of the following questions. Organize your thoughts so that your response is clear and direct. Use a topic sentence to set the stage and then use the following sentences to reinforce your thoughts. Make good use of transitions between the sentences. 1. What is the value of the Internet to the technician working on a telecommunications project? 2. Of the sites that you have visited so far, which one seemed to offer the most value? Was it because of the type of information offered, the way in which the information is presented (interface) or another reason? 3. Which site or sites seemed to have been a waste of time? Was it because of the type of information offered, the way in which the information is presented (interface) or another reason?
TASK #2 Find Technical and Ethical Information and Write a Memo Using the Internet, find information on technical, legal, and ethical considerations within the field of telecommunications. Discussion The University of Michigan operates a site that also acts as a hub and displays links to more than 5000 telecommunications sites. It is called Telecommunications Resources on the Internet and its URL is: http://china.si.umich.edu/telecom/telecom-info.html. This site takes a broad view of telecommunications and includes information on voice, data, video, wired, wireless, cableTV, and satellite communication. Its menu is also divided into headings such as Telecon News and Headlines; Announcements, Event Listings; Research Labs, Testbeds and Projects; Intranets; and Broadcasters. For instance under Associations, Nonprofits: Foundations and Professional, Trade, and Interest Groups, you will find listings for groups as diverse as the Antique Telephone Collectors Association, the MultiMedia Telecommunications Association, and the National Telecommunication and Information Administration. Under the heading Government you will find listings for the government bodies that regulate or control telecommunications within more than 25 countries. The United States listing includes the Federal Communications Commission, the National Science Foundation, as well as state regulatory bodies throughout the country. Under the heading TelecommunicationsOperating Companies you will find listings for Bell Atlantic, Frontier Corporation, GTE Corporation, and TelecommunicationsItalia, among others.
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Visit the TelecommunicationsResources on the Internet site by typing its URL into your browser. Scroll down the page and browse through the listings. Find the heading TelecommunicationsPolicy and Regulation. Click on it and find the listing General Policy and TelecommunicationsLaw Directories. Click on that heading and find the link Internet Privacy Law (by Timothy J. Walton). Click on this title and you will find a paper written by an attorney, Timothy J. Walton, that summarizes some of the legal and ethical considerations that effect Internet communications in particular and telecommunications in general. Read this paper. You are part of a team that has been assigned to provide a Web site for the Narom and Rewob Company (NRC). A Webmaster will develop the content that will be displayed. Your prime responsibility is to set up the server network. However, you have finished Mr. Waltons article on Internet Privacy Law and feel that your team should be aware of some of the legal and privacy concerns expressed there. Divide the class into two groups. Each group will write a brief memo to their other NRC teammates explaining their concern over the legal and privacy issues that may arise when the web site is put into use. Each group shall write about one of the following topics. Cookies Unsolicited e-mail
You are particularly concerned about technical solutions that may minimize any problems at NRC and their ethical and legal impact. REVIEW QUESTIONS 1. What five aspects of privacy does Mr. Walton discuss? 2. What type of law, United States or international, did Mr. Walton write about? Why did he do this? 3. What dangers does Mr. Walton identify for the storage and transfer of corporate information on the Internet?
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Middlesex County College Module P: Concepts of Telecommunications Student Self-Assessment Packet
The purpose of this assessment packet is to afford the student an opportunity to document a selfassessment of their pre- and post-module skills and to assist the instructor in the delivery of the module. The assessment will take place at the beginning and conclusion of each module. This assessment is given to the instructor upon the students completion of each part.
Please provide the following information: Course Section

Semester Date Instructor Name Student Name
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STUDENT SELF-ASSESSMENT PACKET

Name: __________________________________________ Module P: Concepts of Telecommunications Part A - Pre-Module Skills Self-Assessment: To be completed by each student before the start of the module. For each of the following, please circle the numeral in the column that best describes your skill level at the beginning of this module. ID#: ____________
Module Skill/Competency Area
No Skill
Only a Little Skill
A Moderate Amount of Skill
A Great Amount of Skill
Totally Skilled
1.0 Computer Applications Managing computer files and directories. 1 Creating and modifying documents using word processing to create text, mathematical equations, tables, and templates. 3.0 Graphics Selecting proper drawing media and related drafting materials appropriate for the method of reproduction and/or presentation of the completed drawing. Preparing title blocks and revision blocks. 1 2 2 3 3 4 4 5 5
1 Identifying and creating electrical and logic diagrams utilizing a library of appropriate symbols. Reading and interpreting engineering drawings, wiring diagrams, schematics and process diagrams.
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No Skill
Only a Little Skill
Totally Skilled
13.0 Research, Composition, and Presentation Conveying ideas and facts by composing, revising and editing memoranda and letters, reports, articles, proposals and essays. Gathering and evaluating data obtained by searching public access catalogs, on-line and computer databases, government documents. Using specific factual data to provide instructions and explanations of processes and technical concepts, and to recommend a course of action 14.0 Integrated Mathematics Performing numerical computations using decimals, fractions, and percents. Using ratios and proportions to solve technical problems. Graphing empirical data and determining the function that the graph represents. 1 2 3 4 5
1 1
2 2
3 3
4 4
5 5
1 Converting between number systems and performing arithmetic operations with each system.
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Name: __________________________________________ Module P: Concepts of Telecommunications Part B - Post-Module Skills Self-Assessment: To be completed by each student after completion of the module. For each of the following, please circle the numeral in the column that best describes your skill level at the completion of this module. Module Skill/Competency Area No Skill Only a Little Skill A Moderate Amount of Skill A Great Amount of Skill Totally Skilled ID#: ____________
1.0 Computer Applications Creating and modifying documents using word processing to create text, mathematical equations, tables, and templates. Creating and modifying spreadsheets for presenting data in graphical form. 3.0 Graphics Identifying and creating electrical and logic diagrams utilizing a library of appropriate symbols. Reading and interpreting engineering drawings, wiring diagrams, schematics and process diagrams. 13.0 Research, Composition, and Presentation Conveying ideas and facts by composing, revising and editing memoranda and letters, reports, articles, proposals and essays. Gathering and evaluating data obtained by searching public access catalogs, on-line and computer databases, government documents. Using specific factual data to provide instructions and explanations of processes and technical concepts, and to recommend a course of action
1 1
2 2
3 3
4 4
5 5
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Name: __________________________________________ Module P: Concepts of Telecommunications Part B - Post-Module Skills Self-Assessment: To be completed by each student after completion of the module. For each of the following, please circle the numeral in the column that best describes your skill level at the completion of this module.
Module Skill/Competency Area No Skill Only a Little Skill A Moderate Amount of Skill A Great Amount of Skill Totally Skilled
ID#: ____________
14.0 Integrated Mathematics Performing numerical computations using decimals, fractions, and percents. Using ratios and proportions to solve technical problems. Graphing empirical data and determining the function that the graph represents.
1 1
2 2
3 3
4 4
5 5
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Name: __________________________________________ Module P: Concepts of Telecommunications Part C - Concluding Student Survey: Please answer the following questions. You can use the back of the page if you need more space for your comments. 1. Review the ratings you gave in Part B of the Student Module Self-Assessment Packet. For skill/competency areas that you rated either a 4 or 5, please give specific examples of what you found useful in helping you acquire the knowledge and skills necessary to be effective in that particular area(s).
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ________________________________________________________________________________ _____________________________________________________________________________________
ID#: ____________
2. Review the ratings you gave in Part B of the Student Module Self-Assessment Packet. For skill/competency areas that you rated either a 1, 2, or 3, please give specific examples of how the module could be more useful in helping you acquire the knowledge and skills necessary to be effective in that particular area(s).
_____________________________________________________________________________________ _____________________________________________________________________________________ _________________________________________________________________________________ _____________________________________________________________________________________ ___________________________________________________________________________________
3. What changes to the module would help you acquire the knowledge and skills necessary to be effective in that particular skill/competency area(s)?
_____________________________________________________________________________________ _____________________________________________________________________________________ ________________________________________________________________________________ _____________________________________________________________________________________ ___________________________________________________________________________________
4. Do you believe that you learned better using this module approach than you have in the past with other approaches? (Please check one). YES ____ NO ____
_____________________________________________________________________________________ _____________________________________________________________________________________ _________________________________________________________________________________ _____________________________________________________________________________________ ___________________________________________________________________________________
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Middlesex County College Module P: Concepts of Telecommunications Instructor Assessment Packet
The purpose of this assessment packet is to afford instructors and their students an opportunity to review all learning activities in Module N. The assessment review will take place at the conclusion of each learning activity. The instructors assessment will be recorded in this Instructor Assessment Packet. Parts A-B of this assessment will become a part of the students portfolio and can be used by the student/instructor to support future development throughout the Mecomtronics program.
Please provide the following information: Course Section Semester Date Instructor Name Student Name Final Grade
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Important!
Use these rating scale definitions as you work through the survey. The survey is comprised of several competencies important to Mecomtronics students. Technical and core areas in which competencies are to be developed include Computer Applications, Research, Composition and Presentation (RCP), and Integrated Mathematics. For each competency grouping, there are particular competencies covered in Module C. Student work is judged according to the following levels of ability:
Definition
RATING SCALE
5. SUPERIOR Ability 4. NOTABLE Ability 3. COMPETENT 2. SOMEWHAT Competent 1. LACKS Competence The student has demonstrated a Superior Ability in this competency area. The student has demonstrated a Notable Ability in this competency area. The student has demonstrated a basic level of Competence in this competency area. The student has demonstrated a Some Competence in this competency area. The student Lacks Competence in this competency area.
The learning outcomes or competencies for the Mecomtronics Program are further defined by the level of mastery required for successful completion of a specific module. The levels are broken into four categories: I = Introduce; D = Develop; M = Master; R = Reinforce. Please keep in mind what level of mastery the student is to achieve when completing your assessments.
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Module P: Concepts of Telecommunications Part A Instructor Assessment of Student Performance After reviewing each competency grouping, and its specific application to Module C, instructors should complete the assessment of student performance by circling one of the five levels of ability.
Competency Groupings 1.0 Computer Applications The student demonstrates knowledge of and skill in managing computer files and directories and creating and modifying documents using word processing to create text, mathematical equations, tables and templates. 3.0 Graphics The student demonstrates knowledge of and/or skill in selecting proper drawing media and materials for reproduction and/or presentation of drawings; preparing title blocks for revision; basic systems of measurement and applying dual dimensioning drawing standards; identifying and creating various views of mechanical and welded parts; identifying and creating electrical and logic diagrams using a library of symbols; identifying and creating process flow charts and piping diagrams using a library of symbols; applying dimensioning rules and standards; reading and interpreting various engineering and technical diagrams; and using a CAD system to design a parametric model of a part. Lacks Competence 1 Somewhat Competent 2 Competent 3 Notable Ability 4 Superior Ability 5
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Competency Groupings
Lacks Competence 1
Somewhat Competent 2
Competent 3
Notable Ability 4
Superior Ability 5
13.0 Research, Composition and Presentation The student demonstrates knowledge of and skill in conveying written ideas and facts, and controlling errors in Standard America English applications. 14.0 Integrated Mathematics The student demonstrates knowledge of and/or skill in performing numerical computations; using scientific, prefix and engineering notation to simplify computations; converting between U.S. customary and SI units; solving technical problems involving various equations in several modes; using geometric figures; solving problems relating to geometric properties of multi-dimensional figures; graphing and analyzing a straight line on a rectangular coordinate system; writing a linear function equation from a graph; and applying analytical geometry principles to calculate distances related to two points.
Optional
Use the table below to calculate the average ratings for each of the Mecomtronics Competency Groupings for the individual student. Annotate the ratings of all specific competencies within the technical and core competency groupings. Calculate the Total Score by summing and then entering the technical competency groupings and entering the individual core groupings in the appropriate Total Score blocks. Calculate the Average Competency Rating by dividing the Total Score block by the number in the Divide By block. Enter the average rating in the Average Competency Rating boxes. Use these Competency Grouping average ratings to provide feedback to individual students.
Competency Grouping Total Score Divide By Average Competency Rating
1.0
3.0
13.0
14.0
2 Technical
1 RCP
1 Integrated Math
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Module P: Concepts of Telecommunications Part B Instructor Assessment Questionnaire 1. In what ways have you changed the way you teach during your instruction of the module and its learning activities?
Item Use of technology to teach the course Use of a variety of methods to assess student performance Use of computer applications to enhance students performance Use a variety of learning strategy approaches Integrate multiple disciplines Facilitate more instruction Use a variety of teaching strategies to enhance student performance Integrate core with technical topics Use student teams Provide students opportunity to assess their performance Focus on critical thinking, problem solving and decision-making Discuss industry applications as it pertains to the course A Lot A Little None
2. Rate the usefulness of each of the following learning activities as an instructional
approach and briefly describe your ratings:

Learning Activity
Most
Very
Somewhat
Least
Reasons for Rating
NPT1 NPT2 NPT3 NST1 NPT4 NST2 NSM1 NSS1 NPC1
3. Have you participated in any faculty development activities to prepare you to teach the module/learning activity and briefly describe which activities they were?
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _________________________________________________________________________________ _____________________________________________________________________________________ ___________________________________________________________________________________
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4. Which of these faculty development activities were most/least helpful for preparing you to teach the module/learning activity?
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _________________________________________________________________________________ _____________________________________________________________________________________ ___________________________________________________________________________________
5. In what ways do you feel learning activities were helpful in preparing the student to perform in the high-performance workplace?
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ________________________________________________________________________________
6. In what ways do you feel the learning activities were an improvement over traditional methods for teaching engineering technology courses?
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ________________________________________________________________________________
7. What changes/improvements do you recommend to the module/learning activities as a result of your experience?
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ________________________________________________________________________________
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Richard C. Bower Thomas Moran
Copyright 1998-2005 NJCATE, a National Center for Advanced Technological Education Middlesex County College, 2600 Woodbridge Avenue, Edison, New Jersey 08818-3050 Phone: (732) 906-4178 Fax: (732) 906-4662
Web Site: www.njcate.org
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system without permission in writing from NJCATE. This material is based on work supported by the National Science Foundation Advanced Technological Education Program under NSF grant # ESI-9553749 and DUE-9813444. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect those of the National Science Foundation.
Module P: Concepts of Telecommunications

Richard C. Bower Thomas Moran Rochester Institute of Technology NJCATE Publications Coordinator: Paula Neves
TABLE OF CONTENTS
INTRODUCTION .....................................................................................................................1 HOW TO USE THIS MODULE GUIDE..................................................................................2 MECOMTRONICS MODULE P COMPETENCIES...............................................................3 MODULE OVERVIEW ............................................................................................................6 TERMINOLOGY AND CONCEPTS .......................................................................................8 INDUSTRIAL CONTEXT ......................................................................................................10 PROJECT OVERVIEW ..........................................................................................................11 ASSESSMENT CRITERIA.....................................................................................................12 SUPPLEMENTAL MATERIALS...........................................................................................13 TECHNICAL ACTIVITIES INSTRUCTOR PREPARATION: TERMINOLOGY, DEFINITIONS AND INDUSTRY ORGANIZATION #PST0 .......................................................................................................14 INSTRUCTOR PREPARATION: TELECOMMUNICATIONS CIRCUIT SIGNAL CHARACTERISTICS #PST1 .................................................................................................18 INSTRUCTOR PREPARATION: TELECOMMUNICATIONS CIRCUIT COMPONENTS AND TROUBLESHOOTING TECHNIQUES #PST2 ...........................................................26 INSTRUCTOR PREPARATION: INTRODUCTION TO PBX AND KEY SYSTEMS FOR VOICE COMMUNICATIONS #PST3....................................................................................30 INSTRUCTOR PREPARATION: DIGITAL TELECOMMUNICATIONS NETWORK CONCEPTS AND EQUIPMENT: LANS AND WANS #PST4 .............................................35
SCIENCE ACTIVITIES INSTRUCTOR PREPARATION: CIRCUIT CHARACTERISTICS OF VARIOUS TELECOMMUNICATIONS MEDIA #PSS1 .........................................................................39 INSTRUCTOR PREPARATION: OPTICAL FIBER: INTERNAL REFLECTION, PULSE DISPERSION AND SIGNAL ATTENUATION #PSS2 ........................................................44 INSTRUCTOR PREPARATION: MODULATION TECHNIQUES - ANALOG AND DIGITAL PSS3 ........................................................................................................................48 RESEARCH, COMPOSITION, AND PRESENTATION ACTIVITIES INSTRUCTOR PREPARATION: PREPARING INTERNAL PROPOSALS PSC1 .............52 INSTRUCTOR PREPARATION: PROGRESS AND STATUS REPORTING PSC2 ..........60 INSTRUCTOR PREPARATION: USING THE INTERNET TO FIND TELECOMMUNICATIONS INFORMATION PSC3 ............................................................68 EVALUATION FORMS .........................................................................................................76
Module P Instructor Guide
INTRODUCTION
The Instructor Guide is meant to aid you in the successful delivery of the learning activities and in the proper administration of the assessments. There is an Instructor Preparation section in the Instructor Guide for each activity that corresponds to the Student Guide learning activities. One of the goals of the Instructor Guide is for it to read like a script for the instructor. Consider what materials are needed. What does the student receive? What information is delivered orally and what information is given and received in writing? Be precise in your description of the task to be completed and any supplemental materials to be distributed. Another goal of the instructor guide is to enable you to distinguish between three closely related informational areas: 1) Background information which is usually information provided by the instructor to the student in order for the student to complete an activity, task or project 2) Lecture material 3) Student procedures Additional items in the instructor guide include: A brief summary of project, activities, and goals of the module. The answers to any follow-up questions that are used in the Student Guide. A brief description of the conditions under which an activity or task is to be performed. This includes delivery format, handouts, specs, Internet, outside assignments. These descriptions allow the instructor to prepare for the following activity or task and give details about how the instruction is to occur. Supporting preparation for new material. Preparation should include background material (either oral or written) for any new concepts, rules or problem solving techniques required to perform the project/activity successfully. Additional resources needed by the instructor and the student both in and out of the classroom. Variations of the equipment used in activities. Anticipated student questions, concerns, and problems.
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HOW TO USE THIS MODULE GUIDE

