Understanding Computers: Today and Tomorrow, 14th Edition, Instructor’s Manual
1 of 12
Understanding Computers
Chapter Eight: The Internet and World Wide Web
A Guide to this Instructor’s Manual:
We have designed this Instructor’s Manual to supplement and enhance your teaching
experience through classroom activities and a cohesive chapter summary.
This document is organized chronologically, using the same heading in brown that you see in
the textbook. Under each heading you will find (in order): Lecture Notes that summarize the
section, all Figures and Boxes found in the section, Teacher Tips, and Classroom Activities. Pay
special attention to teaching tips and activities geared towards quizzing your students,
enhancing their critical thinking skills, and encouraging experimentation within the software.
In addition to this Instructor’s Manual, our Instructor’s Resources CD also contains PowerPoint
Presentations, Test Banks, and other supplements to aid in your teaching experience.
For your students:
Our latest online feature, CourseCasts, is a library of weekly podcasts designed to keep your
students up to date with the latest in technology news. Direct your students to
http://coursecasts.course.com, where they can download the most recent CourseCast onto their
mp3 player. Ken Baldauf, host of CourseCasts, is a faculty member of the Florida State
University Computer Science Department where he is responsible for teaching technology
classes to thousands of FSU students each year. Ken is an expert in the latest technology and
sorts through and aggregates the most pertinent news and information for CourseCasts so your
students can spend their time enjoying technology, rather than trying to figure it out. Open or
close your lecture with a discussion based on the latest CourseCast.
Table of Contents
Chapter Objectives
Evolution of the Internet
Getting Set Up to Use the Internet
Searching the Internet
Beyond Browsing and E-Mail
Censorship and Privacy Issues
Glossary of Key Terms
End of Chapter Material
Chapter Quiz
2
2
3
4
5
7
8
9
11
Understanding Computers: Today and Tomorrow, 14th Edition, Instructor’s Manual
2 of 12
Chapter Objectives
Students will have mastered the material in Chapter Eight when they can:
 Discuss how the Internet evolved and what it is like today.
 Identify the various types of individuals, companies, and organizations involved in the
Internet community and explain their purposes.
 Describe device and connection options for connecting to the Internet, as well as some
considerations to keep in mind when selecting an ISP.
 Understand how to search effectively for information on the Internet and how to cite
Internet resources properly.
 List several ways to communicate over the Internet, in addition to e-mail.
 List several useful activities that can be performed via the Web.
 Discuss censorship and privacy, and how they are related to Internet use.
EVOLUTION OF THE INTERNET (pg. 299)
LECTURE NOTES
 Remind students that the Internet is a worldwide collection of linked networks that is used
for personal and commercial communications and for information exchange. It consists of
thousands of interconnected networks that are accessed by millions of people daily.
 Briefly describe the evolution of the Internet from 1969 to the present.
 Mention that, despite its success in academia, the Internet went virtually unnoticed by the
general public and business community for over two decades; two reasons—it was hard to use
and slow.
 Discuss the history of the World Wide Web. Use Figure 8-1 to illustrate the differences
between early Internet usage and today’s Web pages.
 Mention that Internet2 is a consortium working in conjunction with industry and the
government to develop and implement improvements for tomorrow’s Internet. Be sure
students understand that Internet2 is not a physical network to replace the existing
Internet—just a consortium working to improve the Internet.
 Cover the individuals and groups that comprise the Internet community, such as users,
Internet service providers (ISPs) and Web Services, Internet content providers, application
service providers (ASPs), infrastructure companies, hardware and software companies, and
the government.
 Briefly run through the three myths featured in the section. Be sure to stress that no one
person or organization is in charge of the Internet as a whole. Instead, each person or
organization permanently connected to the Internet manages their respective part of the
Internet.
BOXES
 Ask the Expert: Dave Weick, Senior Vice President, Chief Information Officer, McDonald’s
Corporation (pg. 301)
FIGURES
 Figure 8-1, Figure 8-2, Figure 8-3, Figure 8-4
Understanding Computers: Today and Tomorrow, 14th Edition, Instructor’s Manual
3 of 12
TEACHER TIP
Be sure to mention to your students that there is an online Web Guide containing links to numerous
useful Web sites available through this textbook’s Web site at www.course.com/uc14.
