...CN LAB REPORT Dept. of ISE, BVBCET Department of Information Science & Engineering, BVBCET Hubballi COMPUTER NETWORKING LAB Mahantesh Patil 2BV14IS410 Mahantesh Patil 2BV14IS410 CN LAB REPORT Dept. of ISE, BVBCET LAB-01 List the hardware components 1) Difference between switch and Hub: 2) Difference between SWITCH and ROUTER 3) Differences between Router and Gateway 4) What is the Difference between Subnetting and Supernetting? HARDWARE COMPONENTS Cables: 1|Page Mahantesh Patil 2BV14IS410 CN LAB REPORT Dept. of ISE, BVBCET Cables: which are used to connect one or more devices to computer or network. Different types of network cables are available market they are Coaxial cable, Optical fiber cable, Twisted pair cable. RJ-45 The most common UTP connector is RJ45 (RJ stands for registered Jack), as shown in Figure. The RJ45 is a keyed connector, meaning the connector, meaning the connector can be inserted in only one way. 2|Page Mahantesh Patil 2BV14IS410 CN LAB REPORT Dept. of ISE, BVBCET SWITCHES: Switches contain many ports to connect different network segments. They are similar to hubs, but offer greater performance. When a network contains a large number of devices, switches are needed instead of hubs to make sure the communications between devices does not slow down. Contrary to hubs, switches send the data it receives only to specific ports. NIC(NETWORK INTERFACE CARD) A network card, network...
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...EMNG 1001 CIRCUIT ANALYSIS LAB #7 – Multisim Date: Student Name & IDN: Lab Partner Name & IDN: ___________________________________________________ ____________________________________________________ ____________________________________________________ Notes: 1. Practice safety at all times. Anyone not following safety rules and practices will NOT be permitted to continue with the lab and a “Zero” grade will be applied to the affected student(s). 2. Read and follow ALL lab instructions provided. 3. Answer all questions, neatly, clearly and concisely, on supplied forms. 4. If additional space is required for any work, it must be typed and included as attachments to the main lab report. Make sure all attachments are titled and serially labeled as Attachment A, B, C, etc. 5. Labs are only conducted during scheduled lab times and cannot be made up. A grade of “Zero” will be assigned for missed labs. 6. Complete lab reports are to be submitted at the very next lab class on an alternating week basis. Students assigned an odd number will hand in a complete lab report for all odd numbered labs (LABS 1, 3, 5, 7, 9). Students assigned an even number will hand in a complete lab report for all even numbered labs (LABS 2, 4, 6, 8, 10). 7. Upon completion of lab, make sure that the professor reviews and signs off on the lab cover page. If the lab is not signed by the professor or lab supervisor, a grade of “Zero” will be assigned. Professor’s Ack. ________________________________________________ ...
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...Fly lab report p. 1 SAMPLE LAB REPORT Perception of Different Sugars by Blowflies by Alexander Hamilton Biology 101 October 24, 2009 Lab Partners: Sharon Flynn, Andi Alexander Fly lab report p. 2 ABSTRACT To feed on materials that are healthy for them, flies (order Diptera) use taste receptors on their tarsi to find sugars to ingest. We examined the ability of blowflies to taste monosaccharide and disaccharide sugars as well as saccharin. To do this, we attached flies to the ends of sticks and lowered their feet into solutions with different concentrations of these sugars. We counted a positive response when they lowered their proboscis to feed. The flies responded to sucrose at a lower concentration than they did of glucose, and they didn’t respond to saccharin at all. Our results show that they taste larger sugar molecules more readily than they do smaller ones. They didn’t feed on saccharin because the saccharin we use is actually the sodium salt of saccharin, and they reject salt solutions. Overall, our results show that flies are able to taste and choose foods that are good for them. INTRODUCTION All animals rely on senses of taste and smell to find acceptable food for survival. Chemoreceptors are found in the taste buds on the tongue in humans (Campbell, 2008), for example, for tasting food. Studies of sensory physiology have often used insects as experimental subjects because insects can...
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... April 19, 2015 Executive Summary Purposes of the Report The purpose of this recommendation report is to identify the underlying causes of academic lab safety and give recommendations on how these safety issues can be resolved so that future accidents can be avoided. The topics discussed in this report will help to determine the appropriate course of actions that need to be taken to ensure that all students and staff whom conduct lab experiments do so with the upmost caution. There is a growing concern for the safety of both staff and students that does not seem to lower the risks that these people are being put in. The importance of proper training and education on lab safety can help to resolve future issues. Academic Lab Safety: Ensuring the Safety of Our Students This research conducted is to help improve the improper management of academic labs by providing safety education and encouraging the correct training on safety. If the requirements of lab safety training are being met, then staff and student safety can be reduce to a minimum. Without the proper safety practices during experiments in the lab, many more students and staff will continue to be hurt and the future of academic labs may cease to exist based on the lack of funding that may or may not be provided to continue to educate students on how experiments and science work. Recommendations The recommendations of this report include: Never conduct experiments in the laboratory alone or perform...
