ICTNWK560 – Determine best-fit topologies for wide area networks
Unit Assessment Pack (UAP) – Cover Sheet Student and Trainer/Assessor Details Student ID Student name Contact number Email address Trainer/Assessor name Course and Unit Details Course code Course name Unit code ICTNWK560 Unit name Determine best-fit topologies for wide area networks Assessment Submission Method ☐ By hand to trainer/assessor ☐ By email to trainer/assessor ☐ Online submission via Learning Management System (LMS) ☐ By Australia Post to RTO ☐ Any other method _________________________________________________ (Please mention here) Student Declaration • • • I certify that the work submitted for this assessment pack is my own. I have clearly referenced any sources used in my submission. I understand that a false declaration is a form of malpractice; I have kept a copy of this assessment pack and all relevant notes, attachments, and reference material that I used in the production of the assessment pack; For the purposes of assessment, I give the trainer/assessor of this assessment the permission to: o Reproduce this assessment and provide a copy to another member of staff; and o Take steps to authenticate the assessment, including communicating a copy of this assessment to a checking service (which may retain a copy of the assessment on its database for future plagiarism checking). Student signature: ________________________________ Date: ____/_____/______________ Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 1 Assessment Plan To demonstrate competence in this unit, you must be assessed as satisfactory in each of the following assessment tasks. Evidence recorded Evidence Type/ Method of assessment Sufficient evidence recorded/Outcome Unit Assessment Task 1 Unit Knowledge Test (UKT) S / NS (First Attempt) S / NS (Second Attempt) Unit Assessment Task 2 Unit Project (UP) S / NS (First Attempt) S / NS (Second Attempt) Final result C/NYC Date assessed Trainer/Assessor Signature Assessment Conditions Unit purpose/application This unit describes the skills and knowledge required to identify the best way that computers and local area networks (LANs) can be connected to make a wide area network (WAN). It applies to individuals working in the networking area, with excellent planning, information and communications technology (ICT) skills, who are required to research and recommend viable topologies for a WAN. No licensing, legislative or certification requirements apply to this unit at the time of publication. What the student can expect to learn by studying this unit of competency • • • Determine needs of WAN Create WAN specification Report best-fit topology options for WAN Training and assessment resources required for this unit of competency • The student will have access to the following: • Learner guide • PowerPoint presentation • Unit Assessment Pack (UAP) • Access to other learning materials such as textbooks The resources required for these assessment tasks also included: Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 2 • • • A telecommunications operations site A mentor or supervisor appropriately experienced in relevant telecommunications technology and infrastructure Networked computers and relevant software. Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. Submission instructions Your trainer/assessor will confirm assessment submission details for each assessment task. Academic integrity, plagiarism and collusion Academic Integrity Academic Integrity is about the honest presentation of your academic work. It means acknowledging the work of others while developing your own insights, knowledge and ideas. As a student, you are required to: • • • • • undertake studies and research responsibly and with honesty and integrity ensure that academic work is in no way falsified seek permission to use the work of others, where required acknowledge the work of others appropriately take reasonable steps to ensure other students cannot copy or misuse your work. Plagiarism Plagiarism means to take and use another person’s ideas and or manner of expressing them and to pass them off as your own by failing to give appropriate acknowledgement. This includes material sourced from the internet, RTO staff, other students, and from published and unpublished work. Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being used, which includes: • • • • • Paraphrasing and presenting work or ideas without a reference Copying work either in whole or in part Presenting designs, codes or images as your own work Using phrases and passages verbatim without quotation marks or referencing the author or web page Reproducing lecture notes without proper acknowledgement. Collusion Collusion means unauthorised collaboration on assessable work (written, oral or practical) with other people. This occurs when a student presents group work as their own or as the work of someone else. Collusion may be with another RTO student or with individuals or students external to the RTO. This applies to work assessed by any educational and training body in Australia or overseas. Collusion occurs when you work without the authorisation of the teaching staff to: • Work with one or more people to prepare and produce work Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 3 • Allow others to copy your work or share your answer to an assessment task • Allow someone else to write or edit your work (without rto approval) • Write or edit work for another student • Offer to complete work or seek payment for completing academic work for other students. Both collusion and plagiarism can occur in group work. For examples of plagiarism, collusion and academic misconduct in group work please refer to the RTO’s policy on Academic integrity, plagiarism and collusion. Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who engage in plagiarism and collusion as outlined in RTO’s policy. Proven involvement in plagiarism or collusion may be recorded on students’ academic file and could lead to disciplinary action. Other Important unit specific Information N/A Unit outcome • • • This unit is not graded and the student must complete and submit all requirements for the assessment task for this cluster or unit of competency to be deemed competent. Students will receive a ‘satisfactorily completed’ (S) or ‘not yet satisfactorily completed (NS) result for each individual unit assessment task (UAT). Final unit result will be recorded as competency achieved/competent (C) or competency not yet achieved/not yet competent (NYC). Prerequisite/s Nil Co-requisite/s Nil Foundation Skills The Foundation Skills describe those required skills (learning, oral communication, reading, writing, numeracy, digital technology and employment skills) that are essential to performance. Foundation skills essential to performance are explicit in the performance criteria of this unit of competency. Relevant Legislation • • • • • Australian Human Rights Commission Act 1986 Age Discrimination Act 2004 Disability Discrimination Act 1992 Racial Discrimination Act 1975 Sex Discrimination Act 1984 Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 4 • • • The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs) Occupational Health and Safety Act 2004 Work Health and Safety Act 2011 Principles of assessment and rules of evidence All assessment tasks will ensure that the principles of assessment and rules of evidence are adhered to. The principles of assessment are that assessment must be valid, fair, flexible, reliable and consistent. The rules of evidence state that evidence must be sufficient, valid, current and authentic. AQF Level AQF levels and the AQF levels criteria are an indication of the relative complexity and/or depth of achievement and the autonomy required to demonstrate that achievement. All assessment tasks must ensure compliance with the requirements of AQF level and the AQF level criteria. For more information, please visit http://www.aqf.edu.au/ Further Information For further information about this unit go to https://training.gov.au/Training/Details/ICTNWK560 Additional Information • • • • • This information will be managed by the provisions of the Privacy Act and the Freedom of Information Act.) Students are required to satisfactorily complete and submit all assessment tasks that contribute to the assessment for a unit. Students will be provided with one more attempt to complete this Unit assessment pack (UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any Unit assessment task (UAT). Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to ensure the student is ready for the assessment. Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the compliance and quality assurance department/administration department in your RTO for continuously improving our assessment and student resources. Feedback to student Feedback on students’ assessment performance is a vital element in their learning. Its purpose is to justify to students how their competency was assessed, as well as to identify and reward specific qualities in their work, to recommend aspects needing improvement, and to guide students on what steps to take. Feedback defines for students what their trainer/assessor thinks is important for a topic or a subject. At its best, feedback should: • Be provided for each Unit Assessment Task (UAT) • Guide students to adapt and adjust their learning strategies Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 5 • • • • • Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning needs Be a pivotal feature of learning and assessment design, not an add-on ritual Focus on course and unit learning outcomes Guide students to become independent and self-reflective learners and their own critics Acknowledge the developmental nature of learning. If students have not received proper feedback, they must speak to compliance and quality assurance department/administration department in the RTO/person responsible for looking after the quality and compliance services of the RTO. For more information, please refer to RTO Student Handbook. Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 6 Unit Pre-Assessment Checklist (UPAC) UAT 1 – Unit Knowledge Test (UKT) Purpose of the checklist The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it. Section 1: Information for Students • • • • • • • • • • • Please make sure you have completed the necessary prior learning before attempting this assessment. Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed. Please make sure you understand what evidence is required to be collected and how. Please make sure you know your rights and the Complaints and Appeal process. Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor). Please make sure that you have access to a computer and the internet (if you prefer to type the answers). Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT). Due date of this assessment task is according to your timetable. In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work. Request for an extension to submit your assessment work must be made before the due date of this assessment task. Section 2: Reasonable adjustments • • • • • • Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments. Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed. The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability. Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented. Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made. All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department. Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 7 Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) Category Possible Issue LLN Speaking Reading Writing Confidence NonEnglish Speaking Background Speaking Reading Writing Cultural background Confidence Indigenous Knowledge and understanding Flexibility Services Inappropriate training and assessment Educational background Limited study skills Age Reasonable Adjustment Strategy (select as applicable) Verbal assessment Presentations Demonstration of a skill Use of diagrams Use of supporting documents such as wordlists Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process Use methods that do not require a higher level of language or literacy than is required to perform the job role Use short sentences that do not contain large amounts of information Clarify information by rephrasing, confirm understanding Read any printed information to the student Use graphics, pictures and colour coding instead of, or to support, text Offer to write down, or have someone else write, oral responses given by the student Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs Culturally appropriate training Explore understanding of concepts and practical application through oral assessment Flexible delivery Using group rather than individual assessments Assessment through completion of practical tasks in the field after demonstration of skills and knowledge. Make sure font size is not too small Trainer/Assessor should refer to the student’s experience Ensure that the time available to complete the assessment takes account of the student’s needs Provision of information or course materials in accessible format. Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures Supply of specialised equipment or services, e.g. a notetaker for a student who cannot write Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 8 Educational background Disability Reading Writing Numeracy Limited study skills and/or learning strategies Speaking Reading Writing Numeracy Limited study skills and/or learning strategies Changes to course design, e.g. substituting an assessment task Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift Discuss with the Student previous learning experience Ensure learning and assessment methods meet the student’s individual need Identify the issues Create a climate of support Ensure access to support that the student has agreed to Appropriately structure the assessment Provide information or course materials in accessible format, e.g. a textbook in braille Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures Supply of specialised equipment or services, e.g. a notetaker for a student who cannot write Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue Changes to course design, e.g. substituting an assessment task Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift Explanation of reasonable adjustments strategy used (If required) Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 9 Unit Assessment Task (UAT) Assessment Task 1 – Unit Knowledge Test (UKT) Assessment type: • Written Questions Assessment task description: • • • • • This is the first (1) unit assessment task you have to successfully complete to be deemed competent in this unit of competency. The Unit Knowledge Test is comprised of thirteen (13) written questions You must respond to all questions and submit them to your Trainer/Assessor. You must answer all questions to the required level, e.g. provide the number of points, to be deemed satisfactory in this task You will receive your feedback within two weeks – you will be notified by your Trainer/Assessor when results are available. Applicable conditions: • • • • • • • All knowledge tests are untimed and are conducted as open book tests (this means you are able to refer to your textbook during the test). You must read and respond to all questions. You may handwrite/use computers to answer the questions. You must complete the task independently. No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory. As you complete this assessment task you are predominately demonstrating your written skills and knowledge to your trainer/assessor. The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work. Resubmissions and reattempts: • • • Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment) For more information, please refer to your RTO Student Handbook. Location: • • This assessment task may be completed in a learning management system (i.e. Moodle) or independent learning environment. Your trainer/assessor will provide you further information regarding the location for completing this assessment task. Instructions for answering written questions: • • Complete a written assessment consisting of a series of questions. You will be required to correctly answer all the questions. Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 10 • • • • • Do not start answering questions without understanding what is required from you. Read the questions carefully and critically analyse them for a few seconds, this will help you to identify what is really needed. Your answers must demonstrate an understanding and application of relevant concepts, critical thinking, and good writing skills. Be concise to the point and write answers according to the given word-limit to each question and do not provide irrelevant information. Be careful, quantity is not quality. Be careful to use non-discriminatory language. The language used should not devalue, demean, or exclude individuals or groups on the basis of attributes such as gender, disability, culture, race, religion, sexual preference or age. Gender inclusive language should be used. When you quote, paraphrase, summarise or copy information from the sources you are using to write your answers/research your work, you must always acknowledge the source. How your trainer/assessor will assess your work? • • • • • • This assessment task requires the student to answer all the questions. Answers must demonstrate the student’s understanding and knowledge of the unit. If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C). If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC). Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC). The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet. Purpose of the assessment task: • The purpose of this assessment task is to assess the students’ knowledge required to determine best-fit topologies for wide area networks Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 11 Assessment Task 1 – Unit Knowledge Test (UKT) Instructions: • This is an individual assessment. The purpose of this assessment task is to assess the students’ knowledge required to ensure secure file encryption is selected, implemented and monitored on a computer network or local environment. • • • To make full and satisfactory responses you should consult a range of learning resources, other information such as handouts and textbooks, learners’ resources and slides. All questions must be answered in order to gain competency for this assessment. You may attach a separate sheet if required. • You must include the following particulars in the footer section of each page of the attached sheets: o Student ID or Student Name o Unit ID or Unit Code o Course ID or Course Code o Trainer and assessor name o Page numbers • You must staple the loose sheets together along with the cover page. • You must attach the loose sheets chronologically as per the page numbers. • Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words. Resources required to complete the assessment task: • Learner guide • PowerPoint presentation • Unit Assessment Pack (UAP) • Access to other learning materials such as textbooks • Access to a computer, the Internet and word-processing system such as MS Word. Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 12 Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 13 Question 1: Answer the following: A.) What is meant by network topology? Answer must be between 50-100 words. B.) Which network topology is best suitable for the following: • large and small LANs • WANs • VPNs • WLANs Answer must be between 50-100 words. Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 14 Question 2: Answer the following: A.) Briefly explain the following components associated with WAN. Answer must be between 50-100 words. B.) Briefly explain the working of the following: • Internet protocol addressing • Packet switching • Routed and routable protocols Answer must be between 150-200 words. Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 15 Question 3: Answer the following: A.) Provide detailed information about the following routing protocols: • Routing information protocol (RIP), • Enhanced interior gateway routing protocol (EIGRP) • Open shortest path first (OSPF) Answer must be between 100-150 words. B.) Briefly explain the relationship between asynchronous and synchronous communication. Answer must be between 40-80 words. C.) What is the use of the following in networking: • Microwave communication • Satellite communication Answer must be between 50-100 words. Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 16 Question 4: Provide a brief description of the following internet protocols: • Transmission control protocols (TCPs) • Internet protocols (IPs) Answer must be between 100-150 words. Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 17 Question 5: Answer the following: A.) What are the features of cybersecurity? Answer must be between 100-150 words. B.) What are the features of firewalls? Answer must be between 150-200 words. C.) What is the purpose of having cybersecurity in the network? Answer must be between 50-100 words. D.) What role does firewall play in network security? Answer must be between 50-100 words. Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 18 Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 19 Question 6: Answer the following: A.) What are the constraints and costs that need to be considered while establishing a WAN network? Answer must be between 80-130 words. B.) Write the features of having network infrastructure. Answer must be between 80-130 words. C.) What is the difference between digital and analogue networks? Answer must be between 80-130 words. D.) How does capacity planning work in networking? Answer must be between 40-80 words. E.) List the factors that need to be considered before projecting the growth of the network. F.) What is the difference between high and low-speed links? Answer must be between 30-60 words. Question 7: Answer the following: A.) What are the factors that a business needs to consider when checking the redundancy path for the network? Answer must be between 150-200 words. B.) Briefly explain the following WAN protocols used in networking: • Asynchronous Transfer Mode (ATM) Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 20 • Point-to-Point Protocol (PPP) Answer must be between 100-150 words. C.) Why it is important for an organisation to gather detailed information about the response time of a network. Answer must be between 50-100 words. D.) What are the requirements for having a reliable network? Answer must be between 50-100 words. E.) What is meant by the term scope of operation? Answer must be between 30-60 words. Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 21 Question 8: Answer the following: A.) Why is it important to assess traffic load and traffic flow patterns of the WAN? B.) Briefly explain any two factors that need to be considered while implementing network security? C.) List the factors that need to be considered while selecting high and low-speed links. D.) List the users who are going to use WAN. E.) List the applications supported by the WAN. Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 22 Question 9: Answer the following: A.) Briefly explain the following policies and procedures followed by the IT industry in networking: • Disaster recovery • Back-up Answer must be between 150-200 words. B.) What is the importance of identifying different segments in networks? Answer must be between 40-80 words. C.) How are the functions matrices for WAN created? D.) List the people to whom information about the selection of best-fit topology is reported. Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 23 Question 10: Briefly explain the following legislation, codes, work practices, regulations and standards related to networking: • Work practices for networking • WHS Act 2011 • Cybercrime Act 2001 • Telecommunication Act 1997 Answer must be between 200-250 words. Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 24 Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 25 Question 11: Answer the following: A.) What is the need for segmenting in networking? Answer must be between 100-150 words. B.) What is meant by functional analysis? Answer must be between 20-50 words. Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 26 Question 12: Write the requirements for the following: • LAN • WLAN • VPN Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 27 Answer must be between 50-100 words. Question 13: Write the features of the WAN design. Answer must be between 50-100 words. Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 28 Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 29 Unit Assessment Result Sheet (UARS) Assessment Task 1 – Unit Knowledge Test (UKT) Student and Trainer/Assessor Details Unit code ICTNWK560 Unit name Determine best-fit topologies for wide area networks Outcome of Unit Assessment Task (UAT) First attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Second attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Feedback to Student First attempt: Second attempt: Student Declaration • I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources. Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 30 • I have kept a copy of all relevant notes and reference material that I used as part of my submission. • I have provided references for all sources where the information is not my own. I understand the consequences of falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own. • I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. • All appeal options have been explained to me. Student Signature Date Trainer/Assessor Name Trainer/Assessor Declaration I hold: Vocational competencies at least to the level being delivered Current relevant industry skills Current knowledge and skills in VET, and undertake Ongoing professional development in VET I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the abovenamed candidate. Trainer/Assessor Signature Date Office Use Only Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________ Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 31 Unit Pre-Assessment Checklist (UPAC) UAT 2 – Unit Project (UP) Purpose of the checklist The pre-assessment checklist helps students determine if they are ready for assessment. The trainer/assessor must review the checklist with the student before the student attempts the assessment task. If any items of the checklist are incomplete or not clear to the student, the trainer/assessor must provide relevant information to the student to ensure they understand the requirements of the assessment task. The student must ensure they are ready for the assessment task before undertaking it. Section 1: Information for Students • • • • • • • • • • • Please make sure you have completed the necessary prior learning before attempting this assessment. Please make sure your trainer/assessor clearly explained the assessment process and tasks to be completed. Please make sure you understand what evidence is required to be collected and how. Please make sure you know your rights and the Complaints and Appeal process. Please make sure you discuss any special needs or reasonable adjustments to be considered during the assessment (refer to the Reasonable Adjustments Strategy Matrix and negotiate these with your trainer/assessor). Please make sure that you have access to a computer and the internet (if you prefer to type the answers). Please ensure that you have all the required resources needed to complete this Unit Assessment Task (UAT). Due date of this assessment task is according to your timetable. In exceptional (compelling and compassionate) circumstances, an extension to submit an assessment can be granted by the trainer/assessor. Evidence of the compelling and compassionate circumstances must be provided together with your request for an extension to submit your assessment work. Request for an extension to submit your assessment work must be made before the due date of this assessment task. Section 2: Reasonable adjustments • • • • • • Students with carer responsibilities, cultural or religious obligations, English as an additional language, disability etc. can request for reasonable adjustments. Please note, academic standards of the unit/course will not be lowered to accommodate the needs of any student, but there is a requirement to be flexible about the way in which it is delivered or assessed. The Disability Standards for Education requires institutions to take reasonable steps to enable the student with a disability to participate in education on the same basis as a student without a disability. Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies Matrix” to ensure the explanation and correct strategy have been recorded and implemented. Trainer/Assessor must notify the administration/compliance and quality assurance department for any reasonable adjustments made. All evidence and supplementary documentation must be submitted with the assessment pack to the administration/compliance and quality assurance department. Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 32 Reasonable Adjustment Strategies Matrix (Trainer/Assessor to complete) Category Possible Issue LLN Speaking Reading Writing Confidence NonEnglish Speaking Background Speaking Reading Writing Cultural background Confidence Indigenous Knowledge and understanding Flexibility Services Inappropriate training and assessment Educational background Limited study skills Age Reasonable Adjustment Strategy (select as applicable) Verbal assessment Presentations Demonstration of a skill Use of diagrams Use of supporting documents such as wordlists Discuss with the student and supervisor (if applicable) whether language, literacy and numeracy are likely to impact on the assessment process Use methods that do not require a higher level of language or literacy than is required to perform the job role Use short sentences that do not contain large amounts of information Clarify information by rephrasing, confirm understanding Read any printed information to the student Use graphics, pictures and colour coding instead of, or to support, text Offer to write down, or have someone else write, oral responses given by the student Ensure that the time available to complete the assessment, while meeting enterprise requirements, takes account of the student’s needs Culturally appropriate training Explore understanding of concepts and practical application through oral assessment Flexible delivery Using group rather than individual assessments Assessment through completion of practical tasks in the field after demonstration of skills and knowledge. Make sure font size is not too small Trainer/Assessor should refer to the student’s experience Ensure that the time available to complete the assessment takes account of the student’s needs Provision of information or course materials in accessible format. Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures Supply of specialised equipment or services, e.g. a notetaker for a student who cannot write Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 33 Educational background Disability Reading Writing Numeracy Limited study skills and/or learning strategies Speaking Reading Writing Numeracy Limited study skills and/or learning strategies Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue Changes to course design, e.g. substituting an assessment task Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift Discuss with the Student previous learning experience Ensure learning and assessment methods meet the student’s individual need Identify the issues Create a climate of support Ensure access to support that the student has agreed to Appropriately structure the assessment provision of information or course materials in accessible format, e.g. a text book in braille Changes in teaching practices, e.g. wearing an FM microphone to enable a student to hear lectures Supply of specialised equipment or services, e.g. a note taker for a student who cannot write