Eric Glinsky

Connor Grimason
Brian Ghilliotti
Tom Hull
Network Design

INITIAL MEETING WITH STAKEHOLDERS - SUMMARY

The primary stakeholder, Chris Parden, is the Computer Science program coordinator
at QVCC. He teaches a variety of classes in room E242, which currently has a
U-shaped formation of tables with 20 computers for lectures, virtual labs, and
switch/router configuration; plus work benches around the perimeter of the room for
computer hardware-related activities. There is a conduit with electrical wire going from
floor to ceiling towards the front of the room, which impedes conversation. The U
formation, with raised monitors, also impedes conversation and makes students feel
trapped. The work benches will stay; the ones in the back of the room will move towards
the east wall. Chris envisions 4 pods with 5 computers each in the center of the room, to
encourage collaboration. Seats should be chosen and oriented to easily switch between
lecture and collaboration. Each pod should have their own router and switch to work on,
which could be housed in individual racks on the back wall of the room.

Severe budget cuts have discouraged the purchase of new equipment at QVCC.
Meanwhile, QVCC has many retired Cisco Layer 3 switches to donate to the lab, which
can help defray costs. Chris is prepared to make the argument that equipment needs to
be purchased. There is no hard dollar limit on the budget.

Jeff Farese is also a stakeholder as an adjunct Computer Science professor. Jeff is

willing to put up with a conduit pole, which has simple workarounds, if it helps ensure
that robust equipment is used so it just works for lectures and lab activities. While Jeff
frequently utilizes the projector for demonstrations, he is content to illustrate his ideas
on the whiteboard, which, in our experience, he often does anyway. Jeff disagrees
about the five racks in the back of the room, citing crowding issues in the area as
several students work simultaneously. He would love KVM switches to be used for ease
of managing multiple appliances without cabling hassles. Jeff is concerned about the
lack of a concrete budget, making it difficult to obtain new equipment. He commends the
layer 3 Cisco switches that have recently been donated to the lab, saying that they
provide high cost savings.
 THEMES

Overall, we had the impression that many students did not have a clear idea of what the
instructor was planning for with this classroom reorganization project. Part of this may
have stemmed from not knowing what questions to ask. This was also related to the fact
that many students did not know what the instructor was thinking of. These factors
seemed to reinforce each other, creating a situation where students did not know what
to ask.

Perhaps Chris Parden could have provided a rough diagram on the dry erase board to
get a better picture of what he wanted. Chris was also not clear as to whether we would
be using the same furniture that was already in the class, or if he was considering other
desk furniture that could better facilitate his room reorganization goals. Also, no one
seemed to take a serious focus on the cabling issues with this room reorganization
project.

We found Jeff a little clearer on what he wanted, and his big issue was reliability. He
clearly stated that he was concerned about reliability because he taught classes at
night, which is a time when there is little technical support available. The fact that his
class only meets once a week made his time more sensitive to technical glitches. We
could have followed up by asking what sort of technical problems he has had in the
past. It should be noted that the themes we see and reflect upon in this paper are privy
to our bias.

We also noted the theme of an unwillingness to spend more money than needs to be
spent.

ADDITIONAL CLARIFICATION

What is the actual range or estimate for the amount of money that can be spent if
there is something that cannot be used from storage? The budget still has some
ambiguity to it.
What is the list of equipment that we currently have available?
Can all of this equipment be used together or will there be compatibility issues?
Can this equipment satisfy all of your teaching needs that you expect from it?
What is the size of the tables you intend to use?
 THOUGHTS

