Tài liệu Education pdf

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VERTICAL MARKET APPLICATION PAPER:

EDUCATIONAL SERVICES

EDUVMAP2.doc © KRONE Asia June 2000
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TABLE OF CONTENTS

EDUCATION SECTOR DESIGN CONSIDERATIONS.........................................4
INTRODUCTION.........................................................................................................4
CHARACTERISTICS....................................................................................................4
COMMUNICATION AND ELECTRONIC SYSTEMS..................................................5
CHOICE OF MODULAR PATCH PANEL DISTRIBUTOR .........................................5
TELEPHONE AND DATA INTEGRATION.................................................................6
PRIMARY CAMPUS LAYOUT ISSUES......................................................................6
SECONDARY CAMPUS LAYOUT ISSUES ................................................................6
TERTIARY CAMPUS LAYOUT ISSUES.....................................................................7
STANDARD EDUCATION NETWORKS..................................................................8
SCOPE..........................................................................................................................8
STANDARD CABLING ARCHITECTURE..................................................................8
STANDARD DATA NETWORK ARCHITECTURE ....................................................9
TYPICAL PRIMARY AND HIGH SCHOOL NETWORKS........................................10
TYPICAL TERTIARY CAMPUS NETWORKS..........................................................12
KRONE EDUCATION SOLUTIONS.......................................................................14
INTRODUCTION.......................................................................................................14
OVERVIEW................................................................................................................14
Primary and Secondary Schools ............................................................................................................15
Tertiary Campuses ...................................................................................................................................16
BUILDING BLOCKS..................................................................................................18

Figure BB-01 Integrated Voice/Data Floor/Zone Distributor ............................................................18
Figure BB-02 Small Distributor With Hard Wired Phone Support....................................................19
Figure BB-03 Small Building Distributor With Keyphone Support..................................................21
Figure BB-04 Small Floor/Building Distributor With Fibre Support .................................................22
Figure BB-05 Small Building or Campus Voice and Data Distributor...............................................23
Figure BB-06 Small Campus or Medium Sized Building Distributor.................................................25
Figure BB-07 Medium Size Campus or Medium Height Building Distributor.................................27
Figure BB-08 Large Floor Distributor....................................................................................................30
PUBLIC ADDRESS DISTRIBUTION.........................................................................32
Introduction..............................................................................................................................................32
Technical Considerations.......................................................................................................................32
The KRONE School PA Solution...........................................................................................................33
REFERENCE DOCUMENTS...................................................................................36
GLOSSARY OF TERMS............................................................................................36


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Education Sector Design Considerations
Introduction
This paper considers communications and data networking solutions for educational institutions
ranging from small primary schools to tertiary universities and colleges.
The use of KRONE products to offer complete solutions for the basic phone, data and public
address networks is illustrated and the connection of CCTV, security, access control and MATV to
use the basic networks is shown.
Characteristics
Education differs from many other markets due to the typical layout of sites and the purpose and
history of the buildings on the campus.

Typical characteristics of educational establishments include:
•
Campus comprising multiple buildings, usually three storeys or less except for the largest
institutions
•
Substantial communications cabling is added to existing buildings which may not contain
purpose built spaces for distributors
•
Computers typically outnumber telephones by a factor of four or more
•
Computer applications used tend to be more data intensive than commercial office
environments, with significant graphic/image and multimedia network traffic
•
Premises can contain rooms with unusually high computer densities, notably computer
laboratories, computer resource rooms and libraries
•
Video conferencing is increasingly being used to link campuses or to enrich the choice of
subjects
•
The campus may include residential buildings for boarding students and/or selected staff
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Communication and Electronic Systems
The table below indicates the frequency with which various communications and electronic systems
are typically found on educational campuses.