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...University of Central Florida College of Medicine Obstetrics and Gynecology Clerkship Revised 5/4/11 lab 1 | P a g e University of Central Florida College of Medicine Obstetrics and Gynecology Clerkship Revised 5/4/11 lab 2 | P a g e TABLE OF CONTENTS GENERAL INFORMATION ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 4 RECOMMENDED TEXTS/RESOURCES ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 5 DIDACTIC EXPERIENCE ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 6 IMPORTANT LOCATIONS ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 7 OBSTETRICAL SERVICE: FLORIDA HOSPITAL AND WINNIE PALMER HOSPITAL ‐‐‐‐‐‐‐‐‐‐‐‐ 8 GYNECOLOGIC AND GYNECOLOGIC ONCOLOGY SERVICES: FLORIDA HOSPITAL AND WINNIE PALMER HOSPITAL ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 11 COMMUNITY WEEK AND SPECIALTY CLINICS‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐14 TIPS FOR A SUCCESSFUL OB/GYN ROTATION ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 15 LOGGING PATIENT ENCOUNTERS (THE PATIENT PASSPORT) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 16 CLERKSHIP ATTENDANCE POLICY ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 19 CLERKSHIP OBJECTIVES ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ 20 THE CASE...
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...CH 220C ORGANIC CHEMISTRY LABORATORY Spring, 2015 Section Page 1. General Information 2 2. Safety Information 2 3. Attendance 3 Make-Up Policy 3 4. Laboratory Protocol 3 Assigned Reading 3 Pre-Lab Quizzes 3 Lab Notebook 5 Chemicals 5 Due Dates for Reports 5 5. Orientation 5 In-Lab Information 5 Library Information 5 6. Check-In 6 7. Grading Procedure 6 8. Policy on Cheating 7 9. TA Office Hours 8 10. Faculty Course CoordinatorS 8 11. Course Web Page 8 12. Hints to Minimize Frustration IN ORGANIC CHEMISTRY 8 13. Work Schedule 10 Lab Report Due Date Schedule 10 Experiments 10 14. Supplements 17 A. Extraction of Unknown 17 B. Recrystallization of Unknown Products 18 C. Methyl Benzoate 19 D. Synthesis of Luminol 20 E. Azo Violet 23 1. GENERAL INFORMATION PRE- and CO-REQUISITES Pre- and co-requisites for CH 220C listed in the Course Schedule. Important: Because the lecture and laboratory courses are co-requisites of each other, dropping one of them requires that you drop the other as well, unless the drop occurs during ...
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...IS4550 Security Policies and Implementation INSTRUCTOR GUIDE Course Revision Table Change Date | Updated Section | Change Description | Change Rationale | Implementation Quarter | 12/20/2011 | All | New curriculum | | June 2012 | | | | | | | | | | | | | | | | | | | | | | | | | | ------------------------------------------------- ------------------------------------------------- Credit hours: 4.5 Contact/Instructional hours: 60 (30 Theory, 30 Lab) Prerequisite: IS3110 Risk Management in Information Technology Security or equivalent Corequisite: None Table of Contents Course Overview 5 Course Summary 5 Critical Considerations 5 Instructional Resources 6 Required Resources 6 Additional Resources 6 Course Management 8 Technical Requirements 8 Test Administration and Processing 8 Replacement of Learning Assignments 9 Communication and Student Support 9 Academic Integrity 10 Grading 11 Course Delivery 13 Instructional Approach 13 Methodology 13 Facilitation Strategies 14 Unit Plans 15 Unit 1: Information Security Policy Management 15 Unit 2: Risk Mitigation and Business Support Processes 25 Unit 3: Policies, Standards, Procedures, and Guidelines 33 Unit 4: Information Systems Security Policy Framework 42 Unit 5: User Policies 50 Unit 6: IT Infrastructure Security Policies 58 Unit 7: Risk Management 66 Unit 8: Incident Response Team Policies 74 Unit 9: Implementing...