The TVs on the east and west walls offer little value in our opinion. Theyre too
small, so theyre hard to see, compared to the projector. They also add
complication for the lecturer in setting up.
We agree with Jeffs concern about the racks in the back of the room; instead,
we would like to see racks located at each pod, but its a matter of positioning
them so theyre both accessible and out of the way (physically and visibly).
Maybe have a 6U rack at the pod, which can be on a platform that can be raised
and lowered to be out of sight when not in use, and at a comfortable working
height when it is in use. A 24 port patch panel could go in the rack, and there
could be a dozen or so jacks built into the desk, so there are less cables running
everywhere. Also, a KVM switch could help with switching between using the
console on the switch, router, firewall, and one computer.
We like the idea of opening a subsidiary computer room at the Willimantic school
branch location. We like the idea of conducting classes via a teleconferencing
system, which can be utilized during snow days. Students in the local area can
go the building closest to them and obtain lectures via teleconference.
With that system in place, experiments could be established so that professors
can teleconference their classes directly to their students homes. This is not an
effort to promote complete digitization of the classroom, as students miss the
human interaction component of education, which is a key component.
We would also like to see hacking stations set up between the two labs, which
creates a realistic training element for security courses, as much computer crime
is done remotely. Perhaps a security class can be split up in two teams between
the Willimantic and Danielson branches, with the head professor sourcing his
lecture from the Danielson location. If the teams want to have some direct access
to their professor, the professor can alternate the location from which they base
their lecture.
Perhaps students can participate in the physical implementation of this plan this
summer, at both locations (if it is decided to use both locations), and in the
process generate some press interest in both communities about this student led
project.
There is a possibility that specialized interests may become aware of this plan,
and would be interested in donating equipment or funding to help these students
carry out this reorganization project. This approach cannot involve a direct
request for funds for this project. We would have to portray this effort to the press
as a student led, start from scratch effort, in hopes that some technical
professionals generosity strings may be tugged.
 Being in this classroom for most of our time at QV, we are really excited to help
figure out a better way to situate the room for future networking and IT students.
We would like to be able to interact with the other groups as well and we feel that
the round table setup might be really good for that. We feel that it would be
easier to work as a group in the circle pod setup. Currently in the Routing and
Switching course, we have the group spanned horizontally, making it a pain to
work because we feel so far away from the other people down the table. We
think it will be a better fit for the teamwork environment that group projects tend
to use. We would feel more included if it were closer together and everything
were right in front of us..

INITIAL QUESTIONS FOR STAKEHOLDERS

1. On a scale from 1 to 5, how important is the reliability of this network? Does

downtime mean lost profits? Can users continue to work in any capacity with the
network down?
2. How many users will the network have initially? Is there potential for growth, and
if so, to what degree?
3. If growth is expected, would you want to buy different hardware upgrades? Or
wait till the time comes to make that decision?
4. What are your primary needs for the network?
5. Are there plans to expand the current computer lab to other classrooms in the
building?
6. Will the computer lab be used to teach engineering related courses, especially
courses that rely on heavy use of graphics related data from external servers?
7. What is the budget?
8. What time frame does this project need to be completed in?

INITIAL QUESTIONS ABOUT DESIGN

1. Should the network be one, two, or three tiers?

2. Should a unified or traditional topology be used?
3. To what extent will wireless technology be used?
4. How many servers will be installed in the classroom itself for the new classroom
design? What can be placed in a nearby IT closet?
5. Through what method do you want to be able to control each pods network
equipment?
6. What equipment is currently available that does not need to be purchased?
7. What type of furniture are we most definitely looking at? Need to know when
designing.
8. What about being able to VOIP in the classroom?