CLASSROOM ACTIVITIES
1. Class Discussion: Ask students to presume they have home Internet access through a free ISP,
such as NetZero or Juno. Have the students brainstorm as to how it is possible that the ISP
can offer individuals free Internet access, even if some are just for 10 hours per month or so.
Who pays for the students’ Internet access? What is the tradeoff? Would students prefer to
use a free or fee-based ISP? Why?
2. Quick Quiz:
1. The Internet began as an experimental network known by which name? (Answer: a)
a. ARPANET
b. Internet2
c. World Wide Web
2. True or False: A camping trailer manufacturer making downloadable brochures of its
models available via its Web site is an example of an application service provider. (Answer:
False)
3. A company that provides access to the Internet is referred to as
a(n)______________________. (Answer: Internet service provider (ISP))
GETTING SET UP TO USE THE INTERNET (pg. 305)
LECTURE NOTES
 Explain that getting set up to use the Internet usually involves three decisions: determining
the type of device to be used, selecting the type of connection and Internet access desired,
and then deciding on the Internet service provider to be used. Once these have been
determined, then your PC can be set up.
 Discuss the various types of devices that can be used to access the Internet.
 Explain that Internet connections can be always-on (direct) or dial-up. Discuss the various
options for Internet connections and their speed, and other characteristics.
 Discuss some considerations to keep in mind when selecting an ISP.
 Mention that after selecting an ISP, there are various steps that need to be taken (such as
installing hardware and/or software) to set up a computer to work with that ISP.
BOXES
 Inside the Industry: ISP Bandwidth Limits (pg. 306)
FIGURES
 Figure 8-5, Figure 8-6, Figure 8-7, Figure 8-8, Figure 8-9, Figure 8-10
Understanding Computers: Today and Tomorrow, 14th Edition, Instructor’s Manual
4 of 12
TEACHER TIP
Refer your students to Figure 8-7 for a comparison of different types of home Internet connection
options and Figure 8-6 for a comparison of speed.
CLASSROOM ACTIVITIES
1. Class Discussion: Ask students to suppose their grandmother wants a PC to be able to send email and surf the Web. Ask students to describe the kind of ISP they would recommend to
get Grandma up and running. Record suggestions on an overhead or on the board. What kind
of connection would they recommend (dial-up or always-on)? Grandma is especially
concerned about security, since she has heard a lot about viruses and identity theft. How
would you help her get over her anxieties about these things? Debate simplicity versus lack of
features, and sophistication versus information overload. How would their recommendations
change if their boss asked for a suggestion for an ISP?
2. Quick Quiz:
1. The maximum conventional dial-up connection speed is: (Answer: b)
a. 56 Mbps
b. 56 Kbps
c. 5.6 Mbps
2. True or False: Cable is a common type of direct Internet connection. (Answer: True)
3. A type of always-on broadband Internet access available through conventional phone lines
that does not tie up your phone line is _____________. (Answer: DSL)
SEARCHING THE INTERNET (pg. 312)
LECTURE NOTES
 Stress that searching strategies and how to use various types of search sites are important
considerations for all Internet users. Explain the basics about how search sites work and the
difference between using keywords and a directory.
 Discuss the various tools that are often included in search sites and refer students to the list of
Google tools in Figure 8-13.
 Discuss various search strategies, including using phrases, Boolean operators, multiple search
sites, and using appropriate keywords, synonyms, variant word forms, and wildcards.
 Explain how to conduct a field search and when this is useful.
 Be sure to discuss how to evaluate the search results for appropriateness
 Explain how to properly cite the Internet resources they use to avoid plagiarizing
information. Some sample citations are shown in Figure 8-16. If students will be submitting
research papers for this course, this would be a good time to explain the citation requirements
you will expect of them for both online and offline material.
