cisco wireless lab manual

He teaches graduate and undergraduate courses in the area of computer networking including mobile and wireless networks and network security. Wireless networks courses become increasingly popular in colleges (including community colleges) and universities. However, there is a real concern with the lack of hands-on labs based active learning in computer science, engineering and technology curriculums. Hands-on project based learning is found to be the best way of learning and teaching wireless networking technologies. These hands-on projects also provide the problem based learning (PBL). In this paper, an undergraduate computer information technology special topic course in mobile and wireless networks is presented which is developed based on many hands-on lab activities. In learning the concepts of wireless networks via hands-on labs, students get ample opportunities to understand the underlying principles and concepts of wireless networks. These hands-on labs are chosen to provide sufficient challenges to the students that prepare the engineers and technologists for the next generation solutions. The level of difficulty for this course requires the prerequisites of networking course. For each hands-on lab, each team of students carry out the lab activities in order to successfully implement the particular wireless networks solutions. The course requires the students to collaborate among them and participate in active learning based modules. This paper elaborates innovative projects that are suitable for laboratory work in computer information technology curriculum. It explores both hardware and software components that are now being used for practical exercises in wireless networks courses. This paper discusses the hands-on labs for wireless networks such as site survey, MAC (Medium Access Control) layer settings, upgrading the firmware of wireless devices, etc. Introduction Page 15.875.

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The 13-digit and 10-digit formats both work. Please try again.Please try again.Please try again. Used: Very GoodUsing both Cisco and Linksys equipment, students will plan, install, configure, manage, and troubleshoot wireless local area networks. Students will gain experience using the Windows XP automatic wireless configuration tool, as well as the more advanced wireless utilities from Cisco. In addition to basic wireless setup, labs include RF math calculations, co-channel and adjacent channel interference, roaming, power management, open authentication and shared key authentication, ad hoc versus infrastructure mode, repeater mode, wireless site survey tools, and filtering based on SSIDs, MAC addresses, and IP addresses. Then you can start reading Kindle books on your smartphone, tablet, or computer - no Kindle device required. In order to navigate out of this carousel please use your heading shortcut key to navigate to the next or previous heading. Register a free business account She is co-author of CCNA Guide to Cisco Networking Fundamentals (CT, 2000) and author of Lab Manual for CCNA Guide to Cisco Networking Fundamentals and Lab Manual for CCNA Guide to Cisco Routing (CT, 2000).To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyzes reviews to verify trustworthiness. Please try again later. Micah Ilbery 4.0 out of 5 stars Overall I'm 100% happy with my purchase.Helps to understand the material better. Do recommend this for anyone trying to learn about Wireless networks or studying for the CWNA Cert.They did communicate with me though and said they would send a replacement or a refund. I would use Book People for this simple reason. His research interests include mobile and wireless networks, distributed systems and network security.

This course has been offered to provide a practical view of mobile and wireless networks. The course assumes that students have basic knowledge of networking (i.e., students have taken first course of network administration). In the rest of the paper, we focus on specific approaches taken at our CIT program. The general course development approach is discussed. Some hands-on labs are illustrated. The assessment from the mobile and wireless course in CIT Program is elaborated. The Conclusions on developing mobile and wireless network course is presented. Current Networking Courses Wireless networks course training is often integrated into existing courses or as a separate course using various tools in projects. Many universities have used different networking protocols and devices for hands-on labs in networking courses. The problem of using OPNET is that students may not be engaged as much as they do in doing hands-on labs. They have used OPNET because HAIPE is a fairly new encryption technology similar to Internet Protocol Security (IPSec), and it is not easy to teach different components of it with hands-on labs. They also mentioned in their conclusion that some students learn faster and have a better understanding of the concept when using a hands-on approach. However, they did not present any wireless networking. Jasani (2007) has created a wireless course mainly using OPNET modeler software15. However, success of this course was mixed and many students wish to have more hands-on lab activities. Hartpence (2009) emphasizes QoS and less wireless in his paper with various hands-on experiments8. Abbott-McCune et al. (2008) presented the reconfigurable networking labs for their networking courses1. However, they haven’t discussed the wireless networks component at all. Cao et al. (2009) discusses the development of networking lab for teaching and research3.