This module guide contains several unique features: Competencies Each activity covers a list of technical competencies, which are researched and verified by industry representatives. These competencies provide the conceptual framework for students to develop knowledge and skills required by industry. The list of competencies is broken out by Technical, Physical Science, Mathematics and Research, Composition and Presentation (RCP). The level of mastery attained for each competency as it relates to the material covered in corresponding modules, is indicated as Introduce (I), Develop (D), Master (M), and Reinforce (R). Therefore, you will find in the competency list an indication of the level of mastery to be attained. Projects Each module includes an industry-related capstone project. Learning activities in each module are classified by whether they are project-embedded (activities essential to the development and implementation of the project) or stand-alone (activities guiding the student in the development of the core competencies of technical, mathematics, physical science, and research, composition, and presentation skills). The corresponding equations, tables, and figures for each activity follow the same classification system. Activity Codes An activity numbering key is followed throughout the module. For example, in codes PST1 and PSS1, the first letter of the code signifies that this is an activity of Module P. The second letter can be either a P for a project embedded activity or an S for a standalone activity. PSS1 then is a stand-alone activity. The third letter represents eitherT for Technical, S for Physical Science, M for Mathematics or C for Research, Composition and Presentation. PST1 is a Technical activity. The last digit in the code represents the order of the activity in a particular discipline. CSC1 is the first Research, Composition and Presentation activity in Module P. Use this key code to identify each learning activity.
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MECOMTRONICS MODULE P COMPETENCIES

The list of competencies in this module is broken down by Technical, Physical Science, Mathematics and Research, Composition and Presentation (RCP). The codes I, D, M or R in each competency indicate: Introduce (I), Develop (D), Master (M), and Reinforce (R) A spiral approach to learning reinforces competencies as they are revisited each semester. Technical Competencies:
M R M
2.2 2.4 3.1
R I, D I, D M D I, D, M I I I, D, M I
3.12 4.21 4.22 5.3 0.2 10.1 10.2 10.4 10.5 10.7
Based on manufacturers' specifications, select computer components for system compatibility. Demonstrate knowledge of software/hardware compatibility and licensing procedures. Create and modify free-hand sketches of electrical diagrams, mechanical drawings, process flow charts, logic diagrams, and welding drawings, using proper lines styles and appropriate standard symbols. Read and interpret engineering drawings, wiring diagrams, schematics, and process diagrams. Demonstrate knowledge of sources effects, and spectral make-up of electrical noise; use devices and circuits to reduce electromagnetic and radio frequency interference. Use spectral analysis techniques to determine the make-up of pulsewaves (relative to Fourier analysis), and demonstrate knowledge of the effects of transmission line filtering and pulse distortion. Use D/A and A/D converters in data acquisition operations. Assemble and/or disassemble electrical and mechanical components and systems. Demonstrate knowledge of Public Telephone Networks, Wide Area Networks, and Local Area Networks from a transmission point of view. Identify, select, and install various transmission lines (wires, coax cables, fiber optical guides) in network configuration. Evaluate and select components for use in data communications networks. Demonstrate knowledge of various analog and digital carrier techniques. Demonstrate knowledge of satellite communications links.
3
2005 NJCATE
I I, D I, D I, D I
10.8 10.9 11.1 11.2 11.8
Use diagnostic equipment to monitor alpha-numeric codes and protocols to determine and correct transmission errors. Demonstrate knowledge of various analog and digital multiplexing techniques. Install network hardware, software, and cabling. Identify protocols, topologies, and data representations. Use hardware (protocol analyzer, cable analyzer) and software (analyzer) techniques to troubleshoot network and correct malfunctions.
Physical Science Competencies:
R D
15.A 15.B
I, D D, M
15.34 15.39
Demonstrate knowledge of the definitions of fundamental physical quantities such as: length, time, mass, current Demonstrate a knowledge of the definition of derived physical quantities such as: velocity, acceleration, force, torque, energy, momentum, current, voltage, resistance, pressure, viscosity, power, inductance, capacitance, hardness, stress, strain, magnetic field strength, flux, etc. Explain the phenomenon of dispersion and discuss its importance in the transmission of electromagnetic energy. Identify the regions and characteristics of the electromagnetic spectrum.
Math Competencies:
R R D R R D R D D
14.1 14.2 14.3 14.4 14.5 14.6 14.7 14.10 14.11
Perform numerical computations using decimals, fractions, and percents. Raise numbers to powers and take roots of numbers. Estimate and approximate answers to multiple operation problems, and evaluate the reasonableness of the results. Use ratios and proportions to solve technical problems. Use scientific, engineering, and prefix notation to simplify computations and to represent data. Use a calculator to perform multiple operation problems. Convert between U.S. customary and SI units. Identify, describe, compare, and classify geometric figures. Solve problems relating to the geometric properties of two- and threedimensional figures.
2005 NJCATE
D R
14.19 14.29
Apply trigonometric principles to the solutions of technical problems using sine, cosine, and tangent functions along with the law of sines and cosines. Convert between number systems and perform arithmetic operations within each system.
RCP Competencies:
D D D D D D D
13.1 13.2 13.3 13.4 13.5 13.6 13.7
Convey ideas and facts by composing, revising and editing memoranda and letters, reports, articles, proposals, and essays. Use varied and precise technical language appropriately in written documents and oral presentations. Determine the form, length, content, and styleeither oral or writtenfor presenting material to an intended audience. Control errors in Standard American English (SAE) grammar, syntax, usage, punctuation, and spelling. Annotate, summarize, paraphrase, and use direct quotations from reference material, literature, reports, articles, speeches, and discussions. Use the library and the internet to conduct research and document the results using the MLA Style, APA Style, and the number system (CBE/ACS/AIP). Gather and evaluate data obtained by searching public access catalogs, on-line and computer databases, government documents, and microfilms; and by conducting field research and interviews. Report chronological events accurately. Use specific factual data to provide instructions and explanations of processes and technical concepts, and to recommend a course of action. Classify information into related groups, analyze data to discover or present similarities and differences, to discover or present relationships, to explain unfamiliar concepts, and to highlight specific details.
R D
13.8 13.9
13.10
2005 NJCATE
MODULE OVERVIEW
TOPIC Telecommunications OBJECTIVES Create a process flow diagram of the surface mount technology (SMT) process. Build a library of symbols and use these symbols by inserting the library in a drawing. Create 2 D drawings of parts to be manufactured. Draw diagrams, plot ordered pairs, identify geometric shapes, and describe diagrams using Cartesian coordinate values. Use geometry and size data to represent a variety of parts to be manufactured and to represent a process flow. Write a process explanation, controlling errors in Standard American English (SAE), grammar, syntax, usage, punctuation, and spelling.
LEARNING ACTIVITIES
Learning Activity Name Terminology, Definitions, and Industry Organization Communications Circuit Signal Characteristics Telecommunications Circuit Components and TroubleShooting Techniques Introduction to PBX and Key Systems for Voice Communications: Concepts and Equipment Digital Telecommunications Network Concepts: LANs and WANs Circuit Characteristics of Various Telecommunications Media Optical Fiber: Internal Reflection, Pulse Dispersion, and Signal Attenuation
Code PST0 PST1 PST2 PST3 PST4 PSS1 PSS2
Time Allocation 1.75 hours 3.5 hours 1.75 hours 3.5 hours 3.5 hours 7.0 hours 3.5 hours
2005 NJCATE
Modulation Techniques: Analog and Digital Preparing Internal Proposals Progress and Status Reporting Using the Internet to Find Telecommunications Information
PSS3 PSC1 PSC2 PSC3
3.5 hours 3.5 hours 4.0 hours 1.5 hours
PREREQUISITES/COREQUISITES To ensure student success in this module the following prerequisites and corequisites are recommended: Prerequisites Module A: Computer Installation and Applications Module B: Electrical and Mechanical Components
Corequisites: Module N: PLC Controlled Operations
2005 NJCATE
TERMINOLOGY AND CONCEPTS