FIGURES
 Figure 8-11, Figure 8-12, Figure 8-13, Figure 8-14, Figure 8-15, Figure 8-16
Understanding Computers: Today and Tomorrow, 14th Edition, Instructor’s Manual
5 of 12
TEACHER TIP
Use Figure 8-14 to illustrate how search results vary depending on the site and keywords used. Use
Figure 8-15 to explain field searches.
CLASSROOM ACTIVITIES
1. Group Activity: Divide the class into groups of two or three students each. Ask them to use
the examples in Figure 8-14 to write appropriate search phrases for the criteria you specify.
Some possibilities are listed next:
a) Web pages containing the word “campground” in the Web page text.
b) Web pages containing the word “campground” in the Web page title.
c) Web pages containing the word “campground” in the Web page text that come from
government Web sites.
d) Web pages containing the word “campground” in the Web page text, the word
“Yosemite” in the Web page title, and that come from government Web sites.
For each example, randomly ask a group to share their search phrase and have the rest of the
class verify that it meets the criteria.
2. Quick Quiz:
1. With which of the following does the user select a category matching the topic for which
he or she is searching? (Answer: b)
a. keyword search
b. directory search
c. field search
2. True or False: The search phrase “trailer NOT horse” would locate Web pages about horse
trailers (Answer: False)
3. The program used by many search sites to retrieve matching Web pages from their
database is called a(n) _____________. (Answer: search engine)
BEYOND BROWSING AND E-MAIL (pg. 317)
LECTURE NOTES
 Explain that this section discusses some of the other Internet activities besides browsing,
searching, and e-mail.
 Discuss instant messaging (IM), Voice over IP (VoIP), discussion groups, chat rooms,
videoconferences, Webinars, blogs, Twitter, and social networking sites.
 Discuss online shopping, online investing, online auction, and online banking and discuss
some precautions, such as only using secure Web sites.
 Mention the various types of available online entertainment, such as online music, online TV,
online movies, video-on-demand (VOD), and online gaming.
 Mention options for online news and information, such as news and reference sites, portal
pages, RSS feeds, podcasts, widgets, and corporate and government Web sites.
Understanding Computers: Today and Tomorrow, 14th Edition, Instructor’s Manual

6 of 12
Discuss online education and writing. If this course is offered in a distance learning format,
discuss pros and cons of taking the course in that manner compared to a conventional format.
BOXES
 Trend: Geobrowsing (pg. 319)
 Ask the Expert: Ryan Baustert, Guitarist, Throw the Fight (pg. 321)
 Technology and You: High-Tech Workouts (pg. 326)
 How It Works: Podcasting (pg. 330)
FIGURES
 Figure 8-17, Figure 8-18, Figure 8-19, Figure 8-20, Figure 8-21, Figure 8-22, Figure 8-23,
Figure 8-24, Figure 8-25, Figure 8-26, Figure 8-27, Figure 8-28, Figure 8-29, Figure 8-30,
Figure 8-31
TEACHER TIP
If you will not be covering Chapter 11 “E-Commerce,” you may wish to cover the various types of
online payment options now and their various advantages and disadvantages for online financial
transactions.
CLASSROOM ACTIVITIES
1. Group Activity: Divide the class into groups, and have each group come up with an average
amount of time they spend per day or per week using the Internet. Have students quantify
how they spend their time. What percentage is entertainment (including just surfing the
Web, reading interesting Web sites)? Shopping? E-mail with friends? Work or school-related
activities, such as business e-mail or research? Compare the results as a class and discuss how
students feel about the amount of time spent on the Internet. Do students feel that they waste
time on the Internet? Or do they save time (by using e-mail instead of playing phone-tag, for
example)?
2. Quick Quiz:
1. Ordering a movie or television show to be downloaded from the Internet is referred to as?
(Answer: c)
a. interactive TV
b. online radio
c. video-on-demand (VOD)
2. True or False: A URL that begins with https:// indicates the page being viewed is secure.
(Answer: True)
3. A Web page that contains regular updates in chronological order, typically acting as a
personal online journal for an individual is called a(n) _____________. (Answer: blog)
3.
