New Perspectives on Computer Concepts 2010 Instructor’s Manual
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Computer Concepts
Chapter Six: The Internet
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 blue that you see in the
textbook. Under each heading you will find (in order): Lecture Notes that summarize the
section, Figures and Boxes found in the section (if any), Teacher Tips, Classroom Activities, and
Lab 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
Section A: Internet Technology
Section B: Fixed Internet Access
Section C: Portable and Mobile Internet Access
Section D: Internet Services
Section E: Internet Security
Glossary of Key Terms
2
2
4
8
11
13
15
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Chapter Objectives
Students will have mastered the material in Chapter Six when they can:
 Briefly summarize the origins and
 Describe the advantages and
development of the Internet
disadvantages of dial-up, cable, DSL,
 Have a general concept of the size of
ISDN, satellite, and fixed wireless
the Internet in terms of users and
Internet services
nodes.
 Differentiate between portable
 Have a concept of the Internet
Internet access and mobile Internet
structure.
access
 Draw a conceptual diagram illustrating
 Identify and describe the most
the Internet backbone, NAPs, NSPs,
prevalent types of portable Internet
routers, and ISPs
access
 Draw a diagram to illustrate how
 Differentiate between WAP and
computers on a LAN would access the
wireless data services
Internet through a single DSL modem
 Describe the basic technology
 List at least five protocols used on the
underlying chat and instant messaging
Internet and describe what they are
services
used for
 Explain how Voice over IP works
 Explain the differences between static
 Relate at least five examples of grid
IP addresses, dynamic IP addresses,
computing
private IP addresses, and domain
 Describe how FTP differs from file
names
sharing technologies such as Bit Explain when and why you might use
Torrent
Ping and Traceroute utilities
 Be able to describe and identify an
 Identify top-level domains and
intrusion in the context of computers
understand how they relate to IP
 Explain how hackers use the Internet
addresses.
to infiltrate computers
 Describe the factors affecting
 List at least three steps you can take to
connection speed.
secure your computer against Internetbased intrusions
SECTION A: INTERNET TECHNOLOGY
Background
LECTURE NOTES
 Tell students that the Internet evolved from an experimental network called ARPANET, which was
developed in 1969 to help scientists communicate and share computing resources.
 Note that the Internet is estimated to have 500 million nodes and more than 1 million users. It also
handles more than 1 exabyte of data per day. This is a good place to discuss what an Exabyte is
(1.074 billion gigabytes) and just how large that is.
FIGURES
 Figure 6-1
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CLASSROOM ACTIVITIES
1. Assign a Project: To get a handle on just how large the internet is, have the students perform research
on how much data is in the Library of Congress or their own library.
Internet Infrastructure
LECTURE NOTES
 Use Figure 6-2 to discuss network access points and network service providers. Do the companies
that run these (Sprint and SBC/AT&T, for example) “own” the Internet? Make sure students
understand that this is not true.
 Explain that Internet service providers operate hardware and software that enable users to connect
to the Internet. These include modem banks, e-mail servers, and devices like domain name servers.
 Use the diagram in Figure 6-3 to discuss hardware.
 Discuss Figure 6-4 with the students and discuss the various hardware components and where they
might be found. For example, a modem may be built into their laptop and they don’t see it but it is
there just the same.
FIGURES
 Figure 6-2, Figure 6-3, Figure 6-4
CLASSROOM ACTIVITIES
1. Assign a Project: Ask students to create a sketch illustrating their Internet connection. Tell them to
be sure to include their ISP in the sketch. Have them identify where each component may be found.
Where is their ISP located? Where is their NSP located? See if they can research and find out.
2. Quick Quiz:
 A(n) _______ contains circuitry that converts the data-carrying signals from your computer
to signals that can travel over various communications channels. (Answer: modem.)
 The ___________ is a network of high-capacity communications links that provides the
main routes for data traffic across the Internet. (Answer: Internet backbone.)
 NSP equipment and links are tied together by what? (Answer: Network access points or
NAPs.)
Internet Protocols, Addresses, and Domains
LECTURE NOTES
 Define a protocol.
 Explain that TCP/IP is the protocol of the Internet.
 Use Figure 6-5 to discuss other Internet protocols such as HTTP and FTP.
 Explain the difference between IP addresses and domain names.