System
è

Institution
ê

Phone Data Video-
conf.
Public
Address
CCTV Security Access
Control
MATV /
SatTV
Primary Always Always Some -
times
Usually Rarely Usually Rarely Usually
Secondary Always Always Some -
times
Usually Some-
times
Usually Rarely Some -
times
Tertiary Always Always Often Rarely Often Usually Often Minimal
Degree of
infrastructure
integration
Work-
station
outlets
sometimes
integrated

with data.
Outlets
sometimes
integrated
with
phone.
Shares
phone
backbone
if ISDN
based.
Outlets
sometimes
integrated
with data.
Shares
cable
pathways
sometimes.
May use
spare data
backbone
fibres.
Could use
UTP
outlets
with baluns
but no
economic
incentive

Shares
cable
pathways
sometimes.
May use
spare data
backbone
fibres.
May use
spare data
backbone
fibres.
May use
spare data
backbone
single
mode
fibres, may
use UTP
data
outlets
with
baluns.

Systems not considered further in this paper which may use the same cable routes or have gateways
to a computer network include:
• Fire detection
•
Emergency Warning Intercommunication System
•

Building Automation and / or Energy Management System
•
Heating / Ventilation / Air conditioning control
• Emergency Lighting Monitoring System
The scope for integrating services on a common infrastructure is greatest where a new building or
campus is being constructed.
The use of a "Premises Distribution System" comprising a common cabling infrastructure for all these
services is possible within specific equipment, cabling methodology and segregation/security
constraints. The techniques used are common to all cabling markets and the standard KRONE
solution is detailed in “KRONE PremisNETC³ Solution for the Structured Cabling of Intelligent
Buildings” (see references at the end of this document).
Choice of Modular Patch Panel Distributor
In Educational premises support is often provided by teachers, parents, students and trainees who
find it difficult to understand pair managed frame distributors, especially when used with mixed voice
and data.
The use of modular patch panels is thus recommended at all user accessible distributors.
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Telephone lines may be wired to appear as patch panel sockets labelled with the respective line or
extension number, with labels shaded in different colours to wall outlets to help fast recognition of
phone services.
The use of modular patch panels also facilitates the use of the one type of cord at both workstations
and outlets in turn simplifying testing of phone lines and phone handsets, data lines and data repeater
or switch ports through the use of a common physical interface.
Telephone and Data Integration
Where a data network is being established on a campus with substantial existing phone distribution it
is usually most economic to leave the telephone distribution separate and to create links to existing
phone distribution points where phone connectivity is required in the data network.

The establishment of a campus wide data network and the widespread use of computers may drive
the more widespread use of telephone handsets to facilitate access to help desk services. The
opportunity to provide extra telephone cabling at lower incremental cost than separate cabling at a
later date by extending the scope of a nominally data cabling contract may also be taken to increase
phone penetration allowing teachers to contact administration staff for assistance without leaving the
classroom or sending students on errands.
Increasing telephone handsets or extensions may require upgrades to telephone system extension
capacity and possibly the upgrading or provision of telephone backbone cabling.
The maximum flexibility is achieved if the horizontal distribution cabling from Floor Distributors (often
known as "hubs" or "patch panels") to telephone handsets uses the same structured UTP cabling and
outlets as networked computers. Telephones do NOT share the same outlet as a computer by
splitting horizontal cable pairs between two sockets.
Primary Campus Layout Issues
Primary Schools often use quite small building modules, typically four to five classrooms, connected
by covered ways to other similar sized buildings. In such cases the average building size may be
500 m² and contain under 30 voice and data outlets. Underground routes are usually provided or
required to link each building to the building containing the "Campus Distributor" which is the
network master node which serves other buildings.
In recently established suburbs schools may be built in multiple stages. Where a future building will
be near or adjacent to an existing building, it may be most practical to provide spare backbone
capacity to the first building and then extend these backbones to one or more adjacent buildings as
they are constructed. On larger campuses this avoids having to pull new building cables all the way
through the campus and more effectively utilises any existing ducts and conduits.
Due to small building size it may be possible to link building distributors using Cat5e underground
UTP cable and avoiding the expense of fibre optic cables in areas of low lightning exposure (less
than 10 thunder days per year).
Secondary Campus Layout Issues
Secondary campuses usually comprise much larger buildings, often two storeys but rarely more than
three storeys. To reduce backbone costs and increase hub utilisation, it is often most practical to
wire all outlets on a multi-storey building to a single distributor on the middle or upper floor.

