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Firewalls – How to Protect a Network?

Project "Innovations in VET education" is co-funded by the European Union

Introduction to the WebQuest Topic
Information for the Teacher

Introduction to the WebQuest Topic

In today’s world, where computer networks form the foundation of communication and data storage, their protection is crucial. One of the fundamental tools used to secure networks from unauthorized access and threats is firewalls. Firewalls act as digital "guards," monitoring incoming and outgoing network traffic and blocking any suspicious activities. The development of technology and the variety of threats have made various types of firewalls available, each serving different functions and tailored to specific user and company needs.

In this WebQuest, students will examine four main types of firewalls, analyzing their construction, functions, and applications. Each group of students will study one type of firewall, providing a comprehensive understanding of how different technologies help protect networks from threats.

Hardware Firewalls

Hardware firewalls are physical devices that operate at the network level and are installed at the boundary between the internal network and the internet. Often used in large organizations, they enable quick and effective blocking of unwanted connections, independent of the user computers. The advantage of hardware firewalls is their efficiency and the fact that they do not burden the resources of network computers. However, their downside may be the higher purchase cost and the need for specialized knowledge for configuration.

Software Firewalls

Software firewalls are software programs installed directly on computers and servers that monitor the incoming and outgoing network traffic for each device. This allows them to be used on individual devices, making them ideal for home users and small businesses. Software firewalls offer flexibility and relatively low deployment costs. However, for larger networks, this may require installation on each device individually.

Information for the Teacher

The WebQuest "Firewalls – How to Protect a Network?" has been developed for vocational school students, particularly those studying in fields related to IT and electronics. The topic of the WebQuest focuses on the protection of computer networks using firewalls, which play a crucial role in cybersecurity.

Students, divided into groups, will gather information and prepare presentations on various aspects of firewall functions and configuration. Each group will focus on a different aspect of the topic, allowing participants to better understand the types of firewalls, how they work, and their advantages and limitations.

By completing this WebQuest, students will:

• Learn about different types of firewalls and their functions.

• Understand the basic mechanisms that allow firewalls to protect computer networks.

• Learn how to assess the type of network protection needed depending on the nature of threats.

• Gain practical knowledge on configuring and managing firewalls.

• Understand the limitations of firewalls and when additional security measures are necessary.

Students will work both independently, gathering information, and in teams, creating multimedia presentations on selected types of firewalls.

Suggested time for WebQuest completion:

12 hours of instruction

Evaluation Criteria:

• The depth of topic coverage (maximum grade: 5, exceeding this knowledge: grade 6)

• The aesthetics of the presentation and the way information is presented

• Student engagement and teamwork skills

Evaluation:

• The teacher will help students analyze content together with them until the students fully understand it. They will provide guidance, advice, and explanations, but not ready solutions. This method will be a good way to introduce independent work and creative thinking.

• The teacher should carefully review the WebQuest content with the students to ensure that they understand it. They should provide help, guidance, and explanations, rather than ready solutions. This method will help introduce them to independent work and creative thinking.

• Group division can be done based on various criteria, such as cognitive abilities, skills, interests, to "evenly" distribute the strength within the groups.

• The teacher can assist students when they work in groups by asking guiding questions. It is important to remember that they are learning a new method of work (the process).

• The teacher should provide students with specific information about assessing their achievements, both during group work and when summarizing results.

• The time for completing the project should be adapted to the students' capabilities. It is not set in advance. The provided time frames for each stage should be treated as guidelines.

TASK

In this WebQuest, students will be divided into four groups. Each group will study one type of firewall in detail, which plays a key role in protecting computer networks from threats. The goal of the task is to gain knowledge about how firewalls work, their advantages and disadvantages, and specific functions, so that students will be better prepared to understand how to protect networks from attacks and other threats.

Group division and topic allocation:

Group 1: Hardware Firewalls

This group will study hardware firewalls, which are physical devices installed at the network boundary. The group should learn how hardware firewalls work at the physical level, their advantages (e.g., efficiency), and disadvantages (e.g., higher purchase cost). The presentation should include examples of popular devices of this type and describe in which environments their use is most effective.

Group 2: Software Firewalls

This group will focus on software firewalls, which are installed on computers and servers. Their task is to understand how software firewalls detect and block suspicious connections. They should discuss the benefits of this solution, such as low cost, and its limitations, such as the need for installation on each device. Examples of well-known firewall programs (e.g., Windows Defender, ZoneAlarm) should also be presented.