 Look at some IP addresses in context. You can examine the properties of an e-mail message to find
the IP addresses of the servers that transferred the message from one destination to another. In
Microsoft Outlook, for example, right-click a message and then click Options to open the Message
Options dialog box. Scroll through the Internet headers to see the IP addresses of the servers that
handled the e-mail messages.
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Explain that students don’t need to know their IP address to check e-mail, surf the Web, or do any
of their usual activities.
Use Figure 6-7 to discuss top-level domains. You can have students research top-level domains to
discover which names have been proposed in addition to the ones listed in Figure 6-7.
Go over the relationship between IP addresses and domain names, and the role of the domain name
server.
Review the difference between domain names and URLs. A URL is an Internet address of a
document on a computer, whereas a domain name is the IP address of a computer.
Visit www.register.com to learn how to select and register a domain name. Figure 6-9 illustrates
this process.
Be sure and discuss the difference between dynamic and static IP address. Go over why you would
use each. Discuss what happens when you use dial-up in term of IP addresses.
TEACHER TIP
Go to several internet addresses with different top-level domains. Go to some outside the country such as
Canada and United Kingdom. Examine the relationship between the domain name and the IP address to
show there is no relationship.
FIGURES
 Figure 6-5, Figure 6-6, Figure 6-7, Figure 6-8, Figure 6-9
Connection Speed
LECTURE NOTES
 Explain that computers on the Internet know where to send a packet of data by using the IP address
of its destination; at each intersection on the backbone, the data’s IP address is examined by a
router, which forwards the data towards its destination.
 Discuss the factors that may affect the speed of your Internet connection.
FIGURES
 Figure 6-10
CLASSROOM ACTIVITIES
1. Assign a Project: Have the students do their own ping. On page 301, the initial page in this chapter
is a TryIt section on how to use ping. Have the student do this exercise as well as ping the school
web page and compare the times. Discuss why the times are different
2. Have the student do a Traceroute like the one on page 310.
SECTION B: FIXED INTERNET ACCESS
Dial-up Connections
LECTURE NOTES
 Discuss how dial-up connections take place.
 Many students wonder why some pages load more quickly than others, or why some sites seem
slower during certain times of the day when the speed of their modem remains constant. Review
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with students the difference between connection speed and transfer rate, and discuss the reasons
why data is not always transferred at their modem’s highest speed.
Discuss the difference between analog and digital. Use a digital and analog clock to show the
difference.
Discuss the function of the modem. Use Figure 6-12 to demonstrate. Explain that the computer is
digital and cannot use analog signals. Use the idea that a light switch cannot be ½ on. It must
either be on or off.
FIGURES
 Figure 6-11, Figure 6-12, Figure 6-13
CLASSROOM ACTIVITIES
1. Class Discussion: Ask students if they have experience using a dial-up connection. How does its
performance compare to other connections?
DSL, ISDN, and Dedicated Lines
LECTURE NOTES
 Discuss digital technology. The advantage these connection lines offer is that they are completely
digital, so data does not have to be converted from analog to digital as it does when you use a dialup connection.
 Discuss the difference between a modem and a terminal adapter. Make the point that adapters do
not change the signals from digital to analog and vice versa.
 Note the simultaneous use of voice and data. You can be connected to the Internet, and still talk on
the telephone.
 Explain that although ISDN lines can be affordable, they are most often used by businesses with
small LANs. ISDN connections are also faster than a dial-up connection, but not as fast as DSL or
cable modems. Find out if ISDN is available to customers in your area.
 Note that T1, T3, and T4 services are fast, but expensive and only appropriate for larger companies.
FIGURES
 Figure 6-14, Figure 6-15, Figure 6-16
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CLASSROOM ACTIVITIES
1. Class Discussion: What types of Internet connections are available to students? If students are not
already aware of the fact that not all types of connections are available in all locations, point that out.
Have students compare the performance of different Internet connections they’ve used.
2. Quick Quiz:
 What does DSL stand for? (Answer: digital subscriber line.)
 ____ is a high-speed, digital, always-on, Internet access technology that runs over standard
phone lines. (Answer: DSL.)
 True/False: You need a modem to use ISDN. (Answer: False.)
Cable Internet Service
LECTURE NOTES
 Use Figure 6-18 to go over how to set up a cable modem connection.