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The upper floor is the preferred distributor location due to better availability of cable pathways
above in gable roof or suspended ceiling construction. Upper floors are also preferred for greater
numbers of computers such as computer labs because smash and grab theft and vandalism is unlikely
through upper floor windows.
The widely variable use of secondary campus buildings leads to a wide range of outlet counts per
building. Buildings containing trades workshops and arts areas will have fewer outlets and smaller
distributors than administration, library and information technology areas.
The larger spread of secondary schools usually makes fibre optic backbone cable essential for data
networks for distance reasons. Where cable lengths exceed 285 metres single mode fibre is likely to
be a more economic long term solution than the multi-mode fibre more commonly used in building
applications.
Tertiary Campus Layout Issues
Tertiary campuses usually comprise a number of large floor area multi-storey buildings. Where data
or phone density is relatively low it is common practice to use a distributor on one floor to serve the
floors above and below.
Tertiary Campuses differ from other commercial premises in that each faculty may have its own
semi-autonomous IT infrastructure and servers. As a result building data distributors may be located
in computer equipment rooms.
Tertiary campuses usually have large PABX's with thousands of extensions and in some cases
multiple switching nodes. These require large wall mount distributors for cable terminations.
The size of a tertiary campus is usually large enough to warrant the provision of some single mode
fibre capacity to all buildings. Some computing infrastructure will be mission critical and justify the
provision of backbone cables run over diverse routes to prevent disruption in the event of cable
damage.
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Standard Education Networks
Scope
This document provides detailed solutions for voice, data and PA cabling.
The approach recommended for these systems may in part be extended to other "premises" services
such as CCTV, MATV, security and access control, predominantly at the backbone level (refer also
to “KRONE PremisNETC³ Solution for the Structured Cabling of Intelligent Buildings”).
Standard Cabling Architecture
The standard cabling architecture recommended is the "hierarchical star distribution" method detailed
in International Standard ISO 11801 and incorporated into AS 3080.
Figure ED-01 below illustrates this generic strategy. Voice and data services each radiate out from
their own campus node over backbone cables to "building distributors" usually located on the ground
level of each campus building. Often on educational premises there will not be any further
distributors within the same building. In tertiary campuses larger buildings are more common and
each building distributor may serve one or more floor distributors on each floor.

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Data backbones will generally be multiple core multimode or single mode fibre optic cables. Cat5e
UTP cables may be used for backbone runs where all the following apply:
• under 90 m cable length
•
sites has low lightning exposure
•
links speed of 1 Gbps maximum
•
budget is restricted

Voice backbones usually comprise multi-pair telephone cables, underground rated with moisture
barrier when run between buildings.
Standard Data Network Architecture
The standard approach to educational data networking is illustrated in Figure ED-02 below. This
approach is often termed the "collapsed backbone" method and suits the IEEE 802.3 suite of
standards for data networking otherwise known as "Ethernet" predominant in the educational
environment.
The approach is broadly to use higher powered Ethernet switches at the main campus node to
balance traffic from servers amongst backbones to building distributors. Within each building a
further switch is used to subdivide backbone traffic to switches and repeaters serving workstations
located in the same distributor or at other floor distributors, or connected directly to the switch.
In campuses with under 300 students the main campus switch may be the only switch, with other
building distributors containing one or more repeaters uplinked directly to campus switch ports.

