1. Innovative Ways To Make Cost Effective LANs for K-12 Schools
Mike Lynch
Telecommunications Industry Association
Fiber Optics LAN Section

2. TIA Fiber Optics LAN Section Background and Mission
Formed in 1993 as part of TIA’s Fiber Optics Division
Members include: ADC, Berk-Tek, CommScope, Corning, Fluke Networks, Leviton Voice & Data, OFS, Optek Technology, Ortronics, Panduit, Sumitomo Electric Lightwave, Transmission Networks, Tyco/AMP Electronics
Mission: To create a resource where people can learn about the technical advantages and affordability that optical transmission brings to customer-owned networks
Now I

3. Expanded Focus Result of Target Audience & Member Input
Fiber-based LANs
Storage area networks
Data centers
Market-specific applications
Industrial
Education
Government
Origi

4. TIA Fiber Optics LAN Section Many Resources Available
Web site
Trade press articles
White papers
Press releases
Editor briefings
Stimulate complementary standards development
Interoperability demonstrations
Presentations at industry conferences
Enterprise fiber case histories
Equipment directories
Web conferences In

5. Innovative Ways To Make Cost Effective LANs for K-12 Schools
Mike Lynch
Telecommunications Industry Association
Fiber Optics LAN Section

6. Outline – Agenda FOLS Background The New Fiber - Characteristics
Basic Network Designs
Applying designs to K-12 Schools
Examples of net designs – Labs, Classrooms, Administration
Applying Products to Designs
FOLS Cost model
Review of Assumptions
Review model format
Interactive cost modeling
Summary - Next Steps

7. Fiber Misconceptions “Not Your Father’s Fiber”
Weight
Size
Perception: Copper weighs less than fiber
Fact: Fiber components are heavier, but fiber cable is lighter
Perception: Copper cable is smaller than fiber cable
Fact: Fiber is 15% smaller
Rating
Strength
Perception: Copper is more fire-resistant
Fact: Fiber is plenum-rated, compatible with infrastructure
There have
Perception: Fiber is fragile
Fact: Fiber is 4+ times stronger than copper

8. Fiber’s New Characteristics
One

9. Fiber’s New Characteristics
One

10. Fiber’s New Characteristics
One

11. Fiber’s New Characteristics

12. Fiber’s New Characteristics

13. Fiber’s New Characteristics

14. Fiber’s New Characteristics
The first picture here

15. Fiber’s New Characteristics
The first picture here

16. A Multi-design K-12 Network
OK, -

17. A Distributed Network Copper and Fiber
In a conventional distributed structured cabling design, the backbone cable is optical fiber. The horizontal segment of the network typically consists of twisted-pair copper cable or optical fiber cable (depending on distance).
Backbone cables in an inter-building network travel from a main cross-connect (distributor) to one or more horizontal cross-connects within a telecommunication room, which includes active electronics equipment such as hubs, concentrators or switches. These would easily support a school administration network.
In a conventional

18. A Centralized Network All Fiber
Optical fiber’s bandwidth and ability to carry data over long distances is best utilized in centralized networks.
Centralized networks have more unblocked bandwidth than distributed networks and therefore are better suited to support combined voice, video and data traffic requiring quality of service implementation.
Optical fiber eliminates intermediate closets, thus simplifying network layout and reducing overall system cost. Classrooms are a good example of one of the places a centralized network could be implemented.
optical fiber cable

19. Zone Cabling Architecture
Moves, adds or changes in an open-office environment can be accommodated quickly and efficiently through consolidation points by combining permanent feeder cabling with pre-terminated plug-and-play extender cables associated with the work area.
Zone cabling is a relatively new term for a concept being used in many schools today. One good example of where it could be used is in a computer lab.
Change copy in slide copy box to be more k-12 appropriate.

20. Standard Architectures Drive Lower Costs
TIA in 1991
Centralized Cabling
Consolidation Points
Telecommunications Enclosures
Commonly know with “zone” cabling

21. Zone, Tiny TR, Telecom Enclosure Update
TR42.3 has drafted Telecom Enclosure (official name)
Has finished final default ballot.
Will be part of the ANSI/TIA-569-B Standard
TR42.1 has drafted a TE cabling implementation document
Final default ballot complete -
Will become an addendum for TIA 568-B.1
Ballot Resolution Completed in February.
Final document integration this Summer.
This zone configuration is

22. Traditional Design Optical Fiber Backbone LEGEND:HC
in the TR
LEGEND:
= Fiber Backbone Cable
= Horizontal Cable
= Telecommunications
Outlet/Connector
= Building Pathways and Spaces
= Horizontal Cross-Connect
= Telecommunications Room HC TR
Offices
Cubicles

23. Zone Cabling with a Telecomm Enclosure
Optical Fiber Backbone HC
in the TR
LEGEND:
= Fiber Backbone Cable
= Horizontal Cable
= Telecommunications
Outlet/Connector
= Telecomm Enclosure with a switch
= Building Pathways and Spaces
= Horizontal Cross-Connect
= Telecommunications Room HC TR
Offices
Cubicles