2 The field of wireless networks is dynamically changing due to the advances in the technologies. It becomes more and more vital as people spend more and more time connected to the network from anywhere anytime. Many areas of wireless networks demand highly trained personnel to solve the new challenges such as site survey, wireless security, etc. There is a great demand of technicians and engineers who can maintain and secure the wireless networked environment. While electrical and computer engineering and computer science curriculums offer students few wireless networking courses; this may not enough to train network professionals with the proper background on the newer wireless technologies. Although many courses on computer and wireless networks have been developed in these programs, they are primarily focused on indepth mathematics, algorithms, and theory. Many of these courses don’t use hands-on labs that are the preferred learning style of information technology students9. It is also universally accepted that hands-on experiments are the best way to enhance the students’ learning which facilitates collaborative based active learning10. The goal of mobile and wireless networks course is to familiarize students with several different wireless networking technologies through a series of laboratory experiments using small-scale test beds. The protocols and standards include IEEE 802.11 (a, b, g or simply WiFi)5,14, Bluetooth (IEEE 802.15)12, WiMAX (802.16)13, etc. The CIT program6 in the Department of Computer Science7 at Northern Kentucky University17 offers several courses in networking and system administration. In general, students learn about many networking systems, but had rare opportunity to learn wireless networking technologies. A newly designed special topic course of Mobile and Wireless Network with hands-on laboratory experiments has demonstrated effectiveness in teaching the concepts of different wireless network technologies.

11 Medium Access Control and Network Layer Standards, Planning and Building a Wireless LAN, Conducting a Site Survey, Wireless LAN Security and Vulnerabilities, Implementing Wireless LAN Security, Managing a Wireless LAN, Network Settings and Wireless LAN Troubleshooting, Personal, Metropolitan, and Wide Area Wireless Networks Sample Hands-on Labs Page 15.875.4 For the wireless networking hands-on labs, students use several networking devices such as routers, computers, cables, Linksys wireless router, Cisco access points, etc. At last, few more hands-on experiments are performed by upgrading the firmware of Linksys router with open-source DD-WRT. Due to the limitation of space, few hands-on labs are described in this paper. As semester gets ahead, more in-depth and advanced labs are introduced to enhance the advance topic of wireless networking. The sequence has been chosen according to lecture topics. However, many of the labs are independent of each other and anyone can replicate some of the labs in their curriculum. Students setup password to access control the AP for enhanced security. Students also setup IP address, SSID, and authentication method using command line interface. In addition, students setup http secure server using various Cisco commands on Cisco AP to access it via browser securely. Figure 1 and Figure 2 show the general network diagram for this lab setup and some of the later discussed labs. In this lab activity, students get to know the basic commands of Cisco IOS that students are expected to know from their first network administration course (i.e., prereq). If students forget those commands, this lab serves as refresher lab for them. Figure 1. General Network Diagram for Lab Setup (with Cisco AP) Page 15.875.5 Lab - Configuring Shared Key Authentication on Cisco AP In this lab, students use the command-line interface to remove open authentication and configure shared key authentication.

They have used various tools such as OPNET, Network Simulator (NS-2), Virtual PC, and CPLEX, which enable students to conduct various network modeling, and simulation. However, this is not the best way to enhance the students’ learning as they mentioned that building a hands-on experimental lab environment is a challenging for many institutions due to space constraints, budget limitations, maintenance difficulty. Other people also worked on networking courses which do not have focus on wireless networking11,16,19,20. There is a need to create more comprehensive, dedicated course to teach wireless networks technologies that could give students a practical experience. This paper discusses how this course is offered to satisfy this demand and provide college graduates a practical hands-on training. Course Development The learning outcomes of mobile and wireless network special topic course in CIT program at NKU are that, by end this course, students should be able to. Understand the various wireless LAN standards. Configure the IEEE 802.11 physical, medium access control and network layer standards. Understand the wireless LAN security and vulnerabilities. Configure and troubleshoot the wireless network appliances using the IOS (Internetwork Operating System) commands. Upgrade the firmware of Linksys wireless router to carry out more advanced wireless networks scenarios. Course Outline The hands-on labs are scheduled during semester with various activities in wireless networks. Hands-on labs are selected such a way that students learn all following topics. The topics covered are2, 4: Wireless LAN Devices and Standards, IEEE 802.11 Physical Layer Standards, IEEE 802.