INVENTORY
SWITCHES
(13) Cisco Catalyst 3560G PoE-48
(18) Cisco Catalyst 3500 Series XL 48
(1) Cisco Catalyst 3550 Series 48
(2) Cisco 4400 Series wireless controllers
(12) HP ProCurve 2650-48
(2) HP ProCurve 2626-24
(1) HP ProCurve 5406zl chassis switch with (5) 24p PoE modules and (1)
20p PoE/4p SFP module
(3) Cisco Catalyst 2970-48
(3) Cisco Catalyst 4006 chassis switches
COMPUTERS
(21) HP Z230 workstations/keyboards/mice/widescreen monitors
(33) 4:3 monitors on work benches
(61) obsolete desktop computers
(5) obsolete iMacs
SERVERS
(1) Dell PowerEdge 840 server (former domain controller)
(1) Dell PowerEdge 2600 server
(3) Dell PowerEdge 2800 servers
(2) Dell PowerEdge 2650 servers
(2) Dell PowerEdge 1950 servers
(1) Dell PowerEdge 2970 server
(1) Dell PowerEdge 2900 server (current domain controller)
(1) Dell PowerEdge 2400 server (very old)
IN RACK
(1) Cisco Catalyst 2960 PoE-8 switch
(1) HP ProCurve 2910al-48G switch
(1) HP ProCurve 5308xl chassis switch (12 fiber uplinks, 28 10/100/1000
RJ45)
(1) Supermicro chassis (pfSense firewall)
(1) Cisco 2600 Series (router?)
(1) HP Z230 workstation
(1) 4:3 monitor
 REQUIREMENTS

(4) pods with (5) stations would allow for each pod to have its own
router/switch/firewall for lab activities. This setup is great for group work with all
of the network equipment at each pod.
Teacher can monitor/control each pods equipment. Needed feature so the
professor can help groups from his or her desk, if they are working on something
up there. Useful for when students get stuck on a certain part of their labs; they
will be able to get help without getting up each time.
Remove the electrical pole for good visibility between students/instructor and
between students and whiteboard/projector. This will allow for an adequate
learning environment for the students and will be easier to teach for the
professor, who will feel more connected to the class.
Reduce clutter (unused equipment) and the existing equipment should be utilized
wherever possible. Reorganization of unused equipment would help.
Simplicity and reliability of production network. The network needs to be simple
enough, not overly complex for the room, and it has to be reliable when students
need access to it for classes and lab work at all times.
Room needs to have good flow, prevent traffic jams when 20 people are working
at once. Pods will need to be spaced out as evenly as possible to prevent
clusters of students from forming near the pods and workstations.

CONCERNS

How is the cabling for racks and switches in the back of the room going to work? If wires
are on the ground, it could create a tripping hazard. We can overcome this by routing
the pods cabling to the outside of the room through over-floor raceways. Also, if groups
need to work on their switches on the racks, it's going to get crowded back there since
the switches will all be located in the same location. A suggested fix is placing switches
at the pods. We also need more ways to power the room, as currently there is not an
ample amount of outlets in the floor, and not enough power strips to power devices
other than the workstations and monitors. We also dont have a clear cut way to know
how the desks will be aligned, which impedes determining overall room layout.
Additionally, all extra equipment in the room is quite distracting. We need a way to
organize the classroom with all the various equipment neatly stored.
 ASSUMPTIONS

Client will remove excess (unused) equipment from the room (including but not
limited to monitors, desktops, servers, and switches) prior to project
implementation.
Client will provide and configure network services to each pod, including but not
limited to DNS, DHCP, and Internet connectivity.
Client will provide furniture and run cables (Cat5 and power through cable
raceways on floor and wall to each pod).
Client will provide network racks, core cabinet, and all necessary equipment
(routers, switches, firewalls, workstations and peripherals, and UPS for network
appliances/servers).
Client will provide and configure audio/visual equipment (projector, TVs,
whiteboards)
Solution provider is not responsible for scheduling or other issues/delays with
third-party contractors or vendors.
Client will move pole that currently carries power to the horseshoe
Client will provide electrical power to all pods [and production equipment rack] via
a certified electrician.
Client is responsible for relocating the existing network rack and components
from its current location to the center of the rear wall in the room.
The design will include no new equipment that the client does not already have
unless authorized by the client.
Client is responsible for configuring and testing applications and services upon
reconfiguration of the network.