Upon completion of this module you should be able to define and use in context the following terminology and concepts: ADSL (asynchronous digital subscriber line) AM (amplitude modulation) attenuation ASCII (American standard code for information interchange) bandwidth bridge CDM (code division multiplexing) circuit switching client-server LANs communications server contention CPE (customer premise equipment or terminal equipment) database DID trunks DSB (double sideband) email server ethernet FDM (frequency division multiplexing) FM (frequency modulation) FSK (frequency shift keying) geosynchronous graded index hubs ICMP (internet control message protocol) incoming trunks interconnect providers internet intranet jacket laser LCR (least cost routing) A-Law amplifier attenuation distortion ATM (asynchronous transfer mode) BN (backbone network) CATV (cable TV) CENTREX CLECs (competitive local exchange carriers) coding communications systems corporate network trunks critical angle demarc (demarcation or hand-off between the LEC and an IEC) DNS (domain name server) DTMF (dual tone multi frequency) signals end office extensions in PBXs facility based IEC FCC (federal communications commission) file server frame relay gateway switch GSM (global system for mobile communications) graded index fiber ICM (intelligent contact management) ILEC (incumbent local exchange company) index of refraction international telephone company INTRA-LATA (inside the LATA) IP (internet protocol) networks LAN (Local Area Network) LATA (local access and transport area) LEC (local exchange carrier)
2005 NJCATE
LED (light emitting diode) local central office MDF (main distribution frame) -Law multi mode NAM (network applications management) network NID (network interface device) NOS (network operating system) optical fiber PAM (pulse amplitude modulation) PBX or PABX PCS (personal communications service) peer to peer photonic PM (phase modulation) POP (point of presence) presubscription PSC (public service commission) PSTN (public switched telephone network) PXOS (point to point circuit connected to PBX line equipment) quantize pulse (signal) dispersion regenerator resellers sampling sideband single index single mode fiber SMDR (station message detail recorder) SSB AM (suppressed carrier, single sideband AM) step index fiber switching matrix tandem TCP/IP through-put time slot transmission Trunks UTP (unshielded twisted pair) WANs (wide area networks)
line or loop LTBU (long term bandwidth utilization) medium modem (MOdulator-DEModulator) multi-mode fiber name servers NIC (network interface card) noise operator trunks packet switching payload PCM (pulse code modulation) packet switching photo-diode PM (phase modulation) pulse (signal) dispersion P/OP (peak/off-peak) print server PSK (phase shift modulation) PUC (public utility commissions) QAM (quadrature amplitude modulation) quantizing noise receiver repeater router serving central office single mode single index fiber slamming SONET (synchronous optical NETwork) STDM (statistical time division multiplexing) switching T-carrier TCM (trellis coded modulation) TDM (time division multiplexing) tie line token ring LAN transmitter URL VoIP (voice over IP) WATS trunks
2005 NJCATE
INDUSTRIAL CONTEXT
INDUSTRY TYPE Telecommunications
COMPANY PROFILE The Narom and Rewob Company (NRC) is an international company with corporate headquarters in New York City. It employs over 60,000 people worldwide and has two core businesses: telecommunications and the manufacture of servovalves. Telecommunciations The Telecommunication Systems division represents the major part of NRCs business. The division employs some 15,000 engineers and 30,000 technicians to develop and maintain its networks. Servovalves The Servovalves division manufactures these precision fluid control devices that are used in robotics, aircraft, manufacturing, and other applications. NRC also maintains a service center where servovalves are returned for testing, repair, and overhaul. The Servovalves division employs 200 people, including three engineers and 150 technicians.
PROBLEM/SITUATION The Telecommunications division seeks out newly graduated engineers and technicians to maintain its networks and install telecommunications circuits for new customers. At the Servovalves Service Center, all of the returned valves are completely disassembled, cleaned, and rebuilt with new seals and parts. They are then individually packed and shipped.
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PROJECT OVERVIEW
PROJECT NAME, FOCUS AND DESCRIPTION Module P focuses mainly on various telecommunications concepts. Students will learn about: LANS and WANS PBX Voice communications Telecommunications media Optical fibre Modulation Troubleshooting
Additionally, students will search the Internet to develop a proposal for a packaging system for rebuilt servovalves, and to gather telecommunications information.
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ASSESSMENT CRITERIA
Student performance in this module will be assessed according to the following criteria: Mastery of target and core competencies demonstrated through projects, exhibitions, and portfolios. Quality of participation and accuracy in completion of learning activities. Understanding of key vocabulary and concepts. Completion of assigned readings, reports, and oral presentations.
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SUPPLEMENTAL MATERIALS
BOOKS Newtons Telecommunications Dictionary. Telecommunications Library, Inc., New York Rebeiz, Professor Gabriel. Lab Idea. 1998 P-Spice program manual
PERIODICALS
Telephony Americas Network Interconnect Telecommunications Weekly Inter@ctive Week Lightwave
COMPUTER SOFTWARE Observer: A program for Windows PCs Pingplotter: A freeware program utilizing Ping and Traceroute P-Spice. Micro Sim Corporation: Provides the physical characteristics of circuits WEB SITES http://www.ce.umn.edu/~smith/ http://gracie.santarosa.edu/~linda/bus_web_design/pert_gant.shtml. http://itp-www.colorado.edu/Hotlist/hotlist.html http://www.lpmedia.com/installing_the_cable_plant.htm
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INSTRUCTOR PREPARATION
TERMINOLOGY, DEFINITIONS AND INDUSTRY ORGANIZATION PST0
LEARNING ACTIVITY SUMMARY This activity will provide some basic information about the telecommunications industry. Terminology and definitions unique to this industry are introduced and explained. An overview of the organizations that make up the industry is also provided. IDEAS TO BE EMPHASIZED Students should understand the terms presented in this activity and how the various networks of the telecommunications industry interface and work with each other. DELIVERY FORMAT This activity is primarily an introductory exercise to provide the student a basis and framework for understanding future activities and how they relate to the real world of telecommunications. The instructor may choose to present a short lecturette covering the highlights of the discussion in the students binder and any recent changes in names of companies that have occurred since this material was prepared (e.g.NYNEX , BellAtlantic and GTE are now Verizon). This activity includes a team exploration. The instructor should guide the students in their search for periodicals relating to the telecommunications industry and in their research to find definitions for unfamiliar terms. PREPARATION Under Preparation, the class members will need to find two Telecommunications Industry periodicals. The instructor should insure that the school library subscribes to at least some of the periodicals listed in the student binder. In addition the instructor should guide the students to sources of the periodicals or to library resources that can provide full text electronic copies of articles from these periodicals. Those students that have had work experience in the telecommunications field may have been involved in projects that can substitute for reading an article about the field. The instructor should encourage such students to discuss their experiences with their study group and identify any terminology or concepts about which they are unsure of the meaning.
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The instructor should also insure that there is a recent edition (16th or later) of Newtons Telecom Dictionary and other telecommunications reference materials in the school or department library that will be available for the students use. WRITING TECHNIQUES The requirement for a written result in this exercise is optional with the instructor but at minimum, a list of terms and the results of the student teams research as to the meaning of those terms should be prepared by each team. These lists should be neat and legible so that any member of the team may refer to and read from the list without assistance from the writer of the list. ORAL PRESENTATION Students will be required to discuss their list of terms with others in their group and to report their findings to their group as well as to the instructor, and if the instructor wishes, to the other groups. The principles discussed in the following paragraph apply equally well to their group discussions and presentations to the other groups. Supervisors, managers, and clients want to have confidence in those performing tasks for them. [Oral progress reports should strengthen that confidence. Instructors should emphasize the role that delivery can play in establishing this confidence. Workplace delivery may be very informal but the technician should be able to speak clearly and directly. They should maintain a posture that shows the importance of the information they are delivering. Students should avoid having their hands in their pockets when standing or slouching in their seats in tabletop presentations. They must speak loudly enough that they can be heard without difficult and have their material organized so that their listeners can quickly grasp the concepts and data they are presenting. Classroom practice should help develop their own confidence in their ability to deliver information orally. STUDENT MATERIALS REQUIRED Pencil or pen and notepaper are all that the student needs for this activity.
SET-UP AND CLEAN-UP If periodicals have been removed from the library, they should be returned. If the student referred to periodicals in the library, they should be returned to the designated area for such returns, not to the shelves from which they were obtained. Any computer reference programs or other software applications that have been used should be closed and the computers returned to their normal status.
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ANTICIPATED STUDENT QUESTIONS, CONCERNS & PROBLEMS Students may be apprehensive about finding telecommunications periodicals in the library, especially if they have not used the library for research before. The instructor should make arrangements with the library staff to provide guidance and assistance to the students in using the various available reference materials and programs. Students may be reticent to speak up in their study groups until they become more familiar with the other members of that group. They should be encouraged to contribute early and often so that they are able to offer and then obtain the most information possible to the group effort and results.
TASK The student is to read the material in the discussion section of this activity in the student binder, as well as two articles in each periodical, then follow the steps shown in the procedure section. When the student has found two periodicals then he/she should then find two articles in each to read. These articles should be on a topic that is of interest to the student or one that discusses some aspect of telecommunications that is new to the student. REVIEW QUESTIONS & ANSWERS
1) What is a LATA and what types of telecommunications companies provide network service INSIDE one? Answer: LATA is a geographical area established when AT&T was split up in 1983. They are roughly the same area as the original Numbering Plan Areas (i.e.: 518, 212, 213, 508, etc.) Telecommunications between LATAs are competitive. Companies called Inter-Exchange Carriers provide interLATA network services. Inside any given LATA the Incumbent Local Exchange Company (ILEC) was originally given a regulated monopoly to provide network services. In the time since 1983, the network services inside a LATA have been converted to competitive services with the creation of Competitive Local Exchange Companies (CLECs) that can compete with the ILEC and other CLECs. ILECs are still regulated and must provide a full range of network services and serve any customer who applies for service. The CLECs can pretty much pick and choose what customers to serve and what services to provide. For instance, some CLECs only sell data services to business customers. 2) How many different companies and/or networks can provide some sort of telecommunications access service to your home or business? Answer: ILECs and CLECs provide voice and data services, Cable TV (CATV) companies provide TV, data, and sometimes voice services, Cellular and PCS companies provide wireless voice, data and paging services. Any company approved by the FCC can become a CLEC so many CATV and some electric power companies have become CLECs. Any of the above companies can provide Internet Access over their own cables or ones rented from the ILEC.
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3) How is an Interconnect company different from an ILEC, CLEC, ISP or IEC? Answer: An Interconnect Company is one that sells or rents telecommunications equipment for use on the customers own premises. These companies are not regulated at all, while the others mentioned above provide network services and are regulated by the FCC or State regulating agency to some extent. As a general rule the ILECs are regulated more than the others are since they still have a monopoly on some of their services. 4) How is a LINE different from a TRUNK, and how is it similar? Answer: A LINE is the connection between a customer and the Telephone Company Central Office (switching center). It provides the dial tone for calling. A TRUNK is a connection between switching centers in the ILEC or CLEC or IEC network. A trunk carries only one call at a time but when one conversation is completed the trunk is used over again by another call. A line also only carries one conversation at a time but since it is dedicated to a single customer it only carries the calls that that customer places. There are almost always many trunks between any two switching centers and that is called a Trunk Group. A trunk group can be carried on physical wires (one pair of wires per trunk), or on digital transmission systems that can carry 24 trunks per system. 5) Explain the role and function of a) SWITCHING and b) TRANSMISSION equipment in a telecom network. A) Answer: SWITCHING equipment in a Local Central Office provides the ability to connect any line to any trunk, or to any other line in that Central Office. When a call needs to go to another Local Central Office to complete the call, the switching equipment in an intermediate location called a Tandem Central Office connects trunks to other trunks as needed to make the connection. Tandem Central Offices do not connect to any customers, only to other Tandem or Local central offices. B) Answer: TRANSMISSION equipment is the hardware that carries calls between central offices. Trunks are carried on the transmission systems. There are many kinds of transmission systems. The least complex are simple pairs of wires with amplifiers, more complex transmission systems (and their capabilities) include a) Digital T Carrier (24 circuits); b) Microwave radio systems (thousands of circuits); c) Optical fiber systems (up to hundreds of thousands of circuits) 1) Explain the function of a POP and where, in the telephone network, it is located. Answer: A POP is the abbreviation of Point of Presence. A POP is the point of connection between an ILEC and an IEC, or a CLEC and an ILEC or IEC. The IEC POP is located at the boundary of a LATA where the IEC (Interexchange carrier) connects to the ILEC or CLEC. It is most often in the same building as the ILEC tandem switching office for that LATA. A CLEC POP could be located in any ILEC central office so that calls from the ILEC can be connected to the CLEC and vice versa.
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TELECOMMUNICATIONS CIRCUIT SIGNAL CHARACTERISTICS PST1
LEARNING ACTIVITY SUMMARY During this activity, students will learn how a telephone works and will visually observe the nature of the various signals that are generated by the telephone. They will also learn how these signals control the operation of the telecom network. The students will also observe the difference between an analog and digital electrical signal. IDEAS TO BE EMPHASIZED The telephone is a device that is a form of person machine interface or transducer, converting the sound generated by the student to a form of electrical signal that is compatible with the telephone network. There are many kinds of interface devices. We call them all telecommunications terminals, and they all convert the type of input they receive to an electrical signal compatible with the telephone network input/output requirements. Students should understand that the telephone is only one type of telecommunications terminal device but that it demonstrates all the types of electrical signals that are generated by the other kinds of telecom terminals. DELIVERY FORMAT This activity is much like a laboratory experiment, in that equipment is set up according to instructions, then the equipment is operated and the resulting signals are observed. The observations are recorded and analyzed. The instructor should be available to assist the students understanding of the equipment connections and operation. This activity includes a team exploration. The instructor should guide the students in their understanding of the concepts presented and insure that both members of the team fully participate in the exploration, sharing the setup and operational work equally. The instructor should direct the students in understanding how the lab setup simulates a real world connection to the telecommunications network, and in insuring that the actual PBX or network connections are made in accordance with good wiring practice so that no problems are introduced in to the campus network.
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PREPARATION Under Preparation, the student is directed to be sure that they are familiar with the operation of an oscilloscope, a power supply unit, and a multimeter. The instructor should assure that these pieces of laboratory equipment are available and in good working order. The instructor should also assist the student if his/her understanding of the operation of these pieces of equipment is weak to insure that they know how to make the necessary observations. The student is also directed to follow the procedure described in the attached Lab Idea that was originally published in a Hewlett Packard Company document. It is used here with the permission of the author. Although it mentions specific HP equipment items, it is not necessary to use those specific items. Virtually any oscilloscope will suffice to view the signals in the time domain at the frequencies in use in this exercise. If an oscilloscope is available that has FFT (Fast Fourier Transform) capability then the actual frequencies being generated by the touch pad of the telephone can be measured using the directions in the Lab Idea. If the oscilloscope available at your school does not have the FFT capability then have the students skip that part of instruction 2 in the Lab Idea. Any brand power supply, as long as it can deliver 12 to 15 Volts DC and limits the current to 100milliAmps, will be perfectly satisfactory. In the directions of the Lab Idea it calls for the use of a dialer or a plain old telephone set. Any single line, analog telephone (technically called a 500 or 2500 type set) will be perfectly adequate. It would be best to have two telephones per team, one with push buttons and one with the older rotary dial but if it is difficult to find an old rotary dial telephone then the newer telephone sets that have a tone/pulse switch can be used. Place the switch in the tone position for tasks # 1 4 then change the switch to pulse for task #5. Exercises 1 through 4 of the Lab Idea should be completed with the push button telephone. Then it can be disconnected and the rotary dial telephone connected to the power supply and oscilloscope in the same way for use in Task 5. Task 6 of the student exercise calls for a modem to be connected to the campus PBX or other telephone line. This is just a normal modem connection with the exception that a special modem line cord should be prepared that allows the student to connect the oscilloscope to the TIP and RING wires. The computer will be used to originate a local call to another computer, and then the oscilloscope will observe the electrical signals present on the line during dialing and then communicating. The instructor should insure that students are not misusing the dial-up connection in a way that could introduce troubles in the network, or incur long distance charges. WRITING TECHNIQUES Task # 8 directs the student to write up a short report providing the procedural steps, which were completed in this exercise and what the results of those steps were. It also directs the student to state what conclusions you draw from this exercise about the nature of the signals on the telephone network when:
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a) dialing (rotary dial and push button) is occurring, b) when talking is occurring, c) when a computer is sending information using a modem. Good written English should be used in this report. It should be understandable by the instructor and complete in its description of the procedure, observations, and conclusions that can be drawn from the exercise. Although the two members of the team cooperate on the performance of the exercise, each must do his/her own unique write up of the report. ORAL PRESENTATION No specific oral presentation is required in this exercise but good oral communication between members of the lab team and the instructor is, as always, a prime requirement. STUDENT MATERIALS REQUIRED Writing instruments Notebook for recording information during the tasks Student exercise instructions with all attachments
INSTRUCTOR MATERIALS REQUIRED Equipment and wires needed for this activity as provided in an electrical or communications lab
SET-UP & CLEAN-UP Lab equipment is to be set up in accordance with the instructions in the student binder for this exercise and the attachment LAB IDEA. After completion of this exercise in the lab location all equipment shall be returned to the location where they were found, all wiring shall be removed and replaced in the storage location or discarded as appropriate. The Lab position shall be left in a neat, clean condition better than it was found. EQUIPMENT USED Multimeter Power supply capable of providing 12 to 15 Volts dc and limiting current to 100 milliAmps. Oscilloscope capable of observing analog signals up to 50 kHz (If possible use an oscilloscope that has FFT (Fast Fouriour Transform) capability built in. Two Telephone sets, one with rotary dial, one with touch pad. Bell 102 type external modem connected to a microcomputer by an RS-232 plug and jack
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(Note: It may be difficult to find a Bell 102 type external modem since they are no longer in use in most applications (they are much too slow by todays standards). If that situation presents itself obtain the slowest modem you can find as the students ability to see the electrical signal change with the input from the computer will be obscured in the faster modems.) An access jack to a standard telephone line from the campus PBX or local telephone company that is limited to local campus connections only.
ANTICIPATED STUDENT QUESTIONS, CONCERNS & PROBLEMS Students may feel that the time allotted for this activity is not sufficient to complete all the observations. Encourage the students make an honest attempt to complete all the observations but, if necessary, Task #5 of the activity relating to dial pulse signaling (older rotary dial telephone) may be omitted. There may be students that have not used an oscilloscope before. Try to pair such a student with a student that is very familiar with its operation so that peer teaching and learning can occur. Connecting the external modem to a computer may be an unfamiliar task for some students since most newer computers have the modem built in. Guidance from the instructor may be needed in the proper connection of the modem to the RS-232 jack on the computer and to a telephone line jack.
TASK #1 Using the button type telephone set (or telephone keypad) dial any number and listen to the tones that are generated. As the student pushes the number have his/her partner refer to Figure 2 of the Lab Idea instructions to determine what two frequencies are being generated. Have them see if they can hear the difference or similarity in sound between two numbers in the same row, then two numbers in the same column. This signal is named a DTMF (dual tone, multi frequency) dialing signal. TASK #2 Using the oscilloscope, display (in the time domain) the electrical signal resulting from pushing the number 8 on the telephone keypad. Adjust the horizontal sweep time so there are several periods of that signal on the screen. A) Using the vertical cursors the student should attempt to read the period of the signal being displayed. Calculate the frequency of that signal (f = 1/period).
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It may be difficult to determine the period of the signal because of its complexity. Guide the student to make the best approximation possible, placing one vertical cursor on the starting point of the signal display and the other on the ending point of one period. The frequency then can be calculated from the time difference between the two cursors. B) The student should then sketch the time domain waveform in his/her notebook. If the oscilloscope being used has the ability to print out a copy of the screen display, that feature should be utilized, placing the print out in the students notebook with cellophane tape. If not, a freehand sketched approximation in the students notebook is fully acceptable. C) If the oscilloscope being used has FFT capability, the student should next, set it up for FFT display and measure the two primary frequencies and any significant harmonics present. The purpose of this part of this task is to get a more accurate indication of the frequencies and their harmonics than is possible with the calculation in part A (above). The result should compare closely with the frequencies shown on Figure 2 of the Lab Idea for whatever numbers are pushed. D) The student should then sketch the frequency spectrum in his/her notebook. The sketches should be properly dimensioned, the axes properly labeled, and measured values should be placed on the sketches. Again, utilize the print out capability of the oscilloscope if it is available. If not, the freehand sketch is OK. In either case, make sure both the time domain sketch and this one have all the proper dimensions, axes and significant peak values are indicated and identified. TASK #3 Repeat Task #2 with any other number except that the other number shall not be in the same row or column as the digit 8. All the same comments from Task #2 apply to this Task as well. The idea here is to obtain time and frequency domain plots of the different numbers pressed on the keypad, then to make comparisons of similarities and differences. All this data shall be recorded in the students notebook and shall form the basis from which his/her report of Task #8 will be developed. TASK #4 Play for 5 10 minutes with the dialer but dont take any data. Note how the frequencies jump around but are understandable. Also note how different the time domain waveforms are from number to number. This task is primarily intended to allow the student to become familiar with the various waveforms generated by the 12 buttons of the keypad and be able to note their similarities and
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differences. It also is instructive to see what happens if two buttons are pushed at the same time. (Only one frequency will be transmitted.) TASK #5 Now substitute the telephone that has the rotary dial in the set up of Figure A of the Lab Idea. With the oscilloscope set to capture pulses at a rate of 10 per minute, observe the signal on the telephone connection when the number 8 is dialed. Then dial other numbers and notice the number of pulses that result from dialing. Record this information in the lab notebook. In this task the oscilloscope will display just a base line before dialing is started. When the dial is moved from its resting location, nothing should occur but as the dial returns from the number 8 to its resting position the oscilloscope should show a series of 8 negative going pulses at an approximate rate of 10 pulses per second. If the dial is then rotated to another number, the display will show a series of pulses equal to that number (exception dialing 0 will result in 10 pulses) as the dial returns to its resting position. The telephone company line equipment must be able to recognize this form of signaling as well as the tone signaling observed in the tasks #1-4. TASK #6 Set aside the above connections and instead connect the line side of the modem to a standard telephone access line jack to the campus PBX or telephone company network. Connect a microcomputer to the modem via the RS-232 plug and connector. Place the oscilloscope probe on the Ring wire of the telephone line with the oscilloscope ground lead on the Tip (other) wire. This connection requires that the wire or cable from the modem to the wall jack be equipped with RJ-11 connectors (standard telephone jacks) and that the two wires (usually red and green insulation) in side the cable have the insulating plastic jacket skinned back about 1/4 inch, exposing the copper wire, to provide a place to connect the oscilloscope probe leads. The area skinned should be staggered on the two wires so that the two probe leads dont short to one another. TASK #7 Using the microcomputer, access the telephone or PBX network dialtone and dial up another computer, an Internet Service Provider, or other service to which you can connect. Then send a short message. As the message is being transmitted watch the signal on the telephone line on the oscilloscope. 1) What is the nature of the signal? Analog or digital? 2). Can you determine the frequencies of the tones being generated by the modem? 3) Note that after the modem has generated a signal, there are responses from the other end of the circuit. Answer the above questions about those returning signals.
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Using the 102-type modem there will be two frequencies for sending information and two frequencies for the received info. One of those two frequencies in each direction represents a 0 and the other represents a 1. These frequencies are analog. They could be called tones. The frequencies could be determined in the same manner, as was done in tasks 2 and 4 above. In this case there is only one frequency at a time so the signal on the oscilloscope screen will look like a simple sine wave. The frequencies will be changing back and forth from the one representing a 0 to the one representing so it may be somewhat difficult to take a period reading. Here again if your oscilloscope has FFT capability it will be easier to capture the frequency values. TASK #8 Write a short report to your instructor explaining what procedural steps you completed in this exercise and what the results of those steps were. Also state what conclusions you draw from this exercise about the nature of the signals on the telephone network when: a) dialing (rotary dial and push button) is occurring, b) when talking is occurring, c) when a computer is sending information using a modem. This report is to be primarily a summary of what was accomplished and recorded in the tasks above. With that information the student should be able to conclude that the dialing generates an analog signal when a keypad is used to dial but generates a slow digital signal when the rotary dial is used. The electrical signal on the telephone line when talking is occurring will be an analog signal whether that talking is between two people (voice) or between two computers with modems (data). REVIEW QUESTIONS & ANSWERS 1) What is the primary reason for using a modem to attach a computer to the telephone network? Answer: The MoDem (modulator/demodulator) is needed to convert the digital electrical signal coming out of the computer into an analog electrical signal so that the telephone line can carry the information to the telephone Central Office. The telephone network is still an analog input system even though the network itself is digital. That means that the information starts in the computer as digital, is converted to analog in the modem, is converted to digital again at the Central Office, goes through the network as digital, is converted to analog at the far end Central Office as it goes on the receiving line, and is (finally) converted back to digital in the receiving MoDem for delivery to the far end computer. Of course the MoDem is a two-way device so information coming from the far en d computer is transformed in the same way as it comes to the originating computer. 2) Why dont we need a modem between the telephone and the network in order to talk to each other over a dial connection?
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Answer: We talk using an analog series of compressions and rareafacations of the air pressure coming out of our throats which is converted by the telephone transmitter to an analog electrical signal. This analog signal is perfectly compatible with the analog line to the Telephone Company so no Modem is needed to convert digital to analog or vice versa. 3) How is the signal on the telephone line when two people are talking similar to the signal on the line when two computers are talking to each other using modems? How is it different? Answer: The electrical signal on the line is analog in either case since the modem has converted the computers digital signal to analog, while the voice conversation is analog from the start. The difference is that the voice conversation probably contains all or most of the frequencies from 300 to 3300 Hz (the bandwidth of the telephone line) while the modem conversation only has a certain few frequencies present. The specific frequencies present on the line depend on what technique of modulation is being used by the modems.
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TELECOMMUNICATIONS CIRCUIT COMPONENTS AND TROUBLESHOOTING TECHNIQUES PST2
LEARNING ACTIVITY SUMMARY
During this activity, students will learn: a) how telecommunications circuits are put together
using pre-provided components, b) several techniques used to trouble shoot those circuits, c) how circuits are multiplexed on to transmission systems, d) how circuit switching is used in current telecommunications networks to establish circuits for transmission of voice, text, and image information.
IDEAS TO BE EMPHASIZED Students will understand that telecom trunk circuits connect circuit-switching centers to create end to end customer pathways (circuits) for the transmission of information from one customer location to another DELIVERY FORMAT This activity is formatted as a team based competition. The instructor will be actively involved in the preparation for the competition and in conducting the competition itself. The competition may be framed as a game between teams to see which team is the most adept in the design/construction of circuits and which team is the fastest in troubleshooting the circuits that they have built. The instructor will also direct the students in understanding the basic concepts presented. This will take the form of a lecturette that covers the highlights of the material presented in the situation, background and trouble shooting sections of the students learning activity document. PREPARATION Several sets of 3 by 5 cards need to be prepared (20 cards per set) for each student team. Specifically: a) Individual trunk/circuit equipment b) transmission system channel plug in equipment c) transmission system common plug-in equipment d) fiber optic converter/multiplexer channel equipment e) multiplexer common equipment f) media two twisted pairs g) media two coaxial cables
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h) i)
media two optical fibers DS-1 to DS-3 multiplexer
All cards shall be numbered by type, e.g. channel #1, or common equipment #3, etc. On the reverse side of 10% of each type of card shall be printed: Open, or operates one way only, blown fuse, or other typical trouble conditions as determined by the instructor. Each team will need a legal pad of paper and writing instrument to be used by the note taker to record results and a watch or other timepiece that can display minutes and seconds. This activity should be performed in a location that has several large tables (one per team) or other flat surfaces large enough to place the 3x5 cards end to end to create circuit designs for 10 circuits. Preparation for the competition itself: 1 Form student teams of three people. 2 Each team (or instructor) assign responsibilities of the members: a) Chief circuit designer and assistant trouble shooter b) Chief troubleshooter and assistant circuit designer c) Observer and notetaker 3. Instructor will have made a private record of which numbered cards of each type have a trouble indication on the reverse side, and will have shuffled the cards of each type so that the troubles are randomly distributed through each teams pack. 4. Distribute 20 of each type of 3x5 card to each team, face up, being careful to not expose the reverse side of the cards to the teams view. Instruct all teams not to pick up the cards until directed to do so. Refer to the section of the students activity document entitled The Exercise for the rules of the competition. The instructor will serve as the score keeper and the judge of the accuracy of circuit designs. He/she will also award the bonus points as described in the rules of the competition. WRITING TECHNIQUES Little writing is required in this activity except the notes taken by the notetaker on each team. Those notes must be neat and legible so the notetaker and others can refer to them to determine the results of the teams performance in the competition. ORAL COMMUNICATION TECHNIQUES Team members will be communicating extensively between them selves to accomplish the objectives of the exercise. These communications need to be concise, clear, and to the point. Listening skills need to be actively used. Discussions as to the proper actions may develop if two members of the team have differing ideas as how to proceed. These discussions need to be objective and non-confrontational.
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STUDENT MATERIALS REQUIRED The student does not have to provide any materials for this exercise but does need to have read and understood the student activity document. SET-UP & CLEAN-UP The instructions above, explaining the preparations for the learning exercise, also detail the setup. Clean up involves picking up all the cards used in the exercise, returning them to the instructor, and placing the chairs and tables back to their original location and condition. EQUIPMENT USED The only equipment needed for this activity is the material listed above for the exercise. ANTICIPATED STUDENT QUESTIONS, CONCERNS & PROBLEMS Students may protest that this exercise is artificial and a make work activity. The instructor can respond that the concepts represented by the exercise are very much real world but that real circuits and systems just are not available to this educational program so the simulation is the next best alternative. The instructor can emphasize the game-like aspects of the exercise to provide some fun while learning is occurring. TASK #1 Perform the exercise REVIEW QUESTIONS AND ANSWERS 1. What is the primary difference between a private line that is designed to use a transmission system that includes multiplexer and a trunk that uses a type of media that does not include multiplexing? Answer: From the point of view of the overall circuit function there is no difference in the trunk or private line operation, no matter what particular physical equipment may be used to provide the trunk from point A to point B. The use of multiplexers or not for a circuit is basically an economic decision. In todays economic environment it is almost always better economics to group many circuits together on a single transmission system. Said another way; a trunk will operate the same on a multiplexed transmission system as on a nonmultiplexed transmission system. The primary difference between a trunk and a private (leased) line is that the trunk connects to a switching center while a private line is not switched but instead permanently connected.
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2. Trunks are the circuits that connect two switching centers, also called central offices or tandem offices, _ in the public switched telephone network. This question is intended to insure that the student can differentiate between a line (the circuit between the customer and the serving Central Office) and a Trunk. 3. The preferred and predominant multiplexing technique in use in todays telecommunications network is Time Division Multiplexing. It carries many voice (or voice equivalent) circuits on a single pair of physical media by _first sampling each voice signal, then quantizing (measuring) the magnitude of those samples, encoding the quantized value of each sample, and finally interleaving the encoded samples from 24 voice signals creating a single1.544 megabit/sec digital signal that is transmitted on a pair of wires. 4. To find out where a trouble is in a circuit the best way to start is to _try to duplicate the trouble condition. When the trouble is solidly observed then start sectionalizing the circuit to find what piece of physical equipment is causing the problem condition. Sectionalization is best done starting in the middle, determining which half has the problem. The same process is applied to the half that contains the trouble and repeated until a specific item of equipment is identified.
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INTRODUCTION TO PBX AND KEY SYSTEMS FOR VOICE COMMUNICATIONS
LEARNING ACTIVITY SUMMARY During this activity, students will learn about switching of voice calls and the equipment used at customer locations to do that switching. The block diagram of a PBX will be introduced and the student will compare the generic PBX to the actual equipment on Campus.
PST3
IDEAS TO BE EMPHASIZED Students should understand the concept of switching as an integral part of a circuit switched network. They should also understand the make up of a typical PBX switch and how the piece parts work together to accomplish the switching function. DELIVERY FORMAT This activity includes a team exploration. The instructor should guide the students in their understanding of the concepts presented. The instructor may present the information covered in the student learning activity as a lecturette explaining the concepts of switching and relating them to the actual campus PBX equipment and arrangements. PREPARATION Under Preparation, the students are instructed to form study teams of three and to choose one of their team members as an observer/notetaker. The instructor should guide the team formation and monitor the activity of the teams to insure they stay on task. The student teams are instructed to contact the person at your school who is in charge of the PBX to make arrangements to visit the PBX location. The instructor should make prior arrangements with that person to explain the exercises educational objectives and to insure that it will be acceptable to have the students visit the PBX installation. The students are also instructed to obtain a copy of the relevant parts of the PBX documentation (technical manuals and sketches) so they can compare the actual operation of that particular PBX with the generic explanations in the student manuals learning activity. It would be advisable for
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the instructor to obtain that material ahead of time and make a few copies for the students to use so that the original materials are not lost or damaged in the course of the students work on the two tasks. WRITING TECHNIQUES No report is called for in the task directions of the student learning activity, however the Assessment and Team Exploration sections call for an individual report of the teams findings. This report should be written by each team member although it should draw upon the block diagrams prepared by the team in the Tasks # 1 and 2. The report is to be used by the instructor to evaluate the performance of the students on this learning activity. The student should be guided by report writing guidelines provided in other activities in this module. ORAL PRESENTATION No specific oral presentation is required in this exercise but good oral communication between members of the lab team and the instructor is, as always, a prime requirement STUDENT MATERIALS REQUIRED Pencil Notebook Straightedge if a software application such as Project or a drawing application that allows the creation of charts and block diagrams is not used
SET-UP & CLEAN-UP If reports are prepared in a computer writing laboratory, all software applications should be closed and the computers returned to their normal status. When observing the PBX and Main frame students must be careful to NOT disturb and items of equipment, any wiring connections, or any computer terminals unless specifically directed by the PBX maintenance person who is conducting the visit. EQUIPMENT USED Software application such as Word for creating and printing a report. (Optional) Software application such as Project or a drawing application that allows the creation of charts and graphic schedules.
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ANTICIPATED STUDENT QUESTIONS, CONCERNS & PROBLEMS Students may ask how this learning exercise relates to the day to day work of the typical MECOMTRONICS technician. The instructor can tell them that voice communication networks depend on the switching to route calls from origination to terminal locations. The switching that occurs in a PBX is exactly equivalent to the switching that occurs in the nationwide Public Switched Telephone Network just on a smaller scale. Students also may ask why it is necessary to just observe the operation of the campus PBX as opposed to actually working with the switch, making calls and exercising the software programs, etc. The Instructor should inform the students that it is most important to not interfere with the regular operation of any component of the campus network, or the Public Network, because the business of the college depends heavily on the proper operation of the PBX. If a student were to inadvertently change software settings or disable transmission or switching equipment, the impact on the college could be very damaging and/or costly.
TASK #1 With the help of your PBX guide and the written PBX documentation, identify the various pieces of hardware in your campus PBX and relate the functions described above to the hardware components. For instance: find the line equipment modules, then determine which one(s) are for analog and which for digital lines. Is the dial tone receiver built into the line module or is it a separate module in your PBX? Determine what is the function of each equipment module in your PBX. Determine the location on the MDF of the connections to the Line, Trunk, and other equipment requiring external connections. The cables from the lines and transmission systems will be numbered and the pairs in those cables are also numbered. Determine what pair numbers are connected to what equipment numbers. This may mean tracing wires from one wiring block to another. Take careful notes and ask thoughtful questions, as this information is needed in the next task. Just as there are a large variety of PBX manufacturers and each manufacturer has several lines of equipment, there are an equally large number of proper configurations that the students may encounter. The instructor may need to study the PBX layout before the students start their exploration so that he/she can assist them in determining the piece-parts of the PBX and how they function together in your particular switch. The instructor should also inspect the cabling from the switch itself to the PBX so that guidance can be provided to the student in finding the labels for cable number and pair counts.
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TASK #2 Task #2 Using the data gathered in Task #1 work together as a team to develop a functional and physical block diagram sketch of your campus PBX system. Indicate on the sketch the name of each module or shelf of circuit cards and identify the function of that module by a dotted line balloon on your sketch. Also on your sketch or on an associated table indicate what cable numbers and pair numbers are connected to each line and trunk equipment module. This task is essentially making a block diagram sketch and annotating it with the proper cable and pair numbers or other types of interconnections for each piece of equipment in the PBX. The teams should gather the data in task #1 and produce a single sketch for the team. This sketch then can be incorporated into each students individual report on the activity. The sketch should also identify the function(s) of each separate piece of equipment the students find in your campus PBX. REVIEW QUESTIONS & ANSWERS 1. What is the primary function of a PBX? Answer: The primary function of a PBX is to switch calls between extensions on a users premises rather than having the telephone company Central Office do the switching. The reasons for having a PBX are primarily economic since typically 60 to70% of calling in a business is internal to the business. The PBX can switch those calls for no cost (once the purchase costs are amortized) thus the Telephone Company only is paid for the calls that must go to the Public Switched network. Secondary functions of the PBX include generating and keeping billing information, gathering usage data about individual extensions and/or work groups, routing outgoing calls to the most economic carrier or facility. 2. Where is a PBX usually located as compared to a telephone company central office? Answer: The PBX is located on the users premises, while the Telco Central Office is located in a Telco building usually within 4 or 5 miles of the customer location. Cables from the telephone company are placed to the vicinity of the PBX and terminated there on a wiring block called the Network Interface (NI) or Demarcation point (demarc). The PBX owner is responsible for all wiring and connections between this NI and the PBX main frame as well as all wiring on their premises. 3. Name three line features that are active on the lines of the PBX at your school. Answer: There are literally hundreds of features available on most PBXs. These are activated on an extension by extension basis by an entry in the administrative record of the PBX for each line (these entries are called the line translations). Some common line features are three way calling or conferencing, distinctive ringing, speed call lists, executive privacy, and many others. Newtons Telecom Dictionary is a good source of explanations of these various features. The written documentation that was provided when
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the PBX was purchased will have a listing of all the line features available in that particular PBX. 4. How does the technician who works on the PBX at your school access the maintenance program to look for trouble indications in the PBX? Answer: The PBX will have at least one Maintenance Terminal associated with the equipment. This Terminal is often a microcomputer emulating a VT100 or 200 dumb terminal. The maintenance terminal is often located immediately adjacent to the PBX equipment itself for the use of the maintenance technician as he/she gives instructions to and gets reports from the processor of the PBX. The Maintenance terminal can also be remoted to distant locations for surveillance and maintenance assistance functions. Most larger PBXs also have an administrative terminal, used by the PBX administrator to enter line and trunk translations and to receive administrative reports. This terminal almost always is located remote from the PBX (usually in the PBX administrators office).
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DIGITAL TELECOMMUNICATIONS NETWORK CONCEPTS: LANS AND WANS PST4
LEARNING ACTIVITY SUMMARY During this activity, students will learn about Local Area Networks and Wide Area Networks. They will also be introduced to the principles of digital network operation otherwise known as Packet Switching. The use of these networks to transport information in the IP format will also be discussed. They will also use Windows programs to observe packets and to Ping distant servers. IDEAS TO BE EMPHASIZED Students should understand the concept of IP digital format information transfer in several different sized of networks. They should also become familiar with the way that packets of information travel through the Internet and other Wide Area Networks. DELIVERY FORMAT This activity includes a team exploration. The instructor should guide the students in their understanding of the concepts presented. The instructor may present the information covered in the student learning activity as a lecturette explaining the concepts of packet switching, LANs and WANs and relating them to the actual campus computer labs and networking arrangements. PREPARATION Under Preparation, the students are instructed to form study teams of two and to choose one of their team members as an observer/notetaker. The students will alternate the observer role in the two tasks assigned. The instructor should guide the team formation and monitor the activity of the teams to insure they stay on task. The instructor should make prior arrangements with the person or persons who maintain the campus LAN to explain the exercises educational objectives and to insure that it will be acceptable to have the students visit a LAN network closet or other significant networking installation.
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The students are instructed to make a sketch of the LAN of one of the schools computer Labs. It would be advisable for the instructor to obtain that information ahead of time to compare with the results the students prepare. The students are also instructed to use a computer program called Observer. This must be purchased and installed so that it is available for the students use. The instructor should make the necessary arrangements to insure that this purchase and installation has been accomplished by the appropriate organization at your school. In addition, students are instructed to download a freeware program called Ping Plotter. The instructor should insure that this program is still available and downloadable prior to the students making the attempt to do so. See the instructions on the attachment # 2 of the student learning activity for finding the download site. WRITING TECHNIQUES The report requested in this activity consists of a sketch of the campus LAN and a spreadsheet of results from the tasks. No significant written dialog is required but the information on the sketches and the spreadsheets should be significant, cogent and understandable. The report is to be used by the instructor to evaluate the performance of the students on this learning activity. The students should be guided by report writing guidelines provided in other activities in this module. ORAL PRESENTATION No specific oral presentation is required in this exercise but good oral communication between members of the lab team and the instructor is, as always, a prime requirement. STUDENT MATERIALS REQUIRED Pencil Notebook Straightedge, if a software application such as Visio or a drawing application that allows the creation of circuit and block diagrams is not used.
SET-UP & CLEAN-UP If reports are prepared in a computer laboratory, all software applications should be closed and the computers returned to their normal status. When observing the LAN wiring closets, students must be careful to NOT disturb and items of equipment, any wiring connections or any computer terminals unless specifically directed by the LAN maintenance person who is conducting the visit.
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EQUIPMENT TO BE USED Software application such as Visio for creating and printing a circuit diagram, or if that is not available, then pencil and paper to make a sketch. Software application Observer to look at the packets on the LAN network in your school. Freeware program PingPlotter to utilize the capability of the Windows software to visualize the results of using the Ping command on several URL locations.
ANTICIPATED STUDENT QUESTIONS, CONCERNS & PROBLEMS Students may be concerned that the use of the program Observer will result in the loss of privacy of communications on the LAN since it can be used to read the packet payload of any packet it captures. The instructor should reinforce the instructions in Task #1 that specifically instruct the student to NOT attempt to decode the payload, but rather just decode the header information. By adhering to this instruction, should one student happen to capture a packet that originated from another student, only the address of the originator and receiver of that packet along with administrative information will be revealed. Students may wonder if the use of the Pingploter program will affect the remote server or if the information it gathers is in any way detrimental to the operation of the Internet or other network to which it may be connected. You may assure the student that the few packets generated by the Ping and Treaceroute capabilities of a Windows computer are not sufficient to affect the operation of either the server that is being pinged nor the network circuitry to which that server is attached.