 Explain that many cable TV companies are also Internet service providers, although they will
usually only provide service to those who also utilize their cable TV services. Since most
communities have only one major cable provider, your local provider choices may be limited.
 Discuss the pros and cons of dial-up and cable modem connections. For example, what advantages
does the cable modem’s always-on connection provide? What risks does this type of connection
introduce?
TEACHER TIP
Do local cable companies offer cable modem access? Ask students to research a local cable television service
provider on the Internet to see if they provide Internet access. If they do, students should report on what
the company requires (for example, must you have a cable modem or will they provide one), what kinds of
services they provide, and how much they charge for the services.
FIGURES
 Figure 6-17, Figure 6-18
CLASSROOM ACTIVITIES
1. Quick Quiz:
 What does DOCSIS stand for? (Answer: Data Over Cable Service Interface Specification.)
 True/False: Most cable Internet service is asymmetric. (Answer: True.)
 True/False: Of all Internet services, cable Internet currently offers the fastest access speeds.
(Answer: True.)
Satellite Internet Service
LECTURE NOTES
 Discuss who should use satellite Internet service. Communication with satellite Internet service is a
good choice for rural areas.
 Note that satellite Internet service is subject to delays caused by weather, and is slow upstream with
latency delays of 1+ seconds.
 Explain that a geosynchronous satellite is a satellite whose orbital track on the Earth repeats
regularly over points on the Earth over time. If such a satellite's orbit lies over the equator, it is
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called a geostationary satellite. The orbits of the satellites are known as the geosynchronous orbit
and geostationary orbit.
FIGURES
 Figure 6-19, Figure 6-20, Figure 6-21
CLASSROOM ACTIVITIES
1. Assign a Project: Ask students to research whether satellite Internet service is available in their
geographic location.
2. Quick Quiz:
 True/False: Equipment and installation costs for satellite Internet service are higher than
other Internet services. (Answer: True.)
 True/False: Satellite service typically averages 400-500 Kbps actual downstream speed but
only 100-256 Kbps upstream. (Answer: True.)
 True/False: In many urban areas, satellite Internet service is the only alternative to a dial-up
connection. (Answer: False.)
Fixed Wireless Service
LECTURE NOTES
 Discuss broadband access.
 In areas without pre-existing physical cable or telephone networks, WiMAX may be a viable
alternative for broadband access.
 Discuss the equipment needed for WiMax.
FIGURES
 Figure 6-22
TEACHER TIP
Explain that many cable, wireless, and traditional telephone companies are closely examining WiMAX for
“last mile” connectivity at high data rates. This could result in lower pricing for both home and business
customers as competition lowers prices.
CLASSROOM ACTIVITIES
1. Class Discussion: Point out Figure 6-22, which shows a WiMAX tower, and ask students if they’ve
ever seen one. Had they heard of WiMAX before this discussion?
2. Quick Quiz:
 What does WiMAX stand for? (Answer: Worldwide Interoperability for Microwave
Access.)
 True/False: A WiMAX system transmits data to and from WiMAX antennas mounted on
towers. (Answer: True.)
 True/False: Under ideal conditions, WiMAX can transmit data at 700 Mbps. (Answer: False.)
Fixed Internet Connection Roundup
LECTURE NOTES
 Use Figure 6-23 to provide a good overview of almost every type of fixed Internet access. You could
use this table throughout the chapter as you discuss the various options.
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FIGURES
 Figure 6-23
SECTION C: PORTABLE AND MOBILE INTERNET ACCESS
Internet to Go
LECTURE NOTES
 Explain that portable Internet access is the ability to easily move your Internet service from one
location to another.
 Explain that mobile Internet access offers a continuous Internet connection as you are walking or
riding in a car.
FIGURES
 Figure 6-24
CLASSROOM ACTIVITIES
1. Class Discussion: Ask students to relay their experiences with portable or mobile Internet access. Do
any students own an iPhone or other device with which to access the Internet while on the go?
2. Quick Quiz:
 _______ Internet access can be defined as the ability to easily move your Internet service
from one location to another. (Answer: Portable.)
 _______ Internet access offers a continuous Internet connection as you are walking or
riding in a bus, car, train, or plane. (Answer: Mobile.)
 _______ Internet access includes Wi-Fi, mobile WiMAX, and cellular broadband service.
(Answer: Mobile.)
Wi-Fi Hotspots
LECTURE NOTES
 Discuss what a hotspot is.