Changes in lecture schedules and arrangements, e.g. relocating classes to an accessible venue Changes to course design, e.g. substituting an assessment task Modifications to physical environment, e.g. installing lever taps, building ramps, installing a lift Explanation of reasonable adjustments strategy used (If required) Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 34 Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 35 Unit Assessment Task (UAT) Assessment Task 2 – Unit Project (UP) Assessment type: Unit Project (UP) Assessment task description: • • • • This is the second (2) assessment task you have to successfully complete to be deemed competent in this unit of competency. This assessment task requires you to complete a project. You will receive your feedback within two weeks – you will be notified by your trainer/assessor when results are available. You must attempt all activities of the project for your trainer/assessor to assess your competency in this assessment task. Applicable conditions: • • • • • • • This project is untimed and are conducted as open book tests (this means you are able to refer to your textbook). You must read and respond to all criteria of the project. You may handwrite/use computers to answer the criteria of the project. You must complete the task independently. No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory. As you complete this assessment task you are predominately demonstrating your practical skills, techniques and knowledge to your trainer/assessor. The trainer/assessor may ask you relevant questions on this assessment task to ensure that this is your own work. Resubmissions and reattempts: • • • Where a student’s answers are deemed not satisfactory after the first attempt, a resubmission attempt will be allowed. You must speak to your Trainer/Assessor if you have any difficulty in completing this task and require reasonable adjustments (e.g. can be given as an oral assessment). For more information, please refer to your RTO Student Handbook. Location: • • This assessment task may be completed in an independent learning environment or learning management system. Your trainer/assessor will provide you further information regarding the location of completing this assessment task. General Instructions for attempting the project: • You will be required to correctly attempt all activities of this assessment task. How your trainer/assessor will assess your work? • • • This assessment task requires the student to successfully complete and submit a project. Answers must demonstrate the student’s understanding and skills of the unit. You will be assessed according to the provided performance checklist/ performance criteria. Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 36 • • • • • Assessment objectives/ measurable learning outcome(s) are attached as performance checklist/ performance criteria with this assessment task to ensure that you have successfully completed and submitted the assessment task. If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C). If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit outcome is Not Yet Competent (NYC). Once all assessment tasks allocated to this Unit of Competency have been undertaken, trainer/assessor will complete an Assessment plan to record the unit outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC). The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet. Purpose of the assessment task: This assessment task is designed to evaluate your following skills and abilities: • • • Skill to analyse operation of the internet Ability to prepare a report related to network testing and evaluation Skill to Analyse internetwork protocols Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 37 Assessment Task 2 – Unit Project (UP) Instructions to complete this assessment task: • • • • • • • • • • • • • Please write your responses in the template provided. You may attach a separate sheet if required. You must include the following particulars in the footer section of each page of the attached sheets: o Student ID or Student Name o Unit ID or Unit Code o Course ID or Course Code o Trainer and assessor name o Page numbers You must staple the loose sheets together along with the cover page. You must attach the loose sheets chronologically as per the page numbers. Correction fluid and tape are not permitted. Please do any corrections by striking through the incorrect words with one or two lines and rewriting the correct words. The premise of the project must be closely related to the previous assessment task. This submission must be well presented and follow the guidelines and instructions provided. Please follow the format as indicated in the template section below. One of the most important steps that you can take: proofread your project. Project must be of 500-800 words in length, using 11-point font, double-spaced, and must include a cover page, table of contents, introduction, body, summary or conclusion, and works cited. Appropriate citations are required. All RTO policies are in effect, including the plagiarism policy. Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 38 Scenario: Future IT is an IT company that provides different IT services such as application development, technical issues resolution, software support, Internet services, database services and others. It operates across Australia with branches in major cities such as Melbourne, Sydney, Perth, and Brisbane. It has around 133,240 clients and has been providing services to them for the last five years. The company has been consistent with providing services and is giving tough competition in the industry. The organisation turnover is $80,000 per month, and the business is growing and has opened branches in Melbourne, Hobart and Tasmania. The main branch is in Sydney, and all the work is monitored form there. Future IT is aware that managing all the operations from one branch will help in saving money and reduces redundancy of the operations. All the offices and branches operate independently, and the LAN network is similar to the main office in Sydney. The following equipment is included in the network of Future IT: Item Specification Quantity Desktop • Processor: Intel Pentium III 2.24 GHz • RAM: 4 GB • Hard Drive: 500 GB 18 Server • 1 Router • D-Link ADSL2 1 Switch • TP-Link Switch 1 NAS • WD 1 TB • Network Port 1 Software • Windows 10 Pro 18 Application Software • Microsoft