Lab - Measuring Infrastructure Mode Throughput with a Cisco AP In previous lab, students transfer a very large file from one laptop to another directly as laptops are connected in ad hoc mode. In this lab, students transfer the same file using infrastructure mode. So, there is a Cisco 1131 access point in between two laptops. It may increase the overhead and delay in communication. Consequently, it may reduce aggregate throughput. Students measure the throughput in this lab and use to compare with next lab activity in which they use Linksys router instead of Cisco AP. Lab - Measuring Infrastructure Mode Throughput with a Linksys Router Many people are using Linksys wireless routers or similar residential wireless gateway devices in their homes or small businesses. These relatively low-cost devices do more networking functions than a basic access point like the Cisco Aironet 1131. In addition to accepting wireless clients, many residential wireless gateways also accept wired clients. They also perform network address translation (NAT) and act as routers. While residential wireless gateways are able to handle the wireless traffic of very few users, these devices do not have the configuration options or the power of a device such as the Cisco 1130 series access point. In previous lab, students transfer a very large file from one laptop to another through the Cisco 1131 access point. The purpose of this lab is to compare that file transfer throughput to the throughput realized using a residential wireless gateway. In this lab, students transfer the same file through a Linksys wireless router instead of Cisco 1131 access point. The throughput measured is compared to the infrastructure mode throughput measured previously. Students write reflection report summarizing their experience. This lab introduces students to flash a Linksys WRT54GL with open source DD-WRT firmware. DD- WRT offers many advanced features not found in the original factory firmware on these devices.

Students connect laptop using CAT5 cable to one of the switch Ethernet ports on the back of the Linksys router. Students download the DD-WRT firmware and upgrade the Linksys router using Cat5 cable connection. Students also learn that they should not use wireless connection to upgrade firmware as connection will be broken during the process of firmware upgrade. Lab - VPN (Virtual Private Network) This lab activity gives students the knowledge how to setup a Remote Access VPN to students’ own personal network using DD-WRT based Linksys router. After completing this lab, students get to know how to setup and connect to a VPN. In this lab, each team of students configures a PPTP (point to point tunneling protocol) server on their wireless DD-WRT router. Then, they configure the users that students want to allow remote access to and then students setup a connection to that VPN from a foreign host as shown in Figure 3. Figure 3. Network Diagram for VPN Setup Page 15.875.9 A remote access VPN connection over the Internet enables a remote access client to initiate a dial-up connection to a local ISP instead of connecting to a corporate or outsourced network access server (NAS). By using the established physical connection to the local ISP, the remote access client initiates a VPN connection across the Internet to the organization’s VPN server. When the VPN connection is created, the remote access client can access the resources of the private intranet. The following figure shows remote access over the Internet. The Point-to-Point Tunneling Protocol (PPTP) is a method for implementing virtual private networks in this case. DD-WRT routers have added capabilities to WRT54GL router. Students configure it to be a universal wireless repeater, meaning it receives any wireless signal SSID and rebroadcast it back out. In this lab, each team of student configures two wireless APs. One of them is setup as repeater to repeat the signal for increasing the range of wireless networks.

Shared key authentication is more secure than open system authentications. Students setup encryption cipher and key size for securing AP using Cisco IOS commands. Students get knowledge about each of these parameters and how they affect the performance of wireless networks. In this lab activity, students evaluate the RF loss in their wireless environment. Students, on a laptop computer, look for signal strength measurement (status of WLAN). Students move away from AP, and keep measuring the strength with noting the distance. They continue roaming until students no longer can receive the signal. They note the location and distance. They move back towards the AP and stop whenever there is a significant increase in signal strength. They note and record the obstacles that are between laptop and AP. Students go in opposite direction and do the same experiment. In submission, students create a map that will illustrate the signal strength in building. This lab activity can also serves as site survey. However, many additional tools could be used for site survey. Lab - Modifying AP Transmit Power and Antenna Diversity In this lab, students change the transmit power on Cisco AP via web browser using one of the laptops given. Another laptop will be used to measure the effect of power change while moving away from Cisco AP. In submission, students create a map that will illustrate the signal strength due to transmit power change. Students repeat this exercise for various power settings. In addition, students change the antenna diversity and repeat same exercise while changing antenna diversity. Students create another map that will illustrate the signal strength due to the change in antenna diversity. Lab - Investigating Co-Channel Interference using Linksys Router Students connect their laptops to Linksys as per diagram in Figure 2. They browse the Linksys (192.168.1.1) from one laptop using username and password provided or created by them.