 Discuss the advantages and disadvantages of hotspots.
 Discuss free hotspots. Note that hotspots continue to grow; wireless networks that cover entire
cities, such as Municipal broadband, have mushroomed. More than 300 metropolitan projects have
been started nationwide.
TEACHER TIP
Point out some locations or facilities in your area that provide free Wi-Fi. Have students discuss their use of
Wi-Fi.
FIGURES
 Figure 6-25
CLASSROOM ACTIVITIES
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1. Assign a Project: Have students visit www.jiwire.com and locate Wi-Fi hotspots in their location.
2. Quick Quiz:
 A(n) _______ is an area in which the public can access a Wi-Fi network that offers Internet
service. (Answer: Wi-Fi hotspot.)
 True/False: Wi-Fi typically provides acceptable mobile Internet access. (Answer: False.)
 True/False: The speed of a hotspot is related to the speed of the wired line that connects it to
the Internet. (Answer: True.)
Portable and Mobile WiMAX
LECTURE NOTES
 Discuss with the students the idea of “Just plug in and jump online anywhere with the service area”
as related mobile WiMax.
 Discuss the advantages and disadvantage of mobile WiMax.
 Discuss how mobile WiMax is an up-and-coming standard because it is designed to offer Internet
access with seamless handoff from the one tower to another. This would be a good place to discuss
how handoff occurs.
 Explain that given the limited wired infrastructure in some developing countries, the costs to install
a WiMAX station in conjunction with an existing cellular tower or even as a solitary hub are likely
to be small in comparison to developing a wired solution.
 Explain that areas of low population density and/or flat terrain are particularly suited to WiMAX
and its range. For countries that have skipped wired infrastructure as a result of prohibitive costs
and unsympathetic geography, WiMAX can enhance wireless infrastructure in an inexpensive,
decentralized, deployment-friendly, and effective manner.
FIGURES
 Figure 6-26
CLASSROOM ACTIVITIES
1. Quick Quiz:
 True/False: Mobile WiMax could make it possible for you to deal with a single service
provider for all your cell phone and Internet access needs. (Answer: True.)
 True/False: With WiMAX, you use the same Internet service provider whether you are at
home or on the road.. (Answer: True.)
Portable Satellite Service
LECTURE NOTES
 Discuss why you would consider using a portable satellite service. Where might it be used? (camp
grounds as a good example)
 Discuss the need to readjust the dish to assure it is aimed correctly.
 Discuss the price factor. Note that price is a significant consideration.
FIGURES
 Figure 6-27, Figure 6-28
CLASSROOM ACTIVITIES
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1. Class Discussion: Have students discuss the possible uses of portable satellite service. How does its
high price tag limit its usefulness?
Cellular Data Service
LECTURE NOTES
 Explain that cellular phones, PDAs, and notebook and tablet computers can be configured for
mobile Internet access.
 Discuss Figure 6-29 with an emphasis on how the generation of the technology impacts the features.
See how many different devices the students have. Have the student compare their cellular phones
and classify them into a generation.
 Discuss WAP and its advantages and disadvantages.
 Discuss the kinds of services offered by cellular data services. Page 327 provides an overview of
many of them. Ask if students take advantage of any of these services.
 Discuss Internet service on a handheld device. If you or a student has one, demonstrate its use.
 Discuss how you can use the modem in your phone as a modem for your computer.
FIGURES
 Figure 6-29, Figure 6-30, Figure 6-31, Figure 6-32, Figure 6-33, Figure 6-34
LAB ACTIVITY
Refer students to the New Perspectives Web site for a Student Edition Lab called “Wireless
Networking.” Refer students to the New Perspectives Web site for a Student Edition Lab called
“Connecting to the Internet.”
LAB ACTIVITY
What Internet options are available with your students’ cell phone services? Ask students to use the
Internet to visit their cellular phone service provider’s Web site and learn about what Internet services
they could subscribe to, if they don’t already. How much does the service cost?
CLASSROOM ACTIVITIES
1. Quick Quiz:
 _______________ is a communications protocol that provides Internet access from handheld
devices, such as cell phones. (Answer: WAP)

___________ is a 3.5G cellular technology with theoretical maximum speeds in excess of 5 Mbps.
a. WAPX
c. EV-DO
b. EDGE
d. HSUPA
(Answer: d. HSUPA)
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SECTION D: INTERNET SERVICES
Real-Time Messaging
LECTURE NOTES
 Ask students which instant messaging systems they use. AOL? Yahoo? Google Talk? Discuss what
students see as the differences among the clients. What are their criteria for choosing the system
they use.