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Typical Primary and High School Networks
Figure ED-03 below shows typical systems found in a school campus and how they are
interconnected by distribution cabling.
The dash-dot lines indicate data distributors which would typically comprise KRONE Highway
modular patch panels for workstation outlet lines and KRONE Highlight SC (or on legacy sites ST)
fibre patch panels for backbone connections.
The dash-hyphen lines indicate voice distributors which would usually be co-located with data
distributors, comprising KRONE Highway modular patch panels for workstation outlet lines and a
mixture of KRONE Highway modular patch panels or Profil or FT pair managed frames for
backbone services.
The Public Address cabling can follow the same routes but will terminate on pair managed frames

throughout with cabling and boxes kept sufficiently distant from telephone cabling to prevent
crosstalk from PA into phone. The Public Address Main Distribution Frame is usually located inside
or adjacent to the PA amplifier and line key selector console which is usually in a general office area.

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Typical Tertiary Campus Networks
Figure ED-04 shows typical systems found on a tertiary campus.
In addition to the systems found in Primary and Secondary Schools, the following systems are also
found:
•
Video-conferencing suites for distance learning or campus lecturer sharing programmes,
usually ISDN based. These suites usually have fax, phone and data network facilities.
•
Computer resource rooms and computer laboratories. These usually have video
surveillance cameras wired back to time lapse recorders and/or security alarm
monitoring stations.
•
Surveillance cameras and sometimes emergency telephones in public and bag
rack/locker areas and lobbies, usually monitored at a security guard station.
•

Access control systems restricting entry by time of day or at all times to authorised
persons only, sometimes also to activate door automation for disabled students.
•
Building automation and/or energy management systems
The automation, surveillance and access control systems will often require specific cabling such as
figure 8 flex for 12V or 24V power feeds and screened or coaxial cables to the field points. Often
UTP structured cabling can be substituted for custom cabling to these field points (see KRONE
PremisNETC³ Solution literature). All these systems usually make use of the "data" fibre backbone
infrastructure to link systems in individual buildings together to the respective master node or
monitoring point.

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KRONE Education Solutions
Introduction
The wide range of KRONE products available offers a flexible and reliable solution to
communications distribution for every size of educational premises and every building layout.
•
The bridging and isolation facilities offered by the standard Series 2 10 pair
disconnection modules offer significant testing, troubleshooting and maintenance

advantages over most competing products.
•
The LSA Plus system's silver plated angled insulation displacement terminations offer
superior conductivity, reliability and the ability to terminate the widest range of conductor
and insulation sizes and both solid and stranded types, including double terminations of
solid conductors.
•
KRONE Highway patch panels and outlets offer performance exceeding current
standards when used in conjunction with cables from a variety of vendors and when
used in conjunction with the HighWire cables in a TrueNet solution yield guaranteed
error free performance at the highest available networking speeds.
•
KRONE Highlight fibre optic panels offer a wide range of density and connector types
and feature superior protection from mechanical damage for fibre patch cords.
•
The KRONE Advanced Patch Frame equipment rack offers bending radius protection
and generous cable management for open frame rack and enclosed rack distributors.
•
The flexibility of the KRONE solution allows the performance and mechanical features
of most competing vendor products to be matched or exceeded.
•
Extended warranty programs are available in conjunction with a range of cabling vendor
products allowing the most stringent warranty requirements to be met.
This section details how specific KRONE products may be assembled into building blocks to offer a
total solution for Educational premises.
Educational customers may build total KRONE solutions to meet their particular needs simply by
specifying which building blocks to use at each distributor, the workstation outlet locations and the
required backbone capacity.
All building block diagrams show the KRONE part numbers for each element for ordering purposes
and to allow more detailed product specifications to be verified in the KRONE Product Catalogue.

Overview
Education campus distribution systems comprise a number of distributors linked together by
backbone cables. The size and layout of the distributors depends on the number of workstations
being served.
As many schools have an adequate existing voice distribution system, examples of distributors with
and without voice services are given.
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Primary and Secondary Schools
Figure ED-05 shows a typical distribution arrangement for a medium sized Primary School.




Some of the key features are:
•
Campus distributor is located roughly at the physical centre of the network, but is also
within easy reach of administrative office staff for the purposes of doing server
administration and managing server backups. Office workstations may also be
connected to the campus switch ports directly to offer best performance on bandwidth
hungry administrative database applications.