They find the current channel which has been used by Linksys. Each team will change the channel as mentioned shown in Table 1 below and save settings (in order to avoid interference): Table 1. Channel Setting for Each Team Team Team1 Team2 Team3 Channel 1 6 11 In each team, one team member browses to www.cnet.com and search for Bandwidth Meter on the site. He or she tests connection speed. Students enter the required information on the Bandwidth Meter speed test web page. They choose wireless as connection type. Each team performs the test speed in Mbps. All 3 students’ teams will do this activity on the same time. Now, all 3 student team change channel to 6 at the same time to create interference to each other. The run the test again and note the difference in speed in Mbps due to the interference. Lab - Measuring Ad Hoc Mode Throughput Page 15.875.7 It is important to know for students that a wireless access point, although primarily a data link layer device, operates like a hub. Collision avoidance is used because wireless devices have no way to detect a collision. In addition, this overhead increases as the number of users accessing the network simultaneously increases - just like it does when using a hub. In general, the more devices a wireless frame must pass through, the lower the throughput. So, it is expected that transferring a file using ad hoc mode would be more efficient than transferring the same file using one or more access points in infrastructure or repeater mode. The purpose of this lab is to measure the throughput realized when transferring a file from one peer to another using ad hoc mode. In this lab students team use ad hoc mode to transfer a file using FTP. Dell Mini laptops are provided to configure the FTP server and FTP client on separate laptop. Students create ad hoc network between them, transfer large file (i.e., 75 MB) and measure the throughput for ad hoc mode.

Students are asked to perform lab to setup the various security on Cisco and Linksys wireless access points. Students perform the following lab activities. Set a MAC address filter on wireless AP. Configure WEP (Wired Equivalent Privacy) on wireless AP ? ? ? ? Set dynamic WEP keys on wireless AP Setting Cisco Migration Mode on wireless AP Setting Up WPA (Wi-Fi Protected Access) on wireless AP Setting up WPA2 on wireless AP MAC address is the basic security method of controlling the access to wireless networks. However, it is not secure method as MAC address could be spoofed easily with many free available tools. WPA Migration Mode is an access point setting defined by Cisco that enables both WPA and non-WPA clients to associate to an access point using the same SSID. By performing the above activities, students could understand the weakness of WEP, and dynamic WEP. Students also understand the WEP could be cracked easily with tools available for free. WPA, with its dynamically changing key, is a far better security method. Students set up AP to use WPA. Students also configure the WPA2 which is the most secure ways of providing the wireless access to the users. Students learn that the corporation should use WPA2 in order to provide confidentiality and privacy of data communication over the wireless link. Assessment, Students Feedback and Teaching Reflection Various methods were used to formally assess the effectiveness of this course, including tests, the evaluation of student work, and the instructor's assessment. At the end of the semester, an anonymous survey was conducted to evaluate the content and effectiveness of the course. The overall response from students regarding whether the course met their expectations was very positive. The future improvement for this course is to add more advanced hands-on labs involving wireless networks technologies and tools. Conclusions Page 15.875.

11 Wireless networks courses become increasingly popular in colleges (including community colleges) and universities. In learning the concepts of wireless networks via hands-on labs, students get ample opportunities to understand the underlying security technologies that prepare the engineers and technologists of the next generation. The objective of this paper was to describe the mobile and wireless network course using laboratory and project assignments. Students carry out experiments using Cisco and Linksys networking devices such as switches, routers and APs, submit lab reports and completed evaluation forms to give a feedback in order to improve and update the assignments for upcoming semesters. Students found this course along with lab assignments useful in understanding the theory of mobile and wireless networks, and gaining practical experience. Consequently, students have shown great enthusiasm in this course, and student interest is expected to grow as we offer this course again. A course in wireless networks has been developed for computer information technology students. Due to the shortage of similar courses, this is the first of its kind providing the students solid practical skills at the undergraduate level. The primary objective of this paper was to present hands-on laboratory assignments in wireless networking. Few newly developed significant hands-on examples are presented. WPA2 based wireless security labs are carried out by the students. These labs help graduating students to improve their skills that enhance the job hunting skills and marketability of them. In the future, more advanced labs would be developed to cover advanced topics in wireless network such as network management, etc. Tomato open source firmware upgrade could be used to perform various lab activities instead of DD-WRT open source firmware such as RADIUS server, QoS, etc. Moreover, this course will also benefit industry by offering skills which are practical and valuable.