DESIGN

Design Overview
The goal of this design is to create a network environment that facilitates efficient
learning and is reliable. We arranged 4 pods of 5 computers in a way that allows the
students to work on the hardware without it inhibiting their ability to see and listen to the
instructor lecturing. It also allows for easier collaboration within the group by having
circular tables and proper placement of network equipment. The connection to the
production network will be through a patch panel at each pod to a single core switch for
all of the workstations. The IP scheme and network services provided are discussed
later in the "Description of the production network" section. The materials will include
mostly equipment that is already in the client's inventory including, but not limited to,
switches, workstations, and firewalls. The items that need to be purchased for the
design are (4) 8U racks, (4) 24-port patch panels, and 20 additional NICs for the
workstations that will be used to provide connectivity to the experimental network, while
the onboard NICs will simultaneously connect to the production network. This will allow
students to access the Internet and to look at resources at the same time they are
configuring their experimental network. Wires for both NICs will terminate at the pods
patch panel, avoiding the need to fumble with network cables behind the workstations.

Physical layout
The 20 student computers will be distributed across four pods of five computers placed
near where the corners of the current horseshoe reside. The work bench in the rear of
the room will be moved to the right side of the room and the work bench on the right
side of the room shifted to the right. The current network rack (hereafter the production
rack) that is located at one end of the horseshoe will move to the center of the rear
wall. Two of the cabinets on the right and front walls will move to the rear wall near the
windows. One of the tables that is currently in the horseshoe will remain for the teacher
near the whiteboard. Power and Cat6 wiring will be run from each pod over the floor and
be covered with permanent over-floor raceways to prevent tripping; the Cat6 will
continue up the walls through wire mold, through the ceiling, and down into the
production rack. A sketch of the layout is provided here with the front (door) up top:
Description of the production network
The production network will be a flat network in a one-tier star topology. There will be
one switch that all the workstations connect to directly. The IP subnet will change to
172.16.1.0/24 to avoid confusion with the 192.168.0.0 scheme used in lab activities. A
firewall will be used in NAT mode for Internet connectivity. The current Active
Directory/DNS/DHCP server will continue to provide those roles but be moved to the
college server room next door.

Components of the production rack

HP 5406 chassis switch
Z230 workstation and related peripherals
pfSense firewall
48-port patch panel

Description of pod design

Each pod will have five workstations and related peripherals, as well as its own 8U rack
mounted to the side of the desk, housing a 24-port patch panel, two Cisco switches, an
HP switch (for diversity in learning), and a firewall. Ten Cat6 wires will be terminated at
the patch panel with two of these wires also terminating at RJ45 ends at each computer.
Five Cat6 wires will be terminated at the pod patch panel and connect to the patch
panel in the production rack. This wiring will enable each workstation to have one NIC
connected to the pods switch, and one NIC connected to the production switch,
ensuring constant availability of Internet resources while requiring less configuration of
static IP addresses for use with the pods own internal network.

Components of each pod

Five Z230 workstations and related peripherals
(2) Cisco Catalyst 3560G PoE-48
HP ProCurve 2650-48
pfSense firewall
24-port patch panel
8U rack

Audio/visual equipment
The TVs on the side walls will be removed since they provide little to no benefit for
students viewing projected material over the projector and add complication for the
instructor. The Apple TV for Chriss iPad, as well as the KVM switch to switch between
projecting the Apple TV, teacher workstation, and guest devices via HDMI, will remain.
 Conclusion

Quinebaug Valley Community College will be enhancing one of their networking labs to
accommodate the classes being held in the room. The room has to have a 4 pods with
5 stations at each pod for ease of access within group hands-on work. The connection
to the production network will be through a patch panel at each pod to a single core
switch for all of the workstations. The production network will be a flat network in a
one-tier star topology. There will be one switch that connects to it directly at each pod.
The production and experimental networks will be reachable simultaneously as each
station will have two NICs, allowing students to be able to use both resources. The
production rack would be located in the back center of the room along with two of the
cabinets being moved to each side of the production rack. All of the wiring on the floor
of the design would be covered with over-floor raceways to protect the cables and
prevent tripping hazards. Each of the pods would have an 8U rack on the side of the
pods that houses a 24-port patch panel with two Cisco switches, one HP switch, and a
firewall. This design allows for an adequate learning and teaching environment, along
with being well-suited for hands-on group work with having good amounts of spacing
and flow within the classroom.