TASK #1 The instructions for completing this task are contained in the Attachment #1 to the Student Learning activity. If further explanations are necessary suggest that the student refer to the Help section of the Observer program. It contains quite complete explanations of all the functions of the program. This task is intended to demonstrate the format and content of one type of packet Ethernet. There are, of course, similar packet formats for other protocols. The purpose is not to make the student an expert at this point, just to introduce him/her to a typical packet format. TASK #2 The instructions for completing this task are contained in the Attachment #2 to the Student Learning activity. This task may prove quite interesting to the student as it provides an
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opportunity to look at many different parts of the Internet. The student may be encouraged to play with this program beyond the requirements of the task instructions. REVIEW QUESTIONS & ANSWERS
1) Why does the time for a packet to travel across the Internet to a distant server differ at different times of the day or week? Answer: The amount of traffic (volume of packets) being carried on the Internet varies from time to time. As a result certain routes and/or equipment becomes congested. When that happens the routing protocols of the network reroute packets to different circuits to allow them to get to their ultimate destination. The differing routes involve more (or less) hops, thus take differing times. 2) Explain what is happening when a ping message is sent to some distant server through the Internet or other Wide Area Network. Answer: The originating computer sends a packet addressed to the distant server which has a payload message that causes each router or switch through which the packet passes to be recorded in the payload message, and which causes the distant server to reply giving all the information that the original packet had gathered during its trip. 3) What is the difference between how a Circuit Switched network operates and how a Packet Switched network operates? Why is Packet Switched more effective for data transmission? Answer: The student learned in the previous learning activity, PST 3, that a circuit switched network establishes an active channel from origination point to destination point and keeps that channel open for the entire time that the information transfer (message) is active. The message can be a voice conversation or a text transmission or an image and can be full duplex. In a packet switched network, the information is chopped up into packets and each packet is sent and responded to separately, and then reassembled in the proper sequence at the far end computer. 4) The Observer program can generate Ethernet test packets on the LAN to which the PC on which it is loaded is connected. Do you think that running the Observer traffic generator could affect the performance of that LAN? Why or why not? Answer: The Observer program has the ability to generate very large volumes of Ethernet packets and as a result it can bog down the LAN. Ethernet networks operate using a process called contention. Large volumes of packets on the network result in collisions between packets. When excessive collisions occur, the network throughput will reduce and as a result the response times will lengthen.
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CIRCUIT CHARACTERISTICS OF VARIOUS TELECOMMUNICATIONS MEDIA PSS1
LEARNING ACTIVITY SUMMARY During this activity, students will review the use of circuit simulation software, will examine how the differing physical characteristics of various circuit media effect their ability to carry certain information, and then will prepare a report presenting the results of their examinations.
IDEAS TO BE EMPHASIZED Students should understand the performance advantages and the limitations of the types of media commonly used to create telecommunications circuits and networks. DELIVERY FORMAT This activity includes a team exploration. The instructor should guide the students in their understanding of the concepts presented. The instructor should insure that the students are familiar with the use of circuit simulation software. They were introduced to this software in an earlier module, but may not have retained their proficiency if it has not been used recently. The instructor should insure that there is at least one proficient student in each team so that peer teaching can occur for those not so proficient. The instructor may want to present a short lecturette pertaining to the various types of media that are commonly used in the makeup of telecom circuits prior to the student simulating their characteristics. This will help the student put the exercise tasks in real world perspective. In their learning exercise handout it tells the students that they will be organized into teams for the tasks. It does not state what the size of the teams will be. The instructor should decide on the size based on the skill level of the class members. It may take some time for a student to build a circuit and perform the simulation requested in the activity. Since there are several different media to be simulated, spreading the work content across a team of 4 or 5 may be necessary in order for a team to get all the simulations accomplished within the time allowed for this activity.
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PREPARATION Under Preparation, the student is asked to review the use of the decibel method of representing power levels, to review the use of a spreadsheet program to create and display semi-log plots, and to review how to use of P-Spice. The decibel method referred to here be using the term dBm to represent a specific power value as compared to 1 milliwatt where 1 milliwatt becomes 0 dBm and higher power levels are positive while lower power levels are negative dBm numbers. The mathematical basis for this nomenclature is: dBm = 10 log10(Power level/1 milliwatt). Most any spreadsheet program will perform this function. (Microsoft Excel is, of course, one of the most familiar such programs but any similar program is acceptable. Manual plots are also acceptable if a spreadsheet program is not available to the student but using the computer program reinforces previous learning. There are several circuit simulation computer programs available in the marketplace. I have stipulated P-Spice because it is the one with which I am most familiar. Should your campus have another program of this type as the school standard, by all means use it. The activity tasks are pretty basic and should be handled by any similar program. A specific feature of the circuit simulation program that is to be used here is the AC Sweep capability. This will create an output table giving the attenuation of the circuit across a range of frequencies specified by the user. The instructor should review the operation of the program prior to assigning this activity to the students. Then the instructor should also review the operation of the program with the students to insure that they will not waste time allocated to the learning of the subject matter in figuring out (or remembering) how to use the program. WRITING TECHNIQUES This activity directs the students to write a report providing the results of their simulations. This report will need to include tables and graphs presenting the data generated as a result of the circuit simulations. Good written English should be used in this report. It should be understandable by the instructor and complete in its description of the procedure, observations, and conclusions that can be drawn from the exercise. Although the several members of the team cooperate on the performance of the exercise and compilation of the data, each must do his/her own unique write up of the report. Generation of data from experimental activity is not the same thing as providing results information. The data must be analyzed and conclusions drawn from that analysis to have valid information. It is these conclusions based on the analysis of the data that we call results. ORAL PRESENTATION
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No specific oral presentation is required in this exercise but good oral communication between members of the lab team and the instructor is, as always, a prime requirement STUDENT MATERIALS REQUIRED Pencil and straightedge, if software application such as Excel is not used Circuit simulation software application P-Spice or a similar program loaded on the computers in your campus computer lab. Student notebook to record information regarding this learning activity and to make notations regarding the print outs from various programs. Word processing software to use in writing the report for this activity.
SET-UP & CLEAN-UP If simulations are constructed and run and then reports are prepared in a computer laboratory, all software applications should be closed and the computers returned to their normal status when the student is finished with this activity. EQUIPMENT USED Software application such as Word or Word Perfect for creating and printing a report. Software application such as Excel or Quattro-Pro for logging data and plotting results of simulations. Software application such as P-Spice for performing the simulations of various types of media used to create circuits. (Note: Orcad has purchased the original P-Spice program. They are committed to continuing and upgrading P-Spice in the future. The current version (as of this writing) is 9.1. There are some minor changes to features and to the instructions from previous versions but a short time of working with the new version will bring the students and instructor up to speed.)
ANTICIPATED STUDENT QUESTIONS, CONCERNS & PROBLEMS Students may get hung up in the mechanics of using the circuit simulation software to obtain attenuation vs. frequency data. The instructor should insure that the students have used such software previously, but also provide a quick review of the operation of the program in their introduction to the activity with the students. Students may ask what is the difference between the various categories of twisted pair cable. The primary difference is in the range of frequencies that can be transmitted, and the
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specifications for Near End Cross Talk (NEXT). NEXT is affected most by the configuration of the wires in the connectors, while the range of frequencies (bandwidth) is mostly a function of the physical arrangement of the wires and their insulation. (The tightness of the twist of the wire is critical.) Category 3 was originally designed to handle Ethernet so can meet its specifications up to 10 megabits/sec. Category 5 is designed to meet the needs of Fast Ethernet so can meet the specifications for 100 megabit/sec systems. Higher categories have been proposed but are not yet finalized in the standards process. TASK #1 Determine the theoretical attenuation vs. frequency response curve for Category 3 and Category 5 unshielded twisted pair cable and Category 5 shielded twisted pair cable, RG-8 and 58 coaxial cables, free space, and two types of optical fiber (multi-mode and single-mode). This task can be accomplished for the wire and cable by using the AC Sweep capability of the PSpice program. Read the Users Manual to learn how to set up a circuit using an AC source, a transmission line, and a proper termination, then simulate that circuit and produce an output table of load power vs. frequency. The difference between the input power and the load power is the attenuation. Dimension the transmission line component with the characteristic impedance and length values of the various types of media called for in this task. The characteristic impedance (Z0) may be found by referring to the web page of one of the major cable manufacturers such as Belden. The Z0 of the Category 5 cables is not affected by the shielding, so the results of the attenuation vs. frequency plots should be the same. (The shielding protects the pair from electrical interference but doesnt affect other characteristics.) The Z0 of free space at microwave frequencies may not be available from this source. It can be calculated to be 379.7 ohms. The path loss of 35,000 km of free space (the distance from earth to a geosynchronous satellite) is 197.6 dB. In the event that the circuit simulation program to which you have access does not have the capability to provide the attenuation vs. frequency information asked for in this task there is a technical paper titled: Wire, Cable, and Fiber Optics by Steve Lampen available at http://bwcecom.belden.com/college/Techpprs./ which provides a good overview of the attenuation characteristics of the various types of information transmission media. The circuit simulation programs (in most cases) do not provide the attenuation vs. wavelength characteristics of both single mode and multimode fibers so an internet search should be substituted for the simulation process. Most manufacturers (try www.corning.com first) will have such curves available. There is also a good summary of optical fiber frequency characteristics as compared to various types of coaxial cables in sections 10.9.1,2,3 and Figures 10.56 and 10.58 in: Electronics Engineers Handbook, fourth edition, Donald Christiansen, Editor in Chief, McGraw-Hill.
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REVIEW QUESTIONS & ANSWERS 1.) Based on the exercise's results, what type of media would you recommend for use with an analog signal of frequency range 300 to 3300 Hz for a distance of 5Km? Answer: Using the plots of attenuation vs. frequency you should see that all the copper twisted pair media would handle this frequency range with quite low overall attenuation. The plot for the two coax cables should also be quite low attenuation as well, but probably not quite as low as the twisted pair especially at these relatively low frequencies. The twisted pairs (having the lowest attenuation) would be the best choice although any one (Cat 3, 5, or 6) could easily handle this signal. The choice between them then reverts to economics, and in most cases the Cat 3 will be lest costly than the higher category pairs. What type of media would be appropriate for a digital signal of 10MHZ at a distance of 50 meters, or 100 meters or 500 meters? Answer: At this frequency range the attenuation vs. frequency plots should show that the coaxial cables have significantly less attenuation than do the twisted pairs of whatever category. The coax would therefor be the more appropriate choice. Optical fiber will show a much lower attenuation than coax so could also be a candidate, but once again economics dictates the coax rather than the fiber because to use the fiber a electrical to optical and vice versa converter must also be supplied at both ends of the optical fiber while the coax cable can just be plugged into the source of the digital electrical signal. What is the gain required in a microwave receiver onboard a Geosynchronous satellite to restore the microwave signal power to 0 dBm if the ground transmitter and antenna is able to send a signal of 150 dBm effective radiated power? (((Geosynchronous satellites are at an altitude of approximately 36,000 Km.) Answer: This question implies that you must first calculate the loss at microwave frequencies of 36,000 Km of free space. The simulation program can do that for you. It should work out to approximately 197.5 dB for a C band satellite (approx. 5 GHz) Once that calculation is complete, then the signal level being received at the satellite antenna can be determined (150 dBm less the path loss of 197.5). Since the resulting received signal level is less than 0 dBm (its actually 47.5dBm) then amplification of +47.5 dB must be provided to bring the signal back to the 0dbm level.
2.)
3.)
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OPTICAL FIBER: INTERNAL REFLECTION, PULSE DISPERSION AND SIGNAL ATTENUATION PSS2
LEARNING ACTIVITY SUMMARY
During this activity, students will learn about internal reflection and pulse dispersion in
single mode and multi-mode optical fibers. They will also be introduced to these characteristics as the limiting factor on certain applications of optical fiber.
IDEAS TO BE EMPHASIZED Students should understand the principle of Total Internal Reflection as the primary physical phenomenon by which optical fibers operate and the performance advantages / limitations of the types of optical media commonly used to create telecommunications circuits and networks. DELIVERY FORMAT This activity includes a team exploration with two students per team. The instructor should guide the students in their understanding of the concepts presented. The instructor should also choose the teammates to insure good working relationships within each team. The instructor may want to present a short lecture presenting the theory of total internal reflection and the effect on the critical angle of differing index of refraction in the core and the cladding of an optical fiber. In their learning exercise handout, it tells the students that they will be organized into teams of two persons for the task. Depending on the size of the class and availability of wet sink facilities, it may be necessary to increase team size to three persons. If so, the third person can be the scribe/recorder/observer who will be charged with the responsibility of taking notes about the performance of the task, recording data readings called for in the task, and advising the other members of the team of his/her observations on how the task could be performed more effectively. PREPARATION Under Preparation, the student is asked to obtain certain materials and to arrange to perform the task in an area that can be at least partially darkened. This area also needs to have a wet sink capability so that any spillage of the materials used in the task will be contained to the sink, not go on a floor or table. The instructor needs to make arrangements
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for the students to have access to such an area (perhaps a chemistry or similar lab on campus). WRITING TECHNIQUES This activity directs the students to write a report providing the results of their simulations. This report will need to include the data and results generated by accomplishing the task. Good standard written English should be used in this report. It should be understandable by the instructor and complete in its description of the procedure, observations, and conclusions that can be drawn from the exercise. Although all members of the team cooperate on the performance of the exercise and compilation of the data, each must do his/her own unique write up of the report. Generation of data from experimental activity is not the same thing as providing results information. The data must be analyzed and conclusions drawn from that analysis to have valid information. It is these conclusions based on the analysis of the data that we call results. ORAL PRESENTATION No specific oral presentation is required in this exercise but good oral communication between members of the lab team and the instructor is, as always, a prime requirement STUDENT MATERIALS REQUIRED Student notebook to record information regarding this learning activity and to make notations regarding the observations made as part of the task and to record the data generated by performing the task. Word processing software to use in writing the report for this activity.
SET-UP & CLEAN-UP Constructing the container for the liquid is a simple matter of pounding a nail into the side of an empty coffee can, then removing the nail in such a way that a relatively round hole remains. This hole should be as close as possible to the bottom of the can so that all of the liquid can be drained from the can. When water or other liquid is poured into the coffee can; of course, it will start to drain out through the hole unless the student blocks that hole with his/her finger. Be sure the student is advised to put his/her fingertip on the hole so the liquid doesnt go out until the whole team is ready to observe. It may be more convenient for one student to hold the can while the other fills the can, then when both are ready student #1 can position a flash light pointing into the can and
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release his/her finger letting the liquid form a stream falling into the baking pan. Student #2 then using a measuring tape or ruler can determine the distance from the bottom of the coffee can to the baking pan as student #1 raises the coffee can. Measurement should be taken when the spot of light becomes too indistinct to see clearly. When measurements have been taken with each different liquid, the material in the baking pan should be returned to the bottle in which it was supplied for use by another team. Any spillage should be cleaned up at this point to avoid creating a spill hazard. When measurements have been made for all three liquids an overall clean up should be done to return the Lab being used to a condition better than it was found. EQUIPMENT USED Coffee can, Flashlight, Hammer and 5p nail, 8 by 10 baking pan, ruler or tape measure, approximately 1 qt water, a 1 qt jar of inexpensive cooking oil or castor oil, 1 qt jar of rubbing alcohol, a small quantity of water soluble ink or water color, paper towels.
ANTICIPATED STUDENT QUESTIONS, CONCERNS & PROBLEMS Students may wonder what relevance the task in this exercise has to the operation of optical fibers. It is designed to demonstrate the effect of total internal reflection which is the process by which optical fibers contain the light that is introduced into them despite the fact that the fiber curves and bends in its placement between computers or other components. TASK #1 For each of three liquids (water, oil, rubbing alcohol) determine how high you can raise the coffee can while still discerning a spot of light from the stream of liquid on the receiving tray. Do this procedure with clear water first, then darken the water with: 1) a small amount of coloring, and 2) a larger amount of coloring. It is not necessary to color the oil and alcohol. As the water and other liquids fall from the coffee can to the receiving pan the light is carried through a curved stream of liquid. The stream is analogous to the core of an optical fiber while the air around the liquid is analogous to the cladding of the fiber. As light hits the boundary between the liquid and the air the light that is traveling at less than the critical angle is reflected back into the liquid and the light that is approaching the boundary at greater than the critical angle is refracted out into the air which is why we can see light coming out of the liquid. The light that is internally reflected eventually creates the spot of light on the bottom of the receiving tray. Several factors will influence the brightness of the spot. The most obvious is the amount of light that is internally reflected, thus not lost. Another lesser influence is the clarity of the liquid. One of the things that will affect the internal reflection in a stream of water, but is not a problem in a solid medium, is the smoothness of the boundary between the liquid core and the air. The
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shape of the hole in the can (round, square, triangular, irregular, etc) may influence this. The boundary also may be influenced by the surface tension of the liquid being used. The more light that is internally reflected, the brighter the spot on the receiving tray will be for a given height above the tray. Measuring the distance between coffee can and receiving tray will provide a rough measure of the relative amount of light that is internally reflected for the various fluids and clarities. REVIEW QUESTIONS & ANSWERS 1. If you were asked to recommend the type of optical fiber to be used in the following applications, what type would you suggest? a. A backbone network on a college campus which connects several buildings, each containing several LANs, where the buildings are seldom more than 500 meters apart. In this application the distances can be reasonably be handled by multi-mode glass fiber. This type does have a practical upper limit to its bandwidth so it is possible that single mode glass fiber might be needed in order to provide the bandwidth that is required. b. An under ocean cable connecting New Jersey to Puerto Rico. Virtually all long distance fiber systems use single mode due to its superior attenuation characteristics. The lower loss permits greater distances between repeaters and amplifiers. Obviously the fewer underwater repeaters there are, the less maintenance expense is involved. c. A LAN in this building connecting computers in six offices on one floor. This application may be best handled using an acrylic optical fiber because the distances are short and the maximum bit rates are defined, falling within the outer limits of acrylic fibers capabilities.
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MODULATION TECHNIQUES: ANALOG AND DIGITAL PSS3
LEARNING ACTIVITY SUMMARY Students will be introduced to the concepts and techniques of analog and digital modulation. They will also be shown how modulation enables the multiplexing of many individual circuits on to a wide band facility. Current examples of multiplexed systems are also introduced. IDEAS TO BE EMPHASIZED Students should understand the application of modulation techniques used in current transmission systems. They should also recognize these techniques when they are used in modems, satellite systems, wireline multiplexers, radio systems, optical fiber systems, and other telecommunications systems. DELIVERY FORMAT This activity includes a team exploration. The instructor should guide the students in their understanding of the concepts presented. The instructor may want to present a short lecturette pertaining to modulation techniques in use in the equipment in the computer lab on campus or the offices of this program. (This will help the student put the exercise tasks in real world perspective. PREPARATION Under Preparation, the student is asked to obtain permission to visit an office complex on your campus and also a computer installation. The instructor should contact the appropriate manager at these locations to pave the way for the contacts by students. It is intended that the students will make their visits as short as possible and that they will not disrupt the operation of the work group. If this is not practical during normal business hours, then the instructor should make arrangements for the student visits to occur on evenings or weekends. WRITING TECHNIQUES This activity directs the students to prepare spreadsheets to present the results of their findings for Tasks #1 and 2. While a formal written report is not required the spreadsheets should be fully labeled, titled, and use good written English. It should be neat and well organized so that it will be understandable
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by the instructor. Block diagrams are also required. They should be neatly drawn and properly reflect the data on the spreadsheet. Generation of data from experimental activity is not the same thing as providing results information. The data must be analyzed and conclusions drawn from that analysis to have valid information. It is these conclusions based on the analysis of the data that we call results. ORAL PRESENTATION No specific oral presentation is required in this exercise but good oral communication between members of the lab team and the instructor is, as always, a prime requirement STUDENT MATERIALS REQUIRED Pencil and straightedge, if software application such as Excel or QuatroPro is not used. Student notebook to record information regarding this learning activity and to make notations regarding the equipment configurations observed. Spreadsheet software to use in creating the report for this activity.
SET-UP & CLEAN-UP There is no real set-up involved in this activity but the students must exercise care when they visit the locations identified in the Tasks. Students must be careful as they do their inventory to NOT interrupt those working on the equipment. They must also be extremely careful when looking at or handling wiring to insure that no connections are broken and no plugs are disconnected. EQUIPMENT USED Software application such as Excel or QuatroPro for preparing a report of the conditions found. Note pad or notebook and writing instrument to take notes of the conditions found in their Task activities.
ANTICIPATED STUDENT QUESTIONS, CONCERNS & PROBLEMS Students may be reticent to go to the department office and/or computer center to perform the tasks since they may not know the individuals working at that location. The Instructor will have made advance arrangements with the office or computer center manager so that the manager can make any necessary arrangements and can be expecting the students contact. The Instructor can then reassure the student that he/she will be welcomed and the staff understands the nature of his/her task activity.
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Students may ask where to find information about the pieces of equipment that they have inventoried so they can fill in the table as directed in the Tasks. There are several sources of information about telecommunications equipment such as: Data Pro Library or Faulkners DataBase which are often available at technical libraries. Accessing the manufacturers web page to search for technical data/specifications sheets is another good source of the information needed.
TASK #1 Inventory the telecom equipment in your program office and create a spreadsheet displaying the information about that equipment as directed in the Student Activity. As noted in the preparations, it is important that the team leader obtain advanced permission to perform this inventory. The students should obtain the information as to what is there, (find the equipment tag which gives the name, model number, and serial number of each item) and how each item is connected to other items of equipment and/or to the campus network with out interrupting the work of the office staff. The team can determine the mode of operation (analog or digital) and the type of modulation used at a later time by doing some research on the type of equipment. This research can be done at a separate team meeting. The information will then be placed in a table by the observer/note take and used by each member of the team to draw their own sketch (block diagram) of the equipment configuration. This sketch will be submitted to the instructor for evaluation. TASK #2 Perform the same type of inventory as was done in Task #1 on the telecommunications equipment in your campus computer center. The comments above regarding Task #1 apply equally well to this task. When the team has completed both tasks each team member will have two block diagrams, that they themselves have drawn, labeled with the items of equipment, their mode of operation, and the type of modulation utilized by this piece of equipment. REVIEW QUESTIONS AND ANSWERS 1. List 5 telecommunications systems that you use everyday which depend on modulation of some form to operate. Virtually every communication device could be placed on this list except the wireline telephone itself, which uses a single pair of wires from the Central Office. Modems, Cellular telephones, Facsimile machines, Local Area Networks (Ethernet), Radio, TV set, Cable TV system, Digital Satellite TV, Long Distance telephone calls, are just some of the systems and services which depend on modulation of some form to operate.
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2. If the modulating signal in an analog Double Sideband Amplitude Modulation system (such as an AM broadcast radio station) is 5 kHz in its bandwidth, how much of the frequency spectrum is used for that DSB AM telecommunication system? Since each sideband carries the entire modulating signal, 10 kHz of frequency spectrum is used to transmit a 5 kHz modulating system. The upper sideband will extend 5 kHz above the carrier frequency and the lower sideband will extend 5 kHz below the carrier frequency, thus using 10 kHz of bandwidth in the AM radio band. 3. Based on the North American Digital hierarchy explained above how many voice equivalent circuits can be multiplexed on to a DS-3 pulse stream? There are 28 T-1 carrier systems multiplexed on a DS-3 system. Since each fully loaded T-1 carries 24 voice equivilent circuits (DS 0s), the total number of DS-0s in a DS-3 would be 24 * 28 or 672.
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PREPARING INTERNAL PROPOSALS
LEARNING ACTIVITY SUMMARY During this activity, students will learn the role of proposals in the workplace, will understand their persuasive character and will prepare a proposal for a hypothetical supervisor.
PSC1
IDEAS TO BE EMPHASIZED Students will understand that successful proposals must be written and presented persuasively and must meet a real organizational need. DELIVERY FORMAT This activity includes discussion of proposals and their place in the workplace. The instructor should guide the students in their understanding of the concepts presented. The instructor may direct the students in understanding the basic concepts presented. 1. What is the difference between internal and external proposals? External proposals are prepared by a company and presented to another company or agency. They are usually prepared in response to a need that is often expressed with a request for proposals (RFP). External proposals are an important means of securing new business for many companies. Technicians will not normally be directly involved in the preparation of external proposals but their knowledge of technical details may be called upon as their company prepares them. Internal proposals are merely suggestions for change within an organization. Their formality will depend on the company and its requirements but most will take the form of memos written to supervisors or managers. Proposals might suggest new ways of doing a job, the addition of new equipment, changes in responsibility, or other improvements in the workplace. A technician may be asked to prepare an informal proposal, written in a memo style, to suggest changes in area's where he or she has knowledge. 2. Why must proposals identify a problem and solution? Management responds favorably to suggestions for changes that help the workplace become more effective, more efficient, and/or safer. Companies will not make changes without a good reason. The change that is suggested must have a positive outcome in the view of the company.
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A proposal that a technician receive special training may be a good idea in the view of the technician but the company will not look upon it favorably unless there is a clear value to this new training. The proposal must show how the training will help the company, possibly by lowering error rates or increasing productivity. As technicians gain experience at a workplace, they will recognize problems in the way that work is being done. They may see old equipment that is slow or inaccurate or dangerous. They may see tasks that are not being done efficiently or effectively because of overtaxed personnel and blurry lines of responsibility. They just may recognize a "better way" of doing something. These are typical of the kind of problems that an internal proposal may seek to remedy. 3. Why is evidence so important? Your proposal must be well thought out. The readers must see that your suggested change will be an improvement. It must be very clear that it will be worth the required effort and cost. Most importantly, it must be clear that the change can be accomplished successfully. This means that the writer must have evidence that makes it apparent that the proposal is well thought out, needed, and accomplishable. The specific ways of demonstrating this will depend on the proposal but generally this requires showing enough details to demonstrate that the proposal has been seriously thought out and analyzed. Mathematical calculations to show projected improvements in time or cost will help. Support from other parties that will be asked to help with or be effected by the proposed changes can be important. It is very important that all possible problems and difficulties with the new procedures or proposed situation be addressed. If you identify potential problems and describe how to avoid or surmount them, the reader will understand that you have given much thought to your proposal. If you avoid potential problems, your reader might believe you have not researched your plan well enough. Or, worse yet, they may feel you are hiding elements that you think are negative. Either way, these things will cause them to react negatively to the proposal. To make a decision, they must know the minuses as well as the pluses associated with your plan. If your plan is expensive, point that out. If it is dangerous, make sure your readers are aware how safety standards will be maintained. 4. What is the role of graphical aids (photography, charts, tables, illustrations, etc.) in a proposal. This is an excellent opportunity to review the value and use of visual aids in written material. Visual aids can help clarify complex information and will speed a reader's comprehension when well-integrated with text. Line drawings provide clear pictures of what something might look like. They can help show the new layout of a test laboratory or what a new tool or fixture might look like. Photography provides a sense of reality. It is especially good for showing the site of a proposed improvement or representing product failures. Graphs provide a means of quickly understanding quantitative data such as costs, production defect rates, or labor hours. Flow charts are excellent for showing how a new process might work.
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You may also want to review the need for integrating any graphics with the text. Make sure that the students understand the need to include figure numbers with their graphics and to reference these figure numbers at the appropriate places in the text of their proposal. 5. What do you mean by a positive tone? Proposals are sales documents. As the writer, you are selling your ideas to the readers of the proposal. You dont need to, and shouldnt, use language from the contemporary advertising world like this fabulous idea, the new-improved methods, unmatched superiority. Readers will see this kind of language as overblown and unnecessary. It may cause them to distrust your analysis and look negatively upon your proposal. But you do need a positive tone. Your sentences must show confidence in your proposal and its ability to improve the workplace. Statements should be direct and clear about their value. Here are some examples: "This idea will work." "Savings will occur." "Efficiency will increase." Be specific where possible: "The production manager estimates the reject rate will drop to less than one percent." "The new wire routing will completely eliminate the overvoltage hazard." "Within six months, we will have eliminated $5,000 in outside testing expenses." Dont be tentative about benefits that you believe will accrue from your proposed idea. PREPARATION No special preparation is required for this exercise.. WRITING TECHNIQUES Proposals are excellent vehicles for reviewing the elements of good technical writing. You might use this exercise as an opportunity to take a second look at some of the following aspects of good writing and grammar. Have the students look over their proposals for problems that might include: Nominalizations: The use of noun forms when the verb form is more direct and active. Nominalization: I am making a recommendation that we Improvement: I recommend that we Nominalization: If the department makes an investment in new test equipment
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Improvement: If the department invests in new test equipment
Sentence Fragments: Phrases that lack either a subject or verb although they are meant to stand alone in the text as if they were a complete sentence. Their use even when the missing element might be implied is dangerous because you can not be sure that your reader will be able to make that implication. Fragment: The best available on the market. Improved: The Model 26OB oscilliscope is considered to be the best unit available on the market. Fragment: Guarantees that no substandard parts will be shipped to the customer. Improved: The new inspection procedures guarantee that no substandard parts will be shipped to the customer. Active and Passive Voice: The active voice can be much stronger and more direct, especially in proposals. The passive voice, which can eliminate the source of responsibility, can seem meek and less positive, especially in proposals. Passive Voice: It was determined that the new process will be 20% faster. Active Voice (Improved): Our calculations determined that the process will be 20% faster. Passive Voice: Excellent results were achieved. Active Voice (Improved): The trial period achieved excellent results. STUDENT MATERIALS REQUIRED Pencil and straightedge or a software drawing application that allows the creation of charts and graphic materials.
SET-UP & CLEAN-UP If reports are prepared in a computer writing laboratory, all software applications should be closed and the computers returned to their normal status. EQUIPMENT USED Software application such as Word for creating and printing a report. (Optional) Software drawing application that allows the creation of charts and graphics.
ANTICIPATED STUDENT QUESTIONS, CONCERNS & PROBLEMS Students will wonder how long their proposal should be. Instructors may wish to assign a length for ease of grading and comparison but they should emphasize that in the workplace, the length must be appropriate for the subject matter. Most contemporary workplaces look to minimizing the length of
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written matter but there still must be enough information so that the reader can understand the proposed change and make a decision on it. Determining the right length for any piece of writing in the workplace is a part of knowing the audience. TASK #1 The following scenario within the Narom and Rewob Corporation is included in the student module. Write a Technical Proposal As suggested in the Situation and Background information presented earlier in the student module, you have suggested that a programmable logic controller could be used to automate the packaging of remanufactured servovalve units after they complete their final test. Your supervisor suggested that it is a good idea and asked you to write a proposal. Prepare an internal proposal using the memo format that will convince your readers that PLCs can be used and should be used for this process improvement. Discussion First, you must try to visualize the problem and understand how PLCs might be used to solve it. Assume that the remanufactured units have identification tags, such as bar codes, that can be read. This would allow the 20 different models to be quickly and automatically identified and compared with a database to assign size, weight and model number characteristics. Many of the models will be similar in size and weight and can be grouped for packaging. Work on a conceptual solution. Look for a solution that meets the following criteria: All 20 models are covered. All five carton sizes are used. If the packaging section of the assembly line is using a specific carton size, all remanufactured units that have been tested and of a size that will fit in that carton are routed to packaging and integrated into the packaging flow. When the packaging section is ready to change carton size, the carton size selected shall be for the largest number of waiting remanufactured units.
When you feel that you have a reasonable solution, try to see what information you must develop to help sell the idea. Would you expect this change to save money? To expedite remanufactured units to customers? To save staffpower? As a minimum, you will need a sketch of the proposed sorting system, a schematic or block diagram showing how the PLCs will control the sorting, and a sample ladder logic program that demonstrates how the PLC would function. Now organize your information using the general outline presented earlier and begin an outline of your proposal. Identify the problem, identify your solution, provide specifics on how your
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solution will work (the visual aids and ladder logic will accompany this part of the written text), and -if appropriate- identify any alternative solutions or negatives associated with your solution. Make sure you include a summary. Now create a first draft of your proposal. Following your outline, create sentences to clearly present the information. Make sure that you use language that is appropriate for your audience and that you provide enough information so that they fully understand your idea. Use your outline to guide the creation of paragraphs that focus on one specific idea and sections that cover one main topic, for example, cost. Go over your first draft and make sure that you have used transitions appropriately so that the information flows well. Also, read it to make sure that the writing is clear and easy to understand (especially for your specialized readership). Make sure that you have maintained a positive tone throughout. Add appropriate headings so that your readers can identify the subject matter of each section of your proposal. Finally, try to put yourself in your readers place and make sure that you are answering all of their questions. When the proposal is completed and you have checked to make sure that it is free of grammatical and spelling errors, submit it. Be prepared for any questions that might arise as you wait to see how well your proposal was received. The instructor may choose to modify this scenario by adding or deleting elements. Instructors may also develop new scenarios that represent the background and interests of their students. Each scenario should result in a proposal that has a scope and content that will be of relevance to the student and represent a potential workplace situation. The objective of this exercise is to have students prepare clear and persuasive proposals that have a maximum chance of success with the intended audience. REVIEW QUESTIONS & ANSWERS 1. Who did you assume was your audience? What information did they need? What information did you assume they already knew? Answer: This answer is trickier than many students might expect. The obvious answer is the supervisor. This is who requested the technician to write the proposal and this is the party that it will be addressed to. But usually there will be more readers and a wider audience. The supervisor can be expected to circulate the proposal to others in the organization to help with its evaluation. This might include supervisors, leads, or technical personnel involved in the manufacturing or packaging processes for the servovalve product. They would be able to comment on how well the proposed change might work. They certainly would be able to identify any problems or omissions. The proposal might also go up the administrative line to the supervisor's management to get their reaction. This would test their responsiveness to investing in the idea should it prove to be a good one.
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The supervisor would need complete information about the proposed change. He or she would want to know how it would work, why it woul be an improvement and any problems it might cause. The supervisor would also want to know the cost and the time it would take to make the change. It can be assumed that the supervisor knows most of the details of how things are done currently and has a technical background that will let him or her understand the projected changes. The supervisor will also know about production goals and workplace budgets. The manufacturing and technical experts who look at the proposal will want to know details on exactly how it will work. They will want to know how it integrates into the way that things are currently done and what it will change. They will very knowledgeable about how the servovalves are manufactured and packaged. The supervisor's management will be less concerned about how it works. They will probably be most concerned with the possible benefits and the cost. They will know shipping and manufacturing figures but they might not know details about how these things are done. 2. What visual aids did you include? Why did you choose these? Why will these aids work with the expected readers? Answer: As noted earlier in this guide, the assignment suggests several different visual aids: a sketch, a block diagram or schematic, and a PLC ladder diagram. This is an excellent opportunity reemphasize the value of line drawing as a means of description. The sketch is a very rough line drawing. Line drawings are excellent means of depicting things or situations that do not exist. They can give the reader a view of what a new product might look like, how things might be arranged in a new facility, or how something might be done differently. Unlike photography, which captures reality, a drawing can show things that are not yet and may never be real. Successful sketches imply some artistic or graphic ability. This is not necessarily true for the creation of flow charts, block diagrams or schematics. These drawings use symbols to depict the organization, sequence, or other relationships between various elements. The symbols can be very simple. Block diagrams employ only rectangles and straight lines. Many flow charts use only rectangles, triangles, circles and straight lines. Templates and software programs are available to help with their construction, making it easy for most people to create workable charts of this type. A flow chart is probably the most valuable graphic that can be used in the scenario that is provided. One flow chart might show how things are currently done. A second could show the proposed method of doing things in the future. A series of rectangles could represent the different size and types of servovalves and their progress toward final packaging and shipment. The ladder diagram is a form of flow diagram, the graphic depiction of the programming for a PLC. As a graphic for this assignment, it will only be an example because the final programming will depend on the PLC units selected and the other parameters of the solution. A typical example is provided below in Figure PSCI-1.
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x0001 | | | | | | | | | R001 x0001
x0002
Y0001 | | Y002 | | | R001 | | Y004 | |
|| ||/|( )|
| | | [ 0 1000 TON T012 ] ( ) |
| [D0130 = 0001] ( ) |
|| | ( )| | { END } |
Figure PSC1-1. Ladder Diagram
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PROGRESS AND STATUS REPORTING
LEARNING ACTIVITY SUMMARY During this activity, students will review the role of progress and status reports in the workplace, will examine the basic components of a successful project report, and then will prepare a report for a hypothetical project.
PSC2
IDEAS TO BE EMPHASIZED Students should understand the purpose and format of a progress report and be able to prepare one to meet the needs of a co-worker, supervisor, client or other audience. DELIVERY FORMAT This activity includes a team exploration. The instructor should guide the students in their understanding of the concepts presented. The instructor may direct the students in understanding why the questions posed are important for different audiences.. How is the project going? All audiences with a stake in the success of a project will want to know whether the objectives are proving to be difficult or easy to achieve. This is the primary question that managers and clients want to know. Is everything going well? If so, why? If not, why? What has been accomplished since the beginning of the project or the last report? This provides an inventory of progress. How much work has been done? This should agree with the answer to the first question. Is it on schedule? If not, why not? Someone estimated how long this project would take. Its completion will lead to additional projects and new work. If it is ahead of schedule, this work may be started earlier. If it is abehind schedule, other work must be delayed. Is it on budget (resource use)? If not, why not?
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All projects have a cost. A supervisor or client will need to know how much a project is costing and how close it is coming to the estimated cost. Projects that are too expensive may be cancelled or have their scope changed. Projects that are going well may have their scope widened. What problems, if any, have been encountered? Supervisors and clients need to know about problems. If problems have been solved, they want to know how they were solved. This helps them anticipate similar problems in other projects and properly estimate to include them. This helps them understand why projects may be overbudget. If the problems have not been solved, this helps them decide what resources must be committed to solve them. This is where they can help solve a problem. What will be done next? Everyone wants to know what happens next. It gives supervisors and clients an expectation, something they can look forward to. What problems, if any, are expected? Again, this is where the client and supervisor can assist. They can offer advice and commit resources to solve problems but only if they know about them. What help, if any, is required? Again, this is where resources can be requested. PREPARATION Under Preparation, the class will discuss project efforts that they have been involved in. Those that have had work experience may have been involved in many projects that they can discuss. For those that lack this, encourage them to discuss school and family projects that have had time limits (deadlines) and budgets. Planning a project involves estimating. What kinds of estimating would be required for the projects you selected? What resources (who) would you need to consult to make these estimates? Estimating is done in several ways in work settings. In some cases a professional estimator will be used. In some fields a flat rate manual exists that projects the estimated time for standard tasks. More frequently, someone with knowledge of the field, often the technician who will do the work or his or her supervisor, will make an educated guess of the amount of effort involved in the project. They will estimate how many people will need to be involved and for how long they will be needed. This results in the labor component of the project. The cost of material, including rented tools and equipment, can be determined by consulting catalogs, visiting on-line sites, or calling local suppliers or vendors. WRITING TECHNIQUES Progress reports are excellent candidates for demonstrating for students the importance of organization of information and the use of headings to help your reader understand that organization. Most status and progress of most projects can be broken into several main topic areas:
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Introduction - a quick recap of the project and its goals Progress - a listing of all accomplishments since the last report Problems - a description of any problems encountered and their resolution Future - a listing of all expected accomplishments during the next reporting period and any expected problems Budget- a discussion of expenses to date and future estimates of expenses. This can include outright expenditures and labor hours. Chunking the progress information into groupings such as the above and using headings to identify the groupings can result in an effective report. ORAL PRESENTATION Supervisors, managers, and clients want to have confidence in those performing tasks for them. Oral progress reports should strengthen that confidence. Instructors should emphasize the role that delivery can play in establishing this confidence. Workplace delivery may be very informal but the technician should be able o speak clearly and directly. The should maintain a posture that shows the importance of the information they are delivering. Students should avoid having their hands in their pockets when standing or slouching in their seats in tabletop presentations. They must speak loudly enough that they can be heard without difficult and have their material organized so that their listeners can quickly grasp the concepts and data they are presenting. Class room practice should help develop their own confidence in their ability to deliver information orally. STUDENT MATERIALS REQUIRED Pencil and straightedge if software application such as Project or a drawing application that allows the creation of charts and graphic schedules is not used.
SET-UP & CLEAN-UP If reports are prepared in a computer writing laboratory, all software applications should be closed and the computers returned to their normal status. EQUIPMENT USED Software application such as Word for creating and printing a report. (Optional) Software application such as Project or a drawing application that allows the creation of charts and graphic schedules.
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ANTICIPATED STUDENT QUESTIONS, CONCERNS & PROBLEMS Students may feel that they will not be responsible for progress reports on the job. It should be emphasized that a progress report is a compilation of the progress of every individual working on a project. Thus, they may make an oral report to their lead or will pass this information on to a supervisor who will make a written or oral presentation to management or a client. Even though, in the early stages of their career, they may not have to write up reports, they will be important elements in the overall reporting. And, as they advance and gain more responsibility, the reporting function will become even more important. TASK #1 The instructor will prepare a scenario that is suitable for a progress report. The following are two typical project scenarios within the Narom and Rewob Corporation.
INSTALLATION OF AN L-BAND SATELLITE SYSTEM SCENARIO 1