 Remind students that it is possible to save a conversation, in order to refer to it later, which is not
possible by telephone. Also note that instant messages typically get logged in a local message
history. Note that students should be careful what they put into an instant message because it can
be retrieved for later use.
 Discuss the security aspects of messaging. Messages can be intercepted so care should be given on
the content of the messages.
FIGURES
 Figure 6-35, Figure 6-36
Voice over IP
LECTURE NOTES
 Discuss the drawbacks of using VoIP.
 Note that the quality and overall reliability of the phone connection is entirely reliant upon the
quality, reliability, and speed of the Internet connection that it is using.
 Discuss how shortcomings with Internet connections and Internet service providers (ISPs) can
cause a lot of grief with VoIP calls.
 Explain that higher overall network latencies can lead to significantly reduced call quality and cause
certain problems such as echoing.
 Using figure 6-37, discuss the various ways in which phones are connected to enable use of VoIP.
 Note that ATAs are used by many VoIP companies selling VoIP service, where the device is used to
replace a user's connection to an existing telephone company.
 Explain that when sold in connection with a VoIP service like Vonage, the ATA is usually locked so
it cannot be used with another company, and the user can only partly change its configuration.
 Discuss the advantages and disadvantages of VoIP. Especially discuss the concern of 911 service.
FIGURES
 Figure 6-37, Figure 6-38
CLASSROOM ACTIVITIES
 Ask the students if any are using or have used VoIP. How did it work? Would they do so again?
Grid Computing
LECTURE NOTES
 Note that, like the Internet, grid computing evolved from the computational needs of “big science.”
 Explain that grid computing can be viewed as an extension or application of the Internet framework
to create a more generic resource sharing context.
 Discuss some of the projects using Grid Computing.
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Discuss cloud computing and how it differs from Grid Computing.
FIGURES
 Figure 6-39, Figure 6-40, Figure 6-41
FTP
LECTURE NOTES
 Discuss concerns about FTP, especially security concerns.
 Explain that passwords and file contents are sent in clear text, which can be intercepted by
eavesdroppers. (There are protocol enhancements that circumvent this.)
 Note that FTP also uses multiple TCP/IP connections, one for the control connection, and one for
each download, upload, or directory listing, and as a result, firewall software needs additional logic
to account for these connections.
 Note that FTP is a high latency protocol due to the number of commands needed to initiate a
transfer.
 Explain that FTP offers no integrity check on the receiver side. If transfer is interrupted the receiver
has no way to know if the received file is complete or not.
FIGURES
 Figure 6-42, Figure 6-43
CLASSROOM ACTIVITIES
 Demonstrate the use of FTP to transfer files. If the student has FTP available, have them transfer a
file.
File Sharing
LECTURE NOTES
 Explain that file transfer is one of the original applications of the Internet, preceding even e-mail.
 Discuss how P2P works .
 Note that file sharing first came into the public eye with the popularization of MP3 files in the midto late 1990s.
 Discuss how Bit-Torrent works and how P2P is used in its operation.
 Discuss copyright implications. File sharing (such as with the Gnutella and Napster networks) grew
in popularity with the proliferation of high speed Internet connections, relatively small file size,
and high-quality MP3 audio format. Although file sharing technology has legal uses, many users use
it to download copyrighted materials without explicit permission: copyright infringement or
“piracy.” This has led to attacks against file sharing in general from some copyright owners.
TEACHER TIP
What are the risks of file sharing? Some file sharing software comes bundled with malware such as spyware
or adware. Sometimes this malware remains installed on the system even if the original file sharing
software is removed, and can be very difficult to eliminate. In many cases, such malware can interfere with
the correct operation of Web browsers, anti-virus software, anti-spyware, and software firewalls, and can
cause degraded performance on affected systems. Such malware is typically bundled with proprietary
software, and not those in open source.
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FIGURES
 Figure 6-44
CLASSROOM ACTIVITIES
1. Class Discussion: Survey students about their use of P2P file sharing. Have students ever used
Napster, Gnutella, or BitTorrent? What kinds of files have they exchanged using these resources?