Office Suite 18 HPE ProLiant MicroServer G10 Opteron X3418(1/1) 8GB(1/2) SATA LFF NHP(0/4) No OS Currently, all branches of Future IT are operating independently. They don’t have a WAN network to connect the branches with the Sydney campus. Future IT is planning to connect the following branches with the Sydney branch: • Melbourne Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 39 • • Perth Hobart Future IT has designed a budget of $40,000 to purchase the resources and obtain licenses for site access. The time given to complete the project is six months. Currently, Future IT has the following LAN design for the branches to operate. The issue with the design is that it is restricted to a particular branch, and it is hard to communicate between other branches and hard to share the information. Future IT Sydney LAN design: Future IT is also aware that they need to follow the WHS policies and other legislation to ensure that they comply with government regulations. Future IT is also using the following devices on the network, which needs to be considered while designing the WAN: • • Database – All day to store and backup the data VPN – to connect with required branch Future IT is also aware that they need to perform functional analysis before the designing of WAN. The resources which need to considered in the functional analysis are: • • • Internet Wireless services Printer Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 40 • VPN Future IT will use the following topologies for the WAN connectivity. Only the best suitable topologies will be implemented on the WAN network after doing the research. • • • • • • Star topology Bus topology Full mesh topology Mesh topology Point-to-point topology Dual-homed topology You have joined Future IT as a network security specialist. You need to go through the scenario and research on the internet prior to the start of the activity. Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 41 Activity 1: Gathering information about the project Go through the scenario and research on the internet prior to the start of the activities. In this activity, you need to conduct a meeting with your manager to discuss work details, operational requirements and budget limitations related to the designing of the wide-area network. You will act as a network designer who will provide the details of the different topologies which can be used to design WAN. You also need to provide details of the work requirements, budget and stakeholders involved in the project. Your classmates will act as a manager who will confirm the budget and stakeholder involved in the project. He/she will also provide information about the future requirements of the project. In the meeting, you need to discuss the following: • • • • • • • • • • Reason for designing WAN Requirements for designing the WAN network Operational requirements of the business Budget for the project Stakeholders involved in the project Timeline to finish the project Legislation and WHS requirements for the project Ask for site access according to security arrangement, legislation, WHS requirements, codes, regulations and standards Discuss how to comply with the requirements for accessing the site Highlight LAN segments, WAN segment and VPN segments for the network You need to complete the meeting in 7-10 minutes. Your trainer will observe your performance and complete the following performance checklist. You also need to complete the following meeting minutes template and write the information related to the meeting discussion. You need to submit the completed meeting minutes document to your assessor. Meeting minute template Minutes of Meeting Meeting Objective: Attendees: Venue: Date: Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 42 No Points Discussed Actions Suggested Target Date Performance criteria checklist for unit assessment task: Trainer/ Assessor to complete Does the candidate meet the following criteria Yes No Trainer/Assessor Comments Conduct a meeting: • • • • • • • • • • Discussed designing reason for WAN o Listed security reason o Highlighted topology and network growth Discussed requirements for designing the WAN network o Need for WAN network o What needs to be included in the network Discussed operational requirements of the business Highlighted budget for the project Listed the stakeholders involved in the project Highlighted the timeline to finish the project Discussed legislation and WHS requirements for the project Asked for site access according to security arrangement, legislation, WHS requirements, codes, regulations and standards Discussed how to comply with the requirements for accessing the site Highlighted LAN segments, WAN segment and VPN segments for the network Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 43 • Completed the given meeting minutes template. • Completed the meeting in the given timeframe. • Use active listening to understand the manager’s point of view. Allow other people to discuss the issues • Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 44 Activity 2: Developing a functional matrix and performing functional analysis This activity is in continuation with the previous activity. In this activity, you need to prepare a report to develop a WAN functional matrix to determine the best suitable topologies for the network and develop a WAN diagram for connection between the following locations: • • • Sydney and Melbourne Sydney and Hobart Sydney and Perth The report needs to cover the following: • • • • • • • Importance of functional analysis Segment needs for WAN Organisational requirements form the WAN network Traffic on the network Network usage of the organisation WAN functional matrix Develop WAN diagram for connection between the following: o Sydney and Melbourne o Sydney and Hobart o Sydney and Perth Your trainer will provide you with the template of the report. You need to go through the scenario, meeting minutes and research on the internet to complete the template. Once the template is complete, you need to submit it to the trainer for assessment. Template: Functional matrix for WAN Importance of functional analysis Segment needs for WAN Organisational requirements form the WAN network Traffic on the network Network usage of the organisation Device Content Usage Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 45 WAN functional matrix Resources Location Devices linked Function WAN diagram WAN diagram (Connection between Sydney and Melbourne) WAN diagram (Connection between Sydney and Hobart) WAN diagram (Connection between Sydney and Perth) Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 46 Activity 3: Creating WAN specifications This activity is in continuation with the previous activity. In this activity, you need to research the topologies, which will be best suitable for the three different WAN of Future IT in three different locations. For selecting topologies for different WAN, you need to prepare a report on the requirements of the WAN, factors affecting WAN architecture and services provided by WAN. The report needs to cover the following information: • • • • • • • • Requirements of the following: o LAN o WLAN o WAN o VPN Environmental factors affecting WAN design How WAN will satisfy network traffic Redundant links in WAN connectivity Ways to prevent disruption to the network Viable WAN services for connectivity WAN example (at least three diagrams) Best suitable topologies for the WAN Your trainer will provide you with the template of the report. You need to go through the scenario, meeting minutes and research on the internet to complete the template. Once the template is complete, you need to submit it to the trainer for assessment. Template: WAN specification documentation Resources requirements for LAN, WAN, WLAN and VPN Product Part Description Quantity Price Environmental factors affecting WAN design Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 47 How WAN will satisfy network traffic Redundant links in WAN connectivity Ways to prevent disruption to the network Viable WAN services for network connectivity Best suitable topologies for the WAN Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 48 Activity 4: Reporting best-fit topologies for WAN This activity is in continuation with the previous activity. In this activity, you need to conduct a meeting with your manager to provide information about the topologies selected for the three different wide area networks. You will act as a network designer who will provide information gathered in the previous activity and will provide an explanation for choosing the different topologies for three WAN. Obtain sign-off from the manager after reporting the topologies for different WAN. Your classmate will act as a manager who will ask questions about selecting the topologies for different WAN. He/she will provide the sign off for the project. In the meeting, you need to discuss the following: • • • • • Information gathered in the previous activities Configuration of resources for WLAN, VPN and WAN Information about the topologies selected for different WAN Explanation for selection of the topologies Obtain sign off Complete the meeting in 7-10 minutes. Your trainer will observe your performance and complete the following performance checklist. You also need to complete the following meeting minutes template and write the information related to the meeting discussion. Submit the completed meeting minutes document to your assessor. Meeting minute template Minutes of Meeting Meeting Objective: Attendees: Venue: Date: No Points Discussed Actions Suggested Target Date Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 49 Performance criteria checklist for unit assessment task: Trainer/ Assessor to complete Does the candidate meet the following criteria Yes No Trainer/Assessor Comments Conduct a meeting: • • • • • • • • • Submitted documents created in the previous activity Discussed the submitted documents o Discuss the threat model o Discuss risk management plan Discussed security design and policies o Highlighted policies for security design Discussed steps involved in auditing and incident response plan Discussed configuration of resources for WLAN, VPN and WAN o Highlight the resources for WAN, LA, WLAN, VPN Obtained feedback o Gathered details about changes to make the documents Discussed how feedback will be address Asked questions to clarify doubts Completed the given meeting minutes template. • Completed the meeting in the given timeframe. • Use active listening to understand the manager’s point of view. Allow other people to discuss the issues • Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 50 Unit Assessment Result Sheet (UARS) Assessment Task 2 – Unit skills test (UST) Student and Trainer/Assessor Details Unit code ICTNWK560 Unit name Determine best-fit topologies for wide area networks Outcome of Unit Assessment Task (UAT) First attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Second attempt: Outcome (please make sure to tick the correct checkbox): Satisfactory (S) ☐ or Not Satisfactory (NS) ☐ Date: _______(day)/ _______(month)/ ____________(year) Feedback to Student First attempt: Second attempt: Student Declaration • I declare that the answers I have provided are my own work. Where I have accessed information from other sources, I have provided references and or links to my sources. • I have kept a copy of all relevant notes and reference material that I used as part of my submission. • I have provided references for all sources where the information is not my own. I understand the consequences of Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 51 falsifying documentation and plagiarism. I understand how the assessment is structured. I accept that all work I submit must be verifiable as my own. • I understand that if I disagree with the assessment outcome, I can appeal the assessment process, and either re-submit additional evidence undertake gap training and or have my submission re-assessed. • All appeal options have been explained to me. Student Signature Date Trainer/Assessor Name Trainer/Assessor Declaration I hold: Vocational competencies at least to the level being delivered Current relevant industry skills Current knowledge and skills in VET, and undertake Ongoing professional development in VET I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid, reliable, and flexible assessment. I have provided feedback to the abovenamed candidate. Trainer/Assessor Signature Date Office Use Only Outcome of Assessment has been entered onto the Student Management System on _________________ (insert date) by (insert Name) __________________________________ Document Type: Unit Assessment Pack (UAP) Version 8 Unit Name: ICTNWK560 – Dete rmine best -fit topologies for wide a rea networks Page | 52
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