Group 3: Next-Generation Network Firewalls (NGFW)

This group will focus on modern "Next-Generation" (NGFW) firewalls that integrate advanced features such as deep packet inspection (DPI), real-time threat protection, and application control. Students will explain how NGFWs differ from traditional firewalls, their key features, and in which situations their use is particularly beneficial. They should also present examples of such solutions (e.g., Palo Alto, Fortinet).

Group 4: Web Application Firewalls (WAF)

This group will study web application firewalls (WAFs), which protect web applications from threats at the application level, such as SQL Injection or Cross-Site Scripting (XSS) attacks. Students will describe how WAFs protect applications, their advantages (e.g., protection of websites), and limitations (e.g., the need for frequent updates). The group should present examples of popular WAFs, such as Cloudflare, Imperva.

Why Work in Groups?

Each type of firewall serves different functions and operates in a specific way. Working in teams will allow students to delve into the individual topics and enrich the class’s overall understanding of the various network protection options.

Stage 1: Introduction to the Task

• Familiarization with the WebQuest topic and sources related to firewalls.

• During this stage, students will learn the basic concepts related to network security and firewall operation.

Stage 2: Working on Presentations

• Groups will prepare presentations on different types of firewalls.

• Each group will present the history, functions, advantages, disadvantages, limitations, and examples of the firewall’s use.

• The teacher will help choose the appropriate sources and information needed to complete the topic.

Stage 3: Discussion and Presentation of Results

• After each presentation, the teacher will lead a discussion on the presented technologies to systematically organize the knowledge.

• Groups will present their findings to the entire class, showcasing both the benefits and limitations of each type of firewall.

Stage 4: Evaluation

• The teacher will assess student engagement, the quality of the materials prepared, and participation in the discussion.

• It is important that students demonstrate not only knowledge of the topic but also the ability to present and argue their positions.

Work Stages and Time

2h

Stage 1

4h

Stage 2

4h

Stage 3

2h

Stage 4

Points	2	3	4
Content Quality	Work is weak in terms of content. Missing elements.	Work is good in terms of content. Minor or no errors.	Work is excellent in terms of content. Correct, engaging information.
Presentation of Work	• Presentation is unclear, superficial, and not engaging. • Lack of participation in discussion.	• Presentation is clear, good, and interesting. • The student participates in discussions but with limited input.	• Presentation is attractive, thorough, and engaging. • The student actively participates in discussions and contributes significantly.
Aesthetic Impressions	• Work is unclear, untidy, and poorly executed. • Poor arrangement of elements on the page.	• Work is clear, neat, and carefully done. • Good arrangement of elements on the page.	• Work is aesthetically pleasing, clear, and highly polished. It stands out visually. • Excellent arrangement of elements on the page.
Group Work	Lack of involvement of all group members in work and creative collaboration.	Good involvement of all group members. Satisfactory collaboration skills.	Full engagement of all group members. Excellent cooperation and motivation within the group.

Teacher’s Guide

1. Before starting the WebQuest, the teacher should familiarize themselves with the content and assess whether there is a need to supplement students' basic knowledge necessary for its smooth execution.

2. The teacher should carefully analyze the WebQuest content with the students to ensure they understand it.

3. Before giving the WebQuest for execution, the teacher should familiarize themselves with the sources and, if necessary, select, limit, or expand them with additional (current) links.

4. Group division can be done according to any criteria, e.g., based on cognitive abilities, skills, interests, or predispositions, to "evenly" distribute the strength in the groups.

5. The time for completing the WebQuest should be adapted to the students' abilities. It is not predetermined. It should be set individually based on the specific group’s capabilities.

6. The teacher should offer assistance at every stage of the WebQuest – consult progress and work quality.

7. Students should be provided with access to a computer and the internet. It is recommended to work with a computer with a large screen to create a group work atmosphere.

8. It is recommended to implement the WebQuest with students in other technical/vocational education profiles beyond the scope of this WebQuest’s theme. This will help students expand their knowledge in other technical/vocational fields and develop in a new area.

9. Upon drawing conclusions from the executed WebQuest, the teacher should focus on analyzing the soft skills (e.g., teamwork, negotiations, cooperation, presentation skills) that each student gained during the WebQuest. Emphasizing that these skills will be beneficial in their future professional work (this may also be an additional evaluation element).

10. It is suggested to disseminate the results/products achieved by students through the execution of the WebQuest within the educational institution as "best practices," thus encouraging other students/teachers to work using this innovative teaching method.