Critical Thinking Activity: Discuss the ethics of surfing on someone else’s time/dollar, such as
while at work. If any students have Internet access at work, do they know if they are allowed
to surf the Web for personal use or send personal e-mail while at work? Are these students
Understanding Computers: Today and Tomorrow, 14th Edition, Instructor’s Manual
7 of 12
aware of any rules at their place of business for Internet use? If so, ask them to share them
with the class.
CENSORSHIP AND PRIVACY ISSUES (pg. 334)
LECTURE NOTES
 Define censorship and explain that the First Amendment’s protection of free speech is
commonly applied to online content and attempts to limit or regulate online content by some
organizations and the legislature have not been very successful.
 Discuss Internet filtering and its use at home, on the job, and on public computers.
 Explain the purpose of cookies and Web bugs and discuss any Web browsing privacy
concerns the students might have.
 Define spyware and adware and discuss any problems you or the students have had with
spyware.
 Stress to students that their e-mail is not private, especially if they send and receive messages
at work.
FIGURES
 Figure 8-32, Figure 8-33, Figure 8-34, Figure 8-35
CLASSROOM ACTIVITIES
1. Group Activity: Divide the class into two groups. Assign one group to be the publisher of a
software package that includes spyware and the others to be the consumers. Have the groups
discuss for a few moments the possible reasoning behind wanting to include spyware in a
software package and what consumer objections might be. Starting with the spyware group,
ask for one reason they include spyware and see if the consumer group has a response from
their point of view. Next, ask the consumer group for their stance on the inclusion of spyware
and give the spyware group a chance to respond. Things that will likely be brought up are
invasion of privacy, shouldn’t include the program without asking me specifically, etc.
(consumers), and it makes my product free/less expensive for you, you should read the entire
agreement before installing if you don’t want spyware, etc. (spyware group). Continue the
discussion as time and interest permit.
2. Quick Quiz:
1. Which of the following is a small text file stored on your hard drive by a Web server to
identify you and your preferences for that Web server? (Answer: a)
a. cookie
b. Web bug
c. spyware
2. True or False: If e-mail is encrypted, it can be read by anyone if it is intercepted during
transmission. (Answer: False)
Understanding Computers: Today and Tomorrow, 14th Edition, Instructor’s Manual
8 of 12
3. Blocking access to particular Web pages or types of Web pages using browser settings or
special software is called Internet _______________________. (Answer: filtering)
Understanding Computers: Today and Tomorrow, 14th Edition, Instructor’s Manual
9 of 12
GLOSSARY OF KEY TERMS







































Application service provider (ASP) (303)
ARPANET (300)
Blog (333)
Broadband over fiber Internet access (BoF)
(310)
Cable Internet access (309)
Chat (318)
Conventional dial-up Internet access (309)
Cookie (337)
Dial-up connection (308)
Digital Subscriber Line (DSL) (309)
Direct connection (308)
Directory search (313)
Distance learning (332)
DSL Internet access (309)
E-portfolio (334)
Fiber-to-the-premises Internet access (FTTP)
(310)
Fixed wireless Internet access (309)
Instant messaging (IM) (318)
Internet (299)
Internet content provider (302)
Internet filtering (335)
Internet service provider (ISP) (302)
Keyword (313)
Keyword search (313)
Message board (320)
Mobile wireless Internet access (310)
Online auction (324)
Online banking (324)
Online gaming (327)
Online investing (324)
Online movies (326)
Online music (325)
Online shopping (323)
Online TV (326)
Online video (325)
Podcast (329)
Portal Web page (329)
Really Simple Syndication (RSS) (329)
Satellite Internet access (309)








Search engine (312)
Search site (312)
Social networking site (321)
Spyware (338)
Text messaging (318)
Twittering (318)
Video-on-demand (VOD) (327)
Voice over Internet Protocol (VoIP) (320)







Web conference (321)
Web service (303)
Web-based training (WBT) (332)
Webinar (321)
Wi-Fi hotspot (310)
Wiki (334)
World Wide Web (WWW) (300)
Understanding Computers: Today and Tomorrow, 14th Edition
10 of 12
END OF CHAPTER MATERIAL (solutions for the Review Activities and Projects are located
in the Chapter 8 Solutions file)

Summary: Summarizes the main concepts of the chapter-by-chapter objective. Includes all bolded
key terms in the chapter.