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...Distance Learning and the Internet Conference 2008 5-2 Distance Learning Computer-based Hands-on Workshop: Experiences on Virtual and Physical Lab Environments Patcharee Basu, Shoko Mikawa, Achmad Basuki, Achmad Husni Thamrin, Keiko Okawa, Jun Murai Keio University Plenary Sessions Waseda University Presentations {yoo, funya, abazh, husni, keiko, jun}@sfc.wide.ad.jp Abstract In response to the educational demands of computer-skilled human resources, distance learning with ability to support hands-on computer lesson is needed. In this paper, a platform for region-wide distance learning computer-based hands-on workshop is presented through the actual developments. The proposed platform supports 1) teaching/learning activities in a hands-on computer workshop 2) efficient large-scale remote computer laboratory. Computer virtualization and StarBED large-scale computing testbed were utilized to create a distance learning computer laboratory, virtual and physical. This paper discusses various aspects of deploying virtual and physical lab environments for region-wide learners in a synchronous-style distance learning workshop. Keywords Hands-on computer workshop, remote laboratory, distance learning, educational technology 1 Introduction With digital and telecommunication technologies, distance education has been developed to extend boundary of knowledge sharing to be more location and time independent. It has been widely deployed in academic or training programs...
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...store, and measure charge are utilized in experiments. The formal theory of Coulomb’s law is introduced, and problems are assigned utilizing that theory. Elements of the historical development of electrostatics and planetary model of the atom are researched, and students have an assignment describing contributions of historically important scientists. Additional concepts of electric fields, potential difference, and properties of conductors and insulators are developed through experiment, demonstration, and discussion. TEKS: |P.5 |The student knows the nature of forces in the physical world. The student is expected to: | |P.5A |Research and describe the historical development of the concepts of gravitational, electromagnetic, weak nuclear and strong nuclear | | |forces. Supporting Standard | |P.5C |Describe and calculate how the magnitude of the electrical force between two objects depends on their charges and the distance | |...
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...University of Phoenix Material Week Three Groundwater Lab Report Week Three Groundwater Lab Report Answer the lab questions for this week and summarize the lab experience using this form. Carefully read ch. 12 of Geoscience Laboratory. Complete this week’s lab by filling in your responses to the questions from the Geoscience Laboratory. Select answers are provided for you in red font to assist you with your lab work. Although you are only required to respond to the questions in this worksheet, you are encouraged to answer others from the text on your own. Questions are from Geoscience Laboratory, 5th ed. (p. 213–226), by T. Freeman, 2009, New York, NY: John Wiley & Sons. Reprinted with permission. Lab Questions 12.2 (A) How many cubic kilometers of water reside within groundwater? Around 8.4 million cubic kilometers 12.2 (B) How many more times abundant is groundwater than water on land? It is 42 times more abundant than water on land. 12.7 If, for the model in Figure 12.11, h1 were 506 ft, h2 were 497 ft, and l were 150 ft, what would be the hydraulic gradient (in percent) between well #1 and well #2? Answer: 6 % 12.11 If contaminants were to find their way into groundwater at Acme Industries, in which well would those contaminants be more likely to appear—the well at the Smith farmhouse, or the well at the Jones farmhouse? Jones Farmhouse 12.18 (A) Which of the six wells in Figure 12.25 in chapter 12...
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...Syllabus NT1210 Introduction to Networking SYLLABUS Credit hours: 4.5 Contact/Instructional hours: 56 (34 Theory, 22 Lab) Prerequisite: NT1110 Computer Structure and Logic or equivalent © ITT Educational Services, Inc. All Rights Reserved. -1- 05/08/2013 Introduction to Networking SYLLABUS COURSE SUMMARY COURSE DESCRIPTION This course serves as a foundation for the study of computer networking technologies. Concepts in data communications, such as signaling, coding and decoding, multiplexing, circuit switching and packet switching, OSI and TCP/IP models, LAN/WAN protocols, network devices and their functions, topologies and capabilities are discussed. Industry standards and the development of networking technologies are surveyed in conjunction with a basic awareness of software and hardware components used in typical networking and internetworking environments. MAJOR INSTRUCTIONAL AREAS 1. Networking fundamentals 2. The OSI model and its use in networking 3. LANs, WANs, MANs and their implementation 4. Physical layer fundamentals 5. Basics of the data link layer 6. The functions of TCP/IP 7. IP addressing, subnetting, and supernetting 8. Diagramming the physical components that comprise a network 9. Logic created by the interconnectivity of network components 10. Applying network security 11. Future developments in networking COURSE OBJECTIVES 1. Explain key networking concepts and terminology. 2. Identify the advances...
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...(are) uploaded before clicking 'Finish'. Marks will be deducted if instructions in the lab manual and below are not adhered to. By submitting via this link, you acknowledge that you will adhere to all the instructions herein. * Reports are to be submitted in pairs (2 persons per group, both have to submit the SAME report). * Font: Arial, Size: 11, single-spaced. Step 1: Create a WORD file as, ‘Name_Partner's name_Practical group_No.of practical_Title.doc' e.g: Shalini_Prem_PG1_P3_Investigation of Action of Saliva and 3M HCl in Two Carbohydrates Solutions. The following MUST appear on the first page of Word: • Name: • Partner’s name: • Class: P.... • Date of lab class: (Day), (date)..... • Program: Foundation in Science • Unit code: FHSB 1214 • Unit description: Biology I • Year and trimester of study: 2013, trimester 1 • Title of lab report: Practical 3: Investigation of Action of Saliva and 3M HCl in Two Carbohydrates Solutions. • Lecturer’s name: Step 2: On the 2nd page of your Word file present your tables. Report must include: (1) title (2) objective - NO need to write the procedure and materials. (3) Result - Table 1 & 2, based on ACTUAL observation obtained in class. You may read manual page 7, 8 & 27 on how to write the observation. No need to include expected results in your report. (4) Discussion-answer all question (Question 1-9) in the lab manual (based on EXPECTED results). Write down question number on discussion. Please ignore...