24. School’s “Secret Weapon”
Small inexpensive switch in every class
Managed or un-managed
Covered or accessible
Really used as a media converter

25. Details Of A Multi-design K-12 Network
OK, - Now we are

26. Transition points vs. consolidation points Used in Computer Labs
Zone Cabling

27. Zone Distribution Labs or Classrooms
Mini-Switch
Copper Cable
Patch Panels
Patch Cords
Connectors
Fiber Cable
Patch panels
Patch cords
Connectors
Cables
Extreme switches
Sansitise the product things so that

28. Centralized or Zone Designs
For Classrooms
Patch panels
Patch cords
Connectors
Cables
Extreme switches
Let’s talk about this
organizes and

29. Distributed Network For Admin
Patch panels
Patch cords
Connectors
Cables
Extreme switches
This one does not need as much discussion

30. Details Of A Zone K-12 Network
OK, - Now we are

31. In addition to general network

32. Testimonials on FOLS.org
Education (K-12)
Guilford County School System, Greensboro, N.C.
Richardson Independent School District, Richardson, TX
Metropolitan Nashville Public Schools, Nashville, TN
Fowlerville Junior High School, Fowlerville, Michigan
Mother Teresa Catholic Secondary School, Ontario
New York Public School 199, New York, New York

33. How Much Savings Can Design Changes Create
How Much Savings Can Design Changes Create? FOLS Proprietary Cost Model developed by FOLS and Pearson Technologies

34. Cost Model Background & History
Aug 2000 – Tolly Group white paper “Migrating to Fiber – The Case for Centralized Cabling”
Paper need more robust “interactive” backup model
2001 – First version of Fiber Optic LAN Section (FOLS) cost model
Focused on SFF connectors, and media converters
Implemented conclusions of Tolly study with “real world” scenarios.
April/May 2003 – Version 2 of cost model developed
Updated new lower cost fiber and copper switches and other products
Doubled the number of scenarios
Added very low cost and Zone configurations
Jan Simplified Data Entry Developed
Let me give you a

35. Distributed vs. Centralized vs. Zone
Accommodates the 100-meter limit of UTP copper cable.
Necessitates media conversion in the telecommunications room.
Typically, consists of high-speed uplinks
Centralized
Not bound by copper’s 100-meter limitation, nor do they require media conversion from one physical medium to the other.
Zone
Combines the best of Centralized and Distributed
Small telecommunications enclosures
Use fiber for distance and bandwidth
Copper for short distance final connections
Delete
May not want to use this slide. Most of the key points have already been made.

36. Cost Model Assumptions TIA FOLS Fiber-Copper Cost Models
Hierarchical star UTP vs. centralized fiber
Building “model”
8 story, 48 ports/floor
Costs calculated on “per port” basis
Port utilization
Copper: 70%
Fiber: 90%
Fiber used in riser subsystem (both models)
Horizontal subsystem
UTP: Cat 5e or Cat6 UTP (depending on model)
Fiber: 62.5 or 50 µm multimode fiber
Telecommunications room
Copper TR: $20,000
Fiber TR: $4,500
Cut back on the
I should also mention that

37. Cost Model Assumptions
Although the
Twenty-one page document details all parts of the model
Updated as the cost model modifications are made.

38. Cost Model Assumptions (cont.)
This is an example of the details in the

39. Cost Model Assumptions (cont.)
This is an example of the

41. Cost Model – Interactive
I’m going to do something very and I have
Cost model available at

42. Although this is increadibily hard to read, I wanted to show you what the entire model looks like. In essence, there are two major parts to the model. The left hand side is the more traditional copper distributed model, with all of the assumptions and costs built into it.
The right hand side of the model is the fiber aspects of the model. At the bottom right, there is a comparison between the two kinds of architectures. For the other ten scenarios that FOLS uses in this cost model, that comparision is very important because it can give network managers a sense of where fiber may be more cost effective.
However, for the two scenarios we are looking at today (K-12, and FTTZ), that comparison is interesting, but not critical. The reason for this is that K-12, and FTTZ both incorporate all of the zone architectures we have been talking about. The bottom line is that zone designs are so much more cost effective for schools, that it is almost in inexcusable to use any other concept. You may want to just use the right hand side of the model to get a rough estimate of what your installation costs would be using zone.
What I am going to do next is to focus in on the left and right hand side of the model to show show you what changes you can make, and give you a sense on what you can do with the model.

52. Summary How Fiber Can Save Money In K-12 Schools
Use Zone architecture concepts
Decrease the number of wiring closets
Cover long run distances to classrooms over 100m away
Enable network managers to use inexpensive switches as media converters
Easier to manage
High bandwidth applications or for use supporting PC labs.
Mke the summary points appropriate for k-12.
Ok – that is the

53. Thank You