2. Quick Quiz:
 A(n) __________ computing system is a network of diverse computers in which each
computer contributes processing resources to solving a single problem.(Answer: grid )

________ is a file sharing protocol that distributes the role of file server across a
collection of dispersed computers.
A. BitTorrent
C. ISDN
B. ARPANET
D. VoIP
(Answer: A. BitTorrent)
SECTION E: INTERNET SECURITY
Intrusion Attempts
LECTURE NOTES
 Explain what an intrusion is.
 Explain that to port scan a host is to scan for multiple listening ports on a single target host.
FIGURES
 Figure 6-46, Figure 6-47
Securing Ports
LECTURE NOTES
 Classify firewalls. One classification of firewalls is as personal or network.
 Discuss personal firewalls, a software application that normally filters traffic entering or leaving a
single computer.
 Discuss network firewalls, normally running on a dedicated network device or computer positioned
on the boundary of two or more networks or DMZs (demilitarized zones). Such a firewall filters all
traffic entering or leaving the connected networks.
 Discuss closing ports that are not in use.
 Discuss turning off computers when not in use if an “always-on” connection is being used.
TEACHER TIP
Explain the firewall protection that your school’s network has.
LAB ACTIVITY
The New Perspectives Lab “Securing Your Connection” deals with issues that relate to this section of
the textbook. You might want to go through the lab during class time if you have a computer with a
projection device. Or, assign this lab for students to do on their own.
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FIGURES
 Figure 6-48, Figure 6-49, Figure 6-50
Routers and NAT
LECTURE NOTES
 Discuss how routers and NATs work. One easy illustration for the different functions of routers and
switches is to think of switches as neighborhood streets, and the router as intersections with street
signs.
 Discuss IP addressing schemes and how private IP address work.
 Discuss network address translation and how it is used to transfer your packets.
FIGURES
 Figure 6-51, Figure 6-52
Virtual Private Networks
LECTURE NOTES
 Note that VPN is a secure way for different corporations to provide user access to the corporate
network and for remote networks to communicate with each other across the Internet.
TEACHER TIP
Point out that VPNs are frequently used by people who work from home or are frequently on the road.
LAB ACTIVITY
Refer students to the New Perspectives Web site for a Student Edition Lab called “Protecting Your
Privacy Online.”
FIGURES
 Figure 6-53
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always-on connection (307)
anonymous FTP (337)
asymmetric Internet connection (311)
ATA (Analog Telephone Adapter) (332)
BitTorrent (338)
cable modem (317)
cable Internet service (316)
chat (330)
cloud computing (335)
dial-up connection (312)
DOCSIS (Data Over Cable Service
Interface Specification) (317)
domain name (307)
domain name server (308)
Domain Name System (308)
downstream speed (311)
DSL (314)
DSL filters (315)
DSL modem (315)
dynamic IP address (306)
EDGE (Enhanced Data rates for Global
Evolution) (327)
EV-DO (Evolution Data Optimized) (327)
firewall (342)
fixed internet access (311)
fixed wireless Internet service (320)
FTP (file transfer protocol) 336
FTP client (336)
FTP server (336)
grid computing system (334)
HSUPA (High-speed Uplink Packet Access)
(327)
ICANN (309)
instant messaging (IM) 330)
Internet backbone (303)
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15 of 15
Internet service provider (303)
intrusion (340)
IP (305)
ISDN (314)
ISDN terminal adapter (314)
latency (309)
mobile broadband (327)
mobile Internet access (311)
modem (304)
network access points (NAPs) (303)
network address translation (NAT) (344)
network service providers (NSPs) (303)
P2P file sharing (337)
Ping (Packet Internet Groper) (310)
port (308)
port probe (341)
portable Internet access (311)
private IP address (344)
protocol suite (305)
real-time messaging system (330)
routable IP address (344)
satellite Internet service (318)
satellite modem (319)
static IP address (306)
symmetric Internet connection (311)
TCP (305)
TCP/IP (305)
top-level domain (307)
Traceroute (310)
upstream speed (311)
virtual private network (VPN) (345)
voiceband modem (312)
VoIP (Voice over Internet Protocol) (332)
WAP (Wireless Access Protocol) (327)
Wi-Fi hotspot (323)
WiMAX (320)