PLAN You have been given the task of installing and testing an L-band satellite communication system for the Narom and Rewob manufacturing site #4. The following activities are a part of the task. Receive all wire, connectors, and installation materials. Receive six multiswitches. Receive one amplifier. Receive satellite terminal equipment Install satellite dish. Install switches and amplifier. Make up cabling and install all wire runs. Test final system. (Operational) Figure 1-IM to be inserted here. Planned Schedule Bar Graph (Gantt Chart). SITUATION All scheduled activity has occurred to date. You are now on day 17. Your report will show what has been accomplished and what is expected to be accomplished. There were three problems that were encountered. The dish arrived five days late. Instead of installing it first, you instead began installing the switches and amplifier. One of the switches did not pass the receiving test and was returned. A replacement switch arrived six days late. One of the other switches was installed and used to determine cable lengths and terminations. It was then removed and installed in its permanent location. When the missing switch arrived, it was installed and hooked up immediately as cable terminations had been made and were waiting for
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it. This switching out required 6 additional hours of labor. Also, a forklift operator drove over some RG-11 U coax cable that had been pulled out prior to a long installation. The cable was ruined and had to be replaced. This lost two hours in time and $300 in material costs. The new cable was in stock but replacement cable had to be ordered for restocking. You expect to start the operational check on the entire system on day 19. The check, assuming no problems are encountered, should be completed in 8 hours.
INSTALL CAT 5 and FIBER TO DESKTOP