Review Activities: Helps students test their knowledge of the chapter concepts. Includes the
following:
 Key Term Matching. Includes 10 key terms from the chapter to match up with their
corresponding definitions.
 Self-Quiz. Includes five True/False and five Completion and/or Matching objective
questions. The answers to the Self-Quiz are included in the References and Resources
Guide at the end of the textbook.
 Exercises. Includes five Matching, Completion, and/or Short Answer questions.
 Discussion Question. Introduces a topic and some questions to start a class discussion
on that topic.

Projects: A total of six projects are included in the following seven categories. Projects that
require Internet access are marked with an Internet icon.
 Hot Topics. Includes a topic for students to research. Typically, they are asked to
submit a short summary of their findings.
 Short Answer/Research. Includes a topic for students to research. Typically, they are
asked to write a short summary of their findings.
 Hands On. Includes directions for a hands on activity that students need to perform.
Typically, they are asked to write a short summary of their experience.
 Ethics in Action. Includes a topic for students to research and form an opinion about.
Typically, they are asked to discuss their position in class, via an online class
discussion group, in a class chat room, or via a class blog, depending on the
instructor’s direction. They may also be asked to write a short paper expressing their
opinion.
 Presentation/Demonstration. Provides students with a topic to research or an activity
to perform. They are asked to present their findings to the class in the form of a
presentation, as well as to submit a written summary, if instructed.
 Web Activities. Directs students to go to the Web site that accompanies this text and
work the Student Edition Labs and Crossword Puzzle; watch the Video Podcasts and
Online Videos associated with the chapter; and explore the Further Exploration links
and the Flashcards. They are also instructed to review the Online Study Guide, and
then test themselves with the Key Term Matching and Beat the Clock games, and
then taking the Interactive Quiz.
Page 10
Understanding Computers: Today and Tomorrow, 14th Edition
Reproducible Chapter Quiz
The Chapter Quiz on the following page may be reproduced to distribute to your students for
additional homework or an in-class quiz.
Top of Document
Page 11
11 of 12
Name:
______________
Course:
______________
Instructor: ______________
Chapter Quiz
Understanding Computers: Today and Tomorrow 14e, Chapter 8
True/False
Instructions: Circle T if the statement is true or F if the statement is false.
T F 1.
When the Internet was first developed, it was called the World Wide Web.
T F 2.
Earthlink is an example of an ISP.
T F 3.
Cable Internet access is faster than conventional dial-up Internet access.
T F 4.
Boolean operations can be used in conjunction with Internet searching.
T F 5.
Online banking is rarely performed today.
Multiple Choice
Instructions: Select the best answer for each question and write the corresponding letter in the blank at
the left of each question.
______ 6.
Which of the following types of Internet connections is the fastest?
a. cable
c. DSL
e. broadband over fiber (BoF)
b. conventional dial-up d. satellite
______ 7.
Which of the following would be used to buy a product at the price you specify?
a. online auction
c. video-on demand
e. online banking
b. online gaming
d. online investing
Matching
Instructions: Select the term that best matches each of the following statements and write the
corresponding letter in the blank at the left of each statement (all terms will not be used).
a. keyword
b. podcast
c. cookie
e. Internet content provider
d. Internet service provider
______ 8.
A person or organization that makes information available through the Internet.
______ 9.
A small file stored on a computer by a Web server, such as to remember personalized
settings.
______ 10. An organization that provides access to the Internet.
COPYRIGHT © 2013 Course Technology, a division of Cengage Learning