We believe that this paper will help others to reuse, redesign and redevelop hands-on modules for mobile and wireless networking courses in both electrical engineering and computer science programs. Some these hands-on labs could be used as either introducing laboratory modules in existing computer network courses or to aid in the creation of new stand-alone mobile and wireless networking course. Cisco Systems Inc., (2002). A Comprehensive Review of 802.11 Wireless LAN Security and the Cisco Wireless Security Suite, Retrieved March 19, 2010, from Cisco website: CIT Program at NKU,, last accessed March 19, 2010. Department of Computer Science at NKU,, last accessed March 19, 2010. Hartpence, B. H. (2009). QoS Content and Experiences for IT, Networking and Security Programs, Proceedings of the 10th ACM SIGITE conference on Information technology education, pp60-64. Helps, C. R. G., Ekstrom, J. J. (2008). Evaluation of a Computer Networking Class in Information Technology, Proceedings of the 9th ACM SIGITE conference on Information technology education, pp259268. Meiselwitz, G., (2008). Information Security across Disciplines, Proceedings of the 9th ACM SIGITE conference on Information technology education, pp99-104. Northern Kentucky University (NKU),, last accessed March 19, 2010. Oh, T., Mishra, S., Pan, Y., (2009). Teaching High-Assurance Internet Protocol Encryption (HAIPE) Using OPNET Modeler Simulation Tool, Proceedings of the 10th ACM SIGITE conference on Information technology education, pp161-165.We are a non-profit group that run this service to share documents. We need your help to maintenance and improve this website. Upgrade to a different browser or install Google Chrome Frame to experience this site. Most of the requirements take place on the management devices, but the underlying switch infrastructure requires some preparations as well. The tasks involved are as follows: Step 1: LAN Switch Configuration If you happen to have a Layer 3 PoE switch (e.g.

, 3560, 3750), then you have a lot of extra work done at the outset since the device itself can route between VLAN segments. If not, you may need to add a router by way of a trunk connection to perform that function for you. The ASA 5500 platform can do a few things but is not really intended for use as a routing device. If you plan to only configure and use a single SSID mapped to a single VLAN, issue the following command on the attached port: switchport mode access Sets the port for access mode switchport access vlan Identifies the VLAN to map to Make certain that the VLAN exists, and it doesn’t issue the following command from global configuration mode: vlan If you plan to use multiple VLANs and SSID’s, configure the AP port for trunking mode, as follows: switchport trunk encapsulation dot1q Sets the trunking type switchport mode trunk Sets the port to trunk only mode Lightweight AP’s send traffic to specific VLANs using tunnels created between the AP and the Wireless LAN controller rather than defining VLANs on the AP itself. For that reason, set the port to access mode as follows: switchport mode access Sets the port for access mode switchport access vlan Identifies the VLAN to map to Wireless LAN Controller Port Configuration Wireless LAN controllers are the “brains” behind wireless networking and have the ability to create the mappings between VLANs and SSID’s. For that reason, the port to the WLC should be configured for trunking using the following commands: switchport trunk encapsulation dot1q Sets the trunking type switchport mode trunk Sets the port to trunk only mode Step 2: Wireless LAN Controller Initial Configuration To perform the very initial configuration on the WLC-2106, you will need to be connected to the console port of the device using a terminal services client. Most of the process is menu-driven, so knowing the command syntax is not a hard requirement.

Keep in mind that the Command Line Interface (CLI) is IOS- like but not identical, so it can take some getting used to. The WLC will go through some boot processes, but eventually you will see the following displayed: Press now for additional boot options. The biggest hurdle with using Windows is that a Server OS is required, which in a production environment isn’t optional. There is a workaround to use Windows XP, which is fine for a lab environment. The trick is to go to the Windows Command Prompt and enter the following: My issue only had to do with using an underpowered machine. Once WCS is installed, you can reach it using the IP address assigned to the laptop. Log into the WLC GUI, and perform the integration between the WLC and WCS, and you will be good to go. Step 4: Access Point Configuration The Lightweight AP’s should be ready to go if they are already imaged to lightweight mode and set to get their addresses through DHCP. If you DO have to reimage the access points (for instance, from autonomous mode) then the procedure is available on Cisco.com. To make your autonomous AP, log in through the console port and assign an IP address to the Bridged Virtual Interface (BVI). Following that, you should be able to get access through that IP using the web GUI. Discover everything Scribd has to offer, including books and audiobooks from major publishers. Start Free Trial Cancel anytime.