PLAN
SCENARIO 2
You have been given the task of installing and testing cabling to serve 1,500 modular furniture workstations. Each workstation is to get four Belden Data Twist 350 cables Each cable is terminated with CAT 5 jacks at the workstation. Two of these (data applications) are terminated on CAT patch panels. Two of these (voice applications) are terminated on 110A connecting blocks at the TC end. A 24-fiber cable was placed at each cluster of 12 workstation cubicles. This will provide high speed fiber optic connectivity to the desktop. Fiber optic cable will have SC connectors placed in fiber optic patch panels at each end. A 144 fiber cable and a 1200 pair riser cable are to be star wired from each of the three TC's to the MC Tasks involved in this installation can include: Receive and inspect cabling and connectors (Phases 1, 2 and 3) Install cable racks where needed. Install twisted wire cabling (Phases 1, 2, and 3) Install fiber optic cabling (Phases 1, 2, and 3) Final connections to MC System operational test. Figure 2-IM to be inserted here. Planned Schedule Bar Graph (Gantt Chart). SITUATION Completion of the project is significantly behind schedule. The first 500 workstations were cabled up and connected to the TC. Cables and connectors for the remaining work were received. A random check of the Category 5 jacks showed significant failures. Spot checks of the installed cable also revealed several failed connectors. The project has been slowed as 100% testing of the installed cabling was initiated. All jacks were returned to the supplier and a new batch has been received. Random testing showed no failures. The testing of the cabling will be completed in three days. The remaining installation has been set back approximately 7 days. It is expected that the next 500 workstations will be completed in two weeks. And the final
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workstations will be installed in an additional two weeks. Fiber optic cabling will then begin in four weeks as you are scheduled for a two week vacation at that time. There have been no additional expenses. But the delays, to date, have involved approximately 135 hours of additional delay and testing. The instructor may choose to modify these scenarios by adding or deleting elements. Instructors may also develop new scenarios that represent the background and interests of their students. Each scenario should represent a project that has a scope and content that will be of relevance to the student. Instructors may choose to do a report that reflects all conditions as planned. These reports which show a project proceeding in accordance with budget and schedule plans are the most common situation. They may then change the scenario to reflect abnormal conditions and their reporting. The objective of this exercise is to have students prepare clear and to the point progress reports that accurately reflect the information that is important to their target audience. REVIEW QUESTIONS & ANSWERS 1. How do you think your supervisor/client will accept the project status information that you presented? Will he/she be pleased? What actions do you expect him/her to take? Why? Answer: The answer to this question will depend on the scenario. Being ahead of schedule is generally good but being ahead of schedule although well over budget may not be good. Management and clients are generally impressed with performance that meets or exceeds expectations. They are not pleased when the performance falls behind expectations. This can be in terms of quality of the product, adherence to deadlines and performance within budgeted resources. 2. What actions do you expect him/her to take? Why? Answer: A project that is proceeding within expectations may not be the cause of any supervisory actions. Although a technician who demonstrates his/her ability to do this may eventually be given more responsibility. A project that is falling behind in schedule, overrunning its budget, or running into severe problems may expect actions from a supervisor or client. Help in the form of suggestions or additional resources may be provided. In some cases deadlines or budget limitations may be revised. In the worst case, should supervision lose confidence in a technician's ability to complete the project, the responsibility may be reassigned.
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USING THE INTERNET TO FIND TELECOMMUNICATIONS INFORMATION
LEARNING ACTIVITY SUMMARY During this activity, students will explore the Internet, noting some of the many telecommunications sites that are available and the type of information that can be found. IDEAS TO BE EMPHASIZED Students will understand that the Internet can be an extremely valuable resource and that a great deal of telecommunications information is readily available online. They will also see that a great deal of effort may be necessary to locate specific information. DELIVERY FORMAT This activity includes directed exercises that ask students to visit specific sites on the Internet. Two types of sites are included. First, students visit a gateway site that provides an inventory of links to other telecommunications sites. They explore the site to gain some understanding of the broad range of resources that are available and then visit a specific site where they are asked to gather information and ask questions. Students then visit a second gateway site and follow instructions to go to another specific location where they read information and report on it. These gateway sites serve as portals to vast quantities of telecommunications information. The instructor may want to guide the students and help them understand the hierarchy of these sites and lead them to other specific sites that may be of interest to the class. The instructor may substitute or add specific sites that have a strong relationship to class interests and progress. PREPARATION The instructor will want to preview all of the Internet sites used in this activity to ensure that the links are current and the information is still available. WRITING TECHNIQUES In Task #2 students will be asked to write a memo detailing their findings from an Internet article. This is an excellent place to review memo format and the some of the aspects of good memo writing. Things that might be stressed in this review include:
PSC3
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Organization: Memos must have a strong, predetermined organization. Students should determine how to present their information before they start writing. This can usually be done with a very simple outline. In some cases an Introduction, Body, Conclusion format will be effective. The Introductory paragraph or sentence provides the background needed for the reader. The Body provides the main points and the Conclusion will include the writer's recommendations or requests. Another popular memo format starts with the Recommendation/Request and then provides any needed backup material or reinforcing data. This is meant for busy readers, usually decision-makers, who want to know what they have to do immediately. Audience: Memos are used in organizations for horizontal and vertical communication. This makes the memo format an excellent opportunity to discuss the importance of audience in these types of communication. What are the different informational needs when writing upwards within an organization, to a supervisor or manager, as opposed to writing horizontally to a coworker? Who usually needs more detail? Who usually wants information that is brief and to the point? Conciseness: Memos are informal means of organizational communication. Even when the audience demands detail, they want no more detail and no more words than are necessary to do the job. Generally, the best memos are the shortest ones. Obviously, they must still be clear and present enough information to get their message or purpose across. But all unneeded and extraneous information should be deleted. It can be valuable to have students go over their memos and make sure that they have included only information and words that their audience will NEED to understand their point. STUDENT MATERIALS REQUIRED Other than a computer for the tasks, no other special equipment is required.
SET-UP & CLEAN-UP If the Internet activity is performed in a computer writing laboratory, all software applications should be closed and the computers returned to their normal status. EQUIPMENT USED Software application such as Word for creating and printing written responses An Internet browser such as Netscape Navigator or Internet Explorer on the computers used for this activity.
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ANTICIPATED STUDENT QUESTIONS, CONCERNS & PROBLEMS The tasks in this exercise require that the students visit certain sites and specific URLs (universal resource locator) and instructions for progressing through links are provided. Unfortunately, the location of information can frequently change and a given URL may not continue to be active. In most cases, the information is still available but is only accessible through a different URL. It is best to verify all of the links to be used in a class session prior to an in class exercise. This will remove the frustration of not being able to locate the information immediately. In some cases, the old URL may provide a link to the new URL for the information. In other situations you will have to troubleshoot the link and try to find the new address for this information. Often, this can be done by going to the server (This is usually denoted by the first part of the URL. For example, the server www.abccompany.com supports the URL www.abccompany.com/techtips/wireless/) and then searching for a site map, a site search, or links to the specific information by subject. In other cases you may need to go to a larger Internet search engine (Netscape, Lycos, AltaVista, etc.) and track the information through a series of key word searches. Students may also be frustrated by the time it takes for Internet information to download to their computers. This will depend on the speed of the Internet connection at the computer laboratory as well as the volume of traffic at the sites that are visited. If a computer seems to be spending an undue amount of time in locating an Internet site or downloading information from it, the instructor might guide students to reload the page in question. This will solve some slow download problems. Instructors can also redirect students to alternate Internet sites that they recommend or that are available through one of the telecommunication gateway sites that the class has visited. TASK #1 Discussion There are several sites on the Internet that are important resources for those seeking information in the general area of telecommunications. These sites act as hubs, listing and providing a direct link to numerous other Internet sites that have telecommunications content. Simply clicking on the link at the hub will take you to the remote site. Typical of the larger comprehensive telecommunications directory sites is the one operated by the Interdisciplinary Telecommunications Program from the University of Colorado at Boulder. It has a URL of: http://itp-www.colorado.edu/Hotlist/hotlist.html. The site has a large number of links that are organized into many different categories. These categories include Top Picks, Telecom-Related Sites, Standards Bodies, Telecommunications Economics, Corporate Sites, Multimedia, and The Internet.
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Use your browser to visit the Interdisciplinary Telecommunications Programs Hotlist site. Under the Technical Sites heading you will find a variety of listings including K56.com, ISDN, Rockwell and Ethernet. Note the types of sites that are available. What ones might you need in your duties as a technician? What ones might you never have a use for? A listing of the sites found under Technical Topics follows with a brief overview of the type of material that can be found there. Depending on the area that a technician may work in, most of these sites could have some future value. Several of them, for instance Telemedia, Networks, and Systems Group or ITU Agreement, may be of little or no value to most technicians. NLANR(This site has much interesting technical data on backbone networks and other aspects of communication technology. There is much data available under Application User Support/Documentation) GNRT (A European resource that provides a great deal of user information on the Internet) Lucent's spin... (Provides an introduction to the ITU standard for 56K modems. Also can be used to access any of Lucent's technical information) ITU Agreement... (An old press release on the 56K Modem standard, of very little use) K56.com (Another Lucent site with more technical information on 56K modem technology and standards) X2 (This link does not seem to work. But try the url www.usr.com that leads to the U.S.Robotics corporate site and tons of information on their products and x2 technology) Rockwell (entrance to a large corporate site, depending on business unit, site will lead to technical information on Rockwell telecommunications products such as the call center server). ISDN (provides information on ISDN in a question and answer format. Many of the links are inactive) Ethernet (provides quick reference guides and parts of textbooks on ethernet performance and design) The Simple Web (provides a number of links on Internet technical topics and the SNMP protocol in particular) Telemedia, Networks, and Systems Group (this site belongs to an active networks research group at MIT and includes papers and links to technical information on active network technology.) Scroll down through the headings to Publications and note that an on-line periodical, Telephony Magazine, is included. The Internet version of this magazine includes news and feature articles on telecommunications as well as a new product guide. Click on the listing to visit the Telephony Magazine site. Note the types of articles that are included in the current issue. Scroll downwards to read the menu (table of contents)
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This publication generally has a mix of articles on the financial, business, and technical aspects of the telephone industry and new products. Are any of these of interest to you? Why? This will depend on the students' interests and the contents of the magazine issue visited. If this magazine is not of interest to the students, the instructor may suggest using the links on Telephony's home page to Cable World, RF Design and other publications. You may also suggest visiting Telecommunications Online (http://www.telecommagazine.com/). On the magazines home page, you will find a link for a Supplier Directory. A guide of this type can help when you must find sources when you need to purchase new or replacement equipment for your companys telecommunications system. Click on the Supplier Directory link and you will find a list of ten categories in which suppliers are grouped. They include Global, Wireless, and RF/Microwave. Click on the link entitled Broadband. Again, you will find suppliers grouped in 14 categories, including Broadband, Cable, T1/T3, and Satellite. Click on the link entitled Fiber Optics. Again, you will presented with a choice between six categories such as Fiber to the Curb Systems and Power Systems. Click on Terminals. You will find three pages of commercial suppliers of terminals for fiber optic systems. Click on two suppliers of fiber optic terminals that are geographically close. Add the following information to the address book in your e-mail program or write it down in your lab book: Name, Title, Company, Address, Phone Number, E-mail Address. NOTE: The instructor may wish to provide students with the name of specific companies that sell fiber optic terminals or other telecommunication products and ask students to use this directory to find the address and contact information for the firm. Return to the University of Colorados hot list of telecommunications links. Under the Corporate Sites heading you will find a number of listings including ATandT, Novell, and Bell Laboratories. One of the corporations listed is the Cisco Systems, a manufacturer of routers, network management software, switches, servers and provider of other networking services. Click on the Cisco Systems link to visit the Cisco site. This site is typical of that maintained by many telecommunications firms in that it includes business, ordering, and technical support information. Cisco is best known for its router products. Routers determine the optimal path for network traffic and forward packets of information from one network to another. You will find the Service and Support heading on the Cisco home page. Beneath it, you will find the Technical Documents link. Click on this link and you will be given a long list of documents that are available to assist technicians as they install and service router equipment. Scroll down and click on the Hardware Technical Tips link. This will take you to another menu of hardware information that is available. Click on the Backbone/Core Routers link. This provides you with a list of links for the Cisco 7000 product line. Click on General Information and you arrive at a list of specific troubleshooting and maintenance instructions. Click on one of the following: Troubleshooting Memory Problems
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Troubleshooting Router Hangs Troubleshooting Hardware and Booting Problems Note: There are 28 different topics available here. Instructors may choose to use other topics from this list when they feel they are of more interest to their students. Write down in your lab book the general categories of information that you find offered. Each of these three topics leads to extensive troubleshooting information. Troubleshooting Memory Problems leads to information on memory allocation failures. It provides information on symptoms, error messages, and troubleshooting procedures. Troubleshooting Router Hangs provides troubleshooting steps to be followed when a router does not respond. It includes procedures for situations when the console is not responding and when the network traffic is not responding. Troubleshooting Hardware and Booting Problems includes information on booting problems for a range of Cisco, Catalyst, and LightStream brand products. Does this support seem sufficient for a technician to solve the problem? If not, is it too technical or not technical enough? Add your reactions to your lab book. This answer will depend on the skill level of the students responding. Generally, the instructions are written so that technicians with basic skill levels and an understanding of the Cisco router platform hardware and software will be able to understand and follow them. Return to the Technical Documents homepage and click on Software Technical Tips. Then click on Cisco ICM Software. This will take you to the Cisco ICM/NAM page (Note: ICM is an acronym for Intelligent Contact Management; NAM is an acronym for Network Applications Management.) Under the heading General, scroll down until you find a link titled Troubleshooting Cisco TCP/ICP. Follow this link to a page that has a long list of troubleshooting tasks. Under Testing Your Network Connection you will find several that use the ping technique of testing. If you do not know what ping means, use the Glossary link at the top of the Cisco page. Click on one of the ping techniques. Write down in your lab book the definition of ping and a short version of how it would be used in the troubleshooting procedure that you reviewed. DEFINITION OF PING: packet internet groper. ICMP echo message and its reply. Often used in IP networks to test the reachability of a network device. TROUBLESHOOTING PROCEDURE: The Ping application is used to test the Cisco TCP/ICP Suite and the network when a workstation doesn't communicate on the network as expected. The Ping application sends ICMP (Internet Control Message Protocol) echo requests to a target host and waits for replies. During a test, the application keeps track of the number of packets that are sent out and the number of replies that are received. It also determines the percentage of the packets that were lost, the amount of time it took the
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packets to reach their destination and for replies to have been returned. The results verify that workstations can communicate with hosts and show any lost information. A Ping test can be started in three ways. Choose Ping from the Cisco Suite 100 group on the Start menu. Double-click the Ping icon in the Cisco Suite 100 program group. Start Net Tools and click the Ping tab.
The site then provides instructions for eight different Ping techniques. If all of the Ping attempts are successful, Cisco TCP/IP Suite is configured correctly and working as it should. Firewalls often allow Ping to work but not other services such as Telnet or FTP. If problems are encountered, the configuration must be checked to ensure that all information was entered correctly. This is done with the Configuration Utility. If you are not using the Cisco TCP/IP stack, use the configuration utility for your stack. If the Ping tests indicate that TCP/IP is configured correctly, and you are still having trouble connecting to a remote host, it will be necessary to contact the administrator for that host for assistance. If the Cisco TCP/IP Suite installed correctly and the configuration information is correct but you are still experiencing difficulties, your network administrator must be contracted for assistance. Now visit another site where telecommunication information resides. Go to http://www.lpmedia.com/installing_the_cable_plant.htm. This is a web page that provides instructions on how to complete a wiring/cabling project. Read over the instructions. How are the instructions organized? The instructions are meant for those who plan on adding a few wires to their cable plant. Introductory information is given and then specific information on end-to-end wire connections. This is provided in list format. What are the main headings used? 10BaseT Wiring Notes Terminology Cable Types Cable Planning Wiring Diagram What does the writer see as the key to this project? RJ-45
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How many problem areas does the author identify? Four. Although there are five bulleted points, two are essentially the same. They are (1) Using existing wiring (2) Not realizing that all RJ-45 connectors are not the same (3) Creating a cable plant and (4) Not realizing that data cable wiring is different than telephone and other wiring. Prepare a written response to the questions posed in this task. Include the selections that you made from the Suppliers Directory, your answers to the questions about the technical information offered at the Cisco Systems site and your responses to the questions about the instructions you looked at for Install the cable plant.
FOLLOWUP QUESTIONS & ANSWERS 1. There is a huge amount of information on the Internet about telecommunications. Write a short (two to five sentence) response to each of the following questions. Organize your thoughts so that your response is clear and direct. Use a topic sentence to set the stage and then use the following sentences to reinforce your thoughts. Make good use of transitions between the sentences. a. What is the value of the Internet to the technician working on a telecommunications project? Answer: Students will display a range of ideas about what they see as value received from the Internet. A technician can find troubleshooting information in the event of a problem, can find installation and operational instructions for various projects and products, can find specifications and cost for cable, connectors, and telecommunications equipment from a variety of manufacturers and suppliers, can find vendors who will provide special services, can find the local, regional, national, and international standards that apply for certain jobs, Although it doesn't apply to a "telecommunications project", they may very well point out that it is also a source for learning about new developments and job openings in the field. b. Of the sites that you have visited so far, which one seemed to offer the most value? Was it because of the type of information offered, the way in which the information is presented (interface) or another reason? Answer: The answer to this question will depend on the student and any sites in addition to those mentioned in this activity that have been assigned by the instructor. Users generally prefer those sites that provide information that is easy to access and directly applies to their need at the time.
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c. Which site or sites seemed to have been a waste of time? Was it because of the type of information offered, the way in which the information is presented (interface) or another reason? Answer: This answer, like the answer to b, will depend on the student and the path taken in the Internet travels.
TASK #2 Using the Internet, find information on technical, legal, and ethical considerations within the field of telecommunications. Discussion Another site that acts as a hub and displays links to more than 5000 telecommunications sites is operated by the University of Michigan. It is called Telecom Resources on the Internet and its URL is: http://china.si.umich.edu/telecom/telecom-info.html This site states that its mission is to provide links to the technical, economic, public policy, and social aspects of telecommunications. The links point to information on voice, data, video, wired, wireless, cable tv, and satellite communication. Its menu is also divided into headings such as Telecon News and Headlines; Announcements, Event Listings; Research Labs, Testbeds and Projects; Intranets; and Broadcasters. For instance under Associations, Nonprofits: Foundations and Professional, Trade, and Interest Groups, you will find listings for groups as diverse as the Antique Telephone Collectors Association, the MultiMedia Telecommunications Association, and the National Telecommunication and Information Administration. Under the heading Government you will find listings for the government bodies that regulate or control telecommunications within more than 25 countries. The United States listing includes the Federal Communications Commission, the National Science Foundation, as well as state regulatory bodies throughout the country. Under the heading Telecom Operating Companies you will find listings for Bell Atlantic, Frontier Corporation, GTE Corporation, and Telecom Italia, among others. Visit the Telecom Resources on the Internet site by typing its URL into your browser. Browse through the listings. Find the heading Telecom Policy and Regulation. Click on it and find the listing General Policy and Telecom Law Directories. Click on that heading and find the link Internet Privacy Law( by Timothy J. Walton). Click on this title and you will find a paper written by an attorney, Timothy J. Walton, that summarizes some of the legal and ethical considerations that effect Internet communications in particular and telecommunications in general. Read this paper. You are part of a team that has been assigned to provide a Web site for the Narom and Rewob Company (NRC). A Webmaster will develop the content that will be displayed. Your prime responsibility is to set up the server network. However, you have finished Mr. Waltons article on Internet Privacy Law and feel that your team should be aware of some of the legal and privacy concerns expressed there. Divide your classmates into two groups.
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Each group will write a brief memo to the other NRC teammates explaining the your concern over the legal and privacy issues that may arise when the website is put into use. Each group shall write about one of the following topics. Cookies Unsolicited e-mail
You are particularly concerned about technical solutions that may minimize any problems at NRC and their ethical and legal impact.
FOLLOWUP QUESTIONS & ANSWERS 1. What are five aspects of privacy does Mr. Walton discuss? Answer: Search and seizure, unsolicited e-mail, defamation, secrecy and the creation of databases consisting of personal information. 2. What type of law, United States or international, did Mr. Walton write about? Why did he do this? Answer: The author pointed out that no formal law exists in cyberspace and that Internet users must go to the laws of their own country for recourse when there is a conflict. For that reason, the paper discusses only U.S. law. 3. What dangers does Mr. Walton identify for the storage and transfer of corporate information on the Internet? Answer: The author looks at hacking, the unauthorized access to trade secrets and other confidential information stored on computers. He also warns that the very existence of communication can usually be easily determined. This would mean that even though a message is encrypted, others may be able to determine that it was transmitted between two parties. This may be critical in some strategic business activities.
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Middlesex County College Module P: Concepts of Telecommunications Student Self-Assessment Packet
The purpose of this assessment packet is to afford the student an opportunity to document a selfassessment of their pre- and post-module skills and to assist the instructor in the delivery of the module. The assessment will take place at the beginning and conclusion of each module. This assessment is given to the instructor upon the students completion of each part.
Please provide the following information: Course Section