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...Assignment: SCIE207 Phase 4 Lab Report Title: Exploring Endocrine, Circulatory, and Respiratory Systems Instructions: Your lab report will consist of the completed tables. Label each component of the endocrine, cardiovascular (circulatory), and respiratory systems and their functions in the following tables. When your lab report is complete, post it in Submitted Assignment files. 1. Endocrine System: Observe the diagram showing the major organs of the endocrine system. Using the textbook and Virtual Library resources, fill in the following table: Endocrine System Note: Some organs support the system, but may not produce or secrete hormones. |Number |Name of the Organ or Part |Hormone(s) Produced or Secreted | |1 |Parathyroid glands |Produces the parathyroid hormone that regulates levels of calcium | | | |in the bloodstream (Falls, p. 111, 2012). | |2 |Thyroid gland | Produces thyroxine and calcitonin which control body metabolism; | | | |transforms to energy from nutrients (Falls, p. 111, 2012). | |3 |Trachea |This organ does not secrete a hormone but only supports | |4 |Pineal gland ...
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...Fall 2015 Analytical Chemistry I Quantitative Analysis Chem 341WI 4 Credit Hrs | Instruction Mode: L (lab) and P (class) Professor Andrew Holder holdera@umkc.edu • SCB 113 • 816-235-2293 • 913-543-3709 (fax) Office Hours: T/Th 1:00-4:00, 5:00 – 7:30 Lecture: T/Th 4PM | Labs: T/Th 1PM (AFT), 5PM (EVE) Credit: Lab + Lecture = 4 credits | Format: Lab + Lecture (P) Lecture / Class Policies and Procedures Correspondence with UMKC Student Learning Outcomes Scientific Reasoning & Quantitative Analysis * Apply principles/methods of sciencea, mathb, statisticsc and logicd to solve problems and draw logical inferences. * Chpt 3: Experimental Error (c) * Chpt 4: Statistics (c) * Chpt 6: Chemical Equilibrium (a, b, d, e, f) * Chpt 7: Activity & Systematic Trtmnt, (a, d, e, h) * Chpt 8: Monoprotic Acid-Base Equil., * Chpt 9: Polyprotic Acid-Base Equil. (a, d, e, g, h) * Develop quantitative literacy enabling comprehensione and evaluationf of info in broad contexts. * Chpt 3: Experimental Error, Chpt 4: Statistics (f) * Chpt 5: Quality Assurance and Calibration Methods (c) * Understand methodsg/principlesh of scientific discovery and their application * Sxn 0-2: The Analytical Chemist’s Job (g, h) * Sxn 0-3: General Stages in a Chemical Analysis (g, h) * Chpt 2: Tools of the Trade (g) * Carrying out laboratory analyses (g, h) ...
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...155 Excel Project / Lab 1 Spring 2014 Introduction to Excel and Supply/Demand Functions Chapters 0 and 1 50 points DUE DATE: the week of Feb 24 in the discussions or before 11:50 am on Feb 26. Late projects will be penalized by 10 points for each calendar day. Objectives: By the end of this lab, you should be comfortable with the following objectives: 1. Inputting a table and graph into Excel. (Technology Guide, Section 1.1, pages 116-117) 2. Understanding a supply and demand graph. (Example 4a, Section 1.2, page 118) 3. Plotting multiple sets of data on one graph in Excel. (Example 5, Section 1.2, page 119) Instructions: Work in your discussion groups. Your final product will be a typed document. Add a cover sheet with the names of all group members. Word problems should be answered using complete sentences and Standard American Written English. Rewrite each question in your document before answering it. The graph(s) you create in Excel should be labeled clearly and neatly pasted into the typed document (do not turn in any Excel spreadsheets for this document!). Equations and mathematical solutions should be entered using Equation Tools. Exercise 1 (10 points, specific to group members): Using the discussion of how to enter formulas into Excel on page 5 and page 116 of your textbook, have each group member write out one of the following functions as an Excel function: 1. 2. 3. 4. y= 4 x ¡ 6x y = (4 ¡ x)2 + 3x y = (2x ¡ 12)(2x2 + 3x) p y = 93 ¡ x2 x3 + 1 5. y...
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