Semester Date Instructor Name Student Name
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Name: __________________________________________ Module P: Concepts of Telecommunications Part A - Pre-Module Skills Self-Assessment: To be completed by each student before the start of the module. For each of the following, please circle the numeral in the column that best describes your skill level at the beginning of this module. ID#: ____________
No Skill
Only a Little Skill
Totally Skilled
1.0 Computer Applications Managing computer files and directories. 1 Creating and modifying documents using word processing to create text, mathematical equations, tables, and templates. 3.0 Graphics Selecting proper drawing media and related drafting materials appropriate for the method of reproduction and/or presentation of the completed drawing. Preparing title blocks and revision blocks. 1 2 2 3 3 4 4 5 5
1 Identifying and creating electrical and logic diagrams utilizing a library of appropriate symbols. Reading and interpreting engineering drawings, wiring diagrams, schematics and process diagrams.
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No Skill
Only a Little Skill
Totally Skilled
13.0 Research, Composition, and Presentation Conveying ideas and facts by composing, revising and editing memoranda and letters, reports, articles, proposals and essays. Gathering and evaluating data obtained by searching public access catalogs, on-line and computer databases, government documents. Using specific factual data to provide instructions and explanations of processes and technical concepts, and to recommend a course of action 14.0 Integrated Mathematics Performing numerical computations using decimals, fractions, and percents. Using ratios and proportions to solve technical problems. Graphing empirical data and determining the function that the graph represents. 1 2 3 4 5
1 1
2 2
3 3
4 4
5 5
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Name: __________________________________________ Module P: Concepts of Telecommunications Part B - Post-Module Skills Self-Assessment: To be completed by each student after completion of the module. For each of the following, please circle the numeral in the column that best describes your skill level at the completion of this module. Module Skill/Competency Area No Skill Only a Little Skill A Moderate Amount of Skill A Great Amount of Skill Totally Skilled ID#: ____________
1.0 Computer Applications Creating and modifying documents using word processing to create text, mathematical equations, tables, and templates. Creating and modifying spreadsheets for presenting data in graphical form. 3.0 Graphics Identifying and creating electrical and logic diagrams utilizing a library of appropriate symbols. Reading and interpreting engineering drawings, wiring diagrams, schematics and process diagrams. 13.0 Research, Composition, and Presentation Conveying ideas and facts by composing, revising and editing memoranda and letters, reports, articles, proposals and essays. Gathering and evaluating data obtained by searching public access catalogs, on-line and computer databases, government documents. Using specific factual data to provide instructions and explanations of processes and technical concepts, and to recommend a course of action
1 1
2 2
3 3
4 4
5 5
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Name: __________________________________________ Module P: Concepts of Telecommunications Part B - Post-Module Skills Self-Assessment: To be completed by each student after completion of the module. For each of the following, please circle the numeral in the column that best describes your skill level at the completion of this module.
Module Skill/Competency Area No Skill Only a Little Skill A Moderate Amount of Skill A Great Amount of Skill Totally Skilled
ID#: ____________
14.0 Integrated Mathematics Performing numerical computations using decimals, fractions, and percents. Using ratios and proportions to solve technical problems. Graphing empirical data and determining the function that the graph represents.
1 1
2 2
3 3
4 4
5 5
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Name: __________________________________________ Module P: Concepts of Telecommunications Part C - Concluding Student Survey: Please answer the following questions. You can use the back of the page if you need more space for your comments. 1. Review the ratings you gave in Part B of the Student Module Self-Assessment Packet. For skill/competency areas that you rated either a 4 or 5, please give specific examples of what you found useful in helping you acquire the knowledge and skills necessary to be effective in that particular area(s).
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ________________________________________________________________________________ _____________________________________________________________________________________
ID#: ____________
2. Review the ratings you gave in Part B of the Student Module Self-Assessment Packet. For skill/competency areas that you rated either a 1, 2, or 3, please give specific examples of how the module could be more useful in helping you acquire the knowledge and skills necessary to be effective in that particular area(s).
_____________________________________________________________________________________ _____________________________________________________________________________________ _________________________________________________________________________________ _____________________________________________________________________________________ ___________________________________________________________________________________
3. What changes to the module would help you acquire the knowledge and skills necessary to be effective in that particular skill/competency area(s)?
_____________________________________________________________________________________ _____________________________________________________________________________________ ________________________________________________________________________________ _____________________________________________________________________________________ ___________________________________________________________________________________
4. Do you believe that you learned better using this module approach than you have in the past with other approaches? (Please check one). YES ____ NO ____
_____________________________________________________________________________________ _____________________________________________________________________________________ _________________________________________________________________________________ _____________________________________________________________________________________ ___________________________________________________________________________________
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Middlesex County College Module P: Concepts of Telecommunications Instructor Assessment Packet
The purpose of this assessment packet is to afford instructors and their students an opportunity to review all learning activities in Module N. The assessment review will take place at the conclusion of each learning activity. The instructors assessment will be recorded in this Instructor Assessment Packet. Parts A-B of this assessment will become a part of the students portfolio and can be used by the student/instructor to support future development throughout the Mecomtronics program.
Please provide the following information: Course Section Semester Date Instructor Name Student Name Final Grade
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Important!
Use these rating scale definitions as you work through the survey. The survey is comprised of several competencies important to Mecomtronics students. Technical and core areas in which competencies are to be developed include Computer Applications, Research, Composition and Presentation (RCP), and Integrated Mathematics. For each competency grouping, there are particular competencies covered in Module C. Student work is judged according to the following levels of ability:
Definition
RATING SCALE
5. SUPERIOR Ability 4. NOTABLE Ability 3. COMPETENT 2. SOMEWHAT Competent 1. LACKS Competence The student has demonstrated a Superior Ability in this competency area. The student has demonstrated a Notable Ability in this competency area. The student has demonstrated a basic level of Competence in this competency area. The student has demonstrated a Some Competence in this competency area. The student Lacks Competence in this competency area.
The learning outcomes or competencies for the Mecomtronics Program are further defined by the level of mastery required for successful completion of a specific module. The levels are broken into four categories: I = Introduce; D = Develop; M = Master; R = Reinforce. Please keep in mind what level of mastery the student is to achieve when completing your assessments.
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Module P: Concepts of Telecommunications Part A Instructor Assessment of Student Performance After reviewing each competency grouping, and its specific application to Module C, instructors should complete the assessment of student performance by circling one of the five levels of ability.
Competency Groupings 1.0 Computer Applications The student demonstrates knowledge of and skill in managing computer files and directories and creating and modifying documents using word processing to create text, mathematical equations, tables and templates. 3.0 Graphics The student demonstrates knowledge of and/or skill in selecting proper drawing media and materials for reproduction and/or presentation of drawings; preparing title blocks for revision; basic systems of measurement and applying dual dimensioning drawing standards; identifying and creating various views of mechanical and welded parts; identifying and creating electrical and logic diagrams using a library of symbols; identifying and creating process flow charts and piping diagrams using a library of symbols; applying dimensioning rules and standards; reading and interpreting various engineering and technical diagrams; and using a CAD system to design a parametric model of a part. Lacks Competence 1 Somewhat Competent 2 Competent 3 Notable Ability 4 Superior Ability 5
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Competency Groupings
Lacks Competence 1
Somewhat Competent 2
Competent 3
Notable Ability 4
Superior Ability 5
13.0 Research, Composition and Presentation The student demonstrates knowledge of and skill in conveying written ideas and facts, and controlling errors in Standard America English applications. 14.0 Integrated Mathematics The student demonstrates knowledge of and/or skill in performing numerical computations; using scientific, prefix and engineering notation to simplify computations; converting between U.S. customary and SI units; solving technical problems involving various equations in several modes; using geometric figures; solving problems relating to geometric properties of multi-dimensional figures; graphing and analyzing a straight line on a rectangular coordinate system; writing a linear function equation from a graph; and applying analytical geometry principles to calculate distances related to two points.
Optional
Use the table below to calculate the average ratings for each of the Mecomtronics Competency Groupings for the individual student. Annotate the ratings of all specific competencies within the technical and core competency groupings. Calculate the Total Score by summing and then entering the technical competency groupings and entering the individual core groupings in the appropriate Total Score blocks. Calculate the Average Competency Rating by dividing the Total Score block by the number in the Divide By block. Enter the average rating in the Average Competency Rating boxes. Use these Competency Grouping average ratings to provide feedback to individual students.
Competency Grouping Total Score Divide By Average Competency Rating
1.0
3.0
13.0
14.0
2 Technical
1 RCP
1 Integrated Math
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Module P: Concepts of Telecommunications Part B Instructor Assessment Questionnaire 1. In what ways have you changed the way you teach during your instruction of the module and its learning activities?
Item Use of technology to teach the course Use of a variety of methods to assess student performance Use of computer applications to enhance students performance Use a variety of learning strategy approaches Integrate multiple disciplines Facilitate more instruction Use a variety of teaching strategies to enhance student performance Integrate core with technical topics Use student teams Provide students opportunity to assess their performance Focus on critical thinking, problem solving and decision-making Discuss industry applications as it pertains to the course A Lot A Little None
2. Rate the usefulness of each of the following learning activities as an instructional
approach and briefly describe your ratings:

Learning Activity
Most
Very
Somewhat
Least
Reasons for Rating
NPT1 NPT2 NPT3 NST1 NPT4 NST2 NSM1 NSS1 NPC1
3. Have you participated in any faculty development activities to prepare you to teach the module/learning activity and briefly describe which activities they were?
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _________________________________________________________________________________ _____________________________________________________________________________________ ___________________________________________________________________________________
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4. Which of these faculty development activities were most/least helpful for preparing you to teach the module/learning activity?
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _________________________________________________________________________________ _____________________________________________________________________________________ ___________________________________________________________________________________
5. In what ways do you feel learning activities were helpful in preparing the student to perform in the high-performance workplace?
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ________________________________________________________________________________
6. In what ways do you feel the learning activities were an improvement over traditional methods for teaching engineering technology courses?
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ________________________________________________________________________________
7. What changes/improvements do you recommend to the module/learning activities as a result of your experience?
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ________________________________________________________________________________
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Module P: Concepts of Telecommunications

ATTACHMENT 1 TO LEARNING ACTIVITY #PST4: MAC LAYER LAN PACKET ANALYSIS..............................................................................................................................60

Module P Student Guide

HOW TO USE THIS MODULE GUIDE

Module P Student Guide

MECOMTRONICS MODULE P COMPETENCIES

2.2 2.4 3.1

3.12 4.21 4.22 5.3 0.2 10.1 10.2 10.4 10.5

Module P Student Guide

10.7 10.8 10.9 11.1 11.2 11.8

Physical Science Competencies:

14.1 14.2 14.3 14.4 14.5 14.6 14.7 14.10

Module P Student Guide

14.11 14.19 14.29

13.1 13.2 13.3 13.4 13.5 13.6 13.7

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Module P Student Guide

PSS3 PSC1 PSC2 PSC3

3.5 hours 3.5 hours 4.0 hours 1.5 hours

Corequisites: Module N: PLC Controlled Operations

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TERMINOLOGY AND CONCEPTS

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Module P Student Guide

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Telephony Americas Network Interconnect Telecommunications Weekly Inter@ctiveWeek Lightwave

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Module P Student Guide

Module P Student Guide

Module P Student Guide

Newtons Telecommunications Dictionary, Telecommunications Library, Inc., New York

Module P Student Guide

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Module P Student Guide

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Module P Student Guide

Telephone Set ring wire tip wire Power Supply Oscilloscope

Figure PSC1-1. Connections for Observing Telephone Signals

Module P Student Guide

Module P Student Guide

TASK #2 Observing Signals from a Rotary Dial Telephone

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TASK #4 Observing the signal when a Message is Transmitted via Modem

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Figure PST2-1. Trunk Configuration

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Physical Media (wire, co-ax, optical fiber, etc.)

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Module P Student Guide