Teaching Chapter 2: Network Standards

Instructor's Manual
Business Data Networks and Security, 9th Edition
Raymond R. Panko
Julia L. Panko Prentice-Hall, 2013
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|Read This First |
|Preface for Instructors |Preface for Students |
|Teaching the Chapters |Answer Keys |
|In General | |
|1. Welcome to the Cloud |1. Welcome to the Cloud |
|2. Network Standards |2. Network Standards |
|3. Network Security |3. Network Security |
|4. Network Management |4. Network Management |
|5. Wired Ethernet LANs |5. Wired Ethernet LANs |
|6. Wireless LANs I |6. Wireless LANs I |
|7. Wireless LANs II |7. Wireless LANs II |
|8. TCP/IP Internetworking I |8. TCP/IP Internetworking I |
|9. TCP/IP Internetworking II |9. TCP/IP Internetworking II |
|10. Wide Area Networks |10. Wide Area Networks |
|11. Networked Applications |11. Networked Applications |
|A. More on TCP |A. More on TCP |
|B. More on Modulation |B. More on Modulation |
|C. More on Telecommunications |C. More on Telecommunications |
|D. Directory Servers |D. Directory Servers | Read This First
It is important to understand that this book is not intended to be covered
front-to-back in its entirety. The 11 core chapters (excluding the hands-on
chapters and the modules) form a complete course in networking. If you
cover all 11 chapters, you are likely to have a week or so free for other
things, such as the hands-on chapters that follow some chapters, one of the
four modules at the end, or a few things those stupid authors should have
put in and you have to add yourself. However, there is not time to cover
the entire book, including all hands-on chapters and all four modules, in a
normal one-semester or one-quarter course.
There is not time to cover the entire book, including all hands-on
chapters and all four modules, in a normal one-semester or one-quarter
course.
I teach courses on a semester basis. Each of the 11 core chapters takes me
about three hours to cover. This is one semester week in a three-unit
course. Module C is about equally long. (Modules A, B, and D are shorter.)
Hands-on exercises vary in time from about 15 minutes to a class.
You can also shorten the chapters. The easiest way to do this is to skip
boxed material which is somewhat secondary. (The box on decibels is
particularly long.)
I cover a chapter, and then spend the first 20 minutes of the next class
going over parts of the assigned homework students feel unsure about and
all of the end-of-chapter questions. I then cover the start of the next
chapter the rest of that day and all of the next day.
My suggestion, frankly, is that the first time you teach the book, stick
with the 11 core chapters and one or two hands-on exercises.
Teaching the Chapters
Teaching the Book in General
PowerPoint Presentations
The chapter and module PowerPoint presentations are full lectures-not just
"a few selected slides."
In the book, nearly all concepts are illustrated in the figures, and the
figures are the basis for the PowerPoint presentations. The figures are
somewhat adjusted for the PowerPoint presentations.
> First, the font size is increased so that you can print six
slides per page and still read them.
> Second, more complex figures are presented as a series of slides
that build these figures in steps.
> Third, central concepts (CEPTs) that are critical for
understanding networking are marked. You probably want to give
them special emphasis.
> Fourth, material that is difficult for some students is also
marked. You probably want to slow down for this material. Make
sure that their eyes are open, get them off their phones, and so
forth.
|Central Concept |Difficult |
|(CEPT) |Material |
|[pic] |[pic] |
PowerPoint presentations are divided into sections that are marked in a
reasonably consistent way. (Chapter 3 used a different section organization
built around the plan/protect/respond security management cycle, and the
modules do not all use it.)
[pic]
Question-Focused Support
There are Test Your Understanding questions after subsections in each
chapter. Students should read a section and then answer the questions
before going on.
There are meaty End-of-Chapter questions that require students to think
about what they have learned in the chapter.
The answer keys (not to be given to students) give the teacher answers for
all questions in the chapter.
Importantly, in the test item files, (multiple choice/true-false), all
questions are tied to specific questions in the chapter. So if you assign
specific textbook questions students are responsible for, you can select
exam questions to reflect them.
All multiple choice and true-false questions in the test item file
(TIF) are tied to specific questions in the chapter. So if you assign
specific textbook questions students are responsible for, you can
select exam questions to reflect them.
Teaching Different Kinds of Courses
As noted earlier, this book has 11 core chapters. These can form a complete
course.
Junior and Senior Courses in Information Systems Programs
With courses for juniors and seniors, covering the 11 core chapters
(including "a" chapters that are case studies) will probably leave you with
one or two semester weeks free. As noted earlier, this leaves time for
hands-on activities (discussed earlier), additional TCP/IP material (or
other material in the advanced modules), a term project, or whatever you
wish to cover. However, the entire book should not be covered in a single
term.
Community College Courses
For freshman and sophomore courses in community colleges, it is good
practice to stay with the 11 core chapters, going over chapter questions in
class. If you want to do hands-on material, it is advisable to cut some
material from the core chapters.
Graduate Courses
Graduate courses tend to look a lot like junior and senior level courses,
but with greater depth. More focus can be placed on end-of-chapter
questions and novel hands-on exercises, such as OPNET simulations. It is
also typical to have a term project.
Teaching Chapter 1: Welcome to the Cloud
Role in the Book
The growing complexity of networking requires four introductory chapters.
The concepts introduced in this chapter will be reinforced throughout the
book.
Chapter 1 covers general concepts and principles we will see throughout the
book.
Chapter 2 covers standards concepts and architectures, Chapter 3 covers
network security, and Chapter 4 covers network management.
After these four introductory chapters, we move up through the layers,
applying concepts in the first four chapters to switched Ethernet networks,
wireless LANs, internets, WANs, and applications.
Flow of the Material
The chapter begins with examples of how people use applications "in the
cloud" today.
It then introduces basic network terminology.
It next discusses circuit switching and packet switching. It presents
packet switching historically, in the context of the ARPANET.
Next comes the emergence of internetworking and the Internet.
The chapter closes with the components in a small home network to make the
material in the chapter more concrete.
Changes from the Previous Edition
The opening material has been changed to focus on cloud applications.
The final part has been shortened. There is no longer a discussion of LANs
versus WANs. Students already know the basic distinction from earlier
classes, and it seemed best to move this material to Chapter 5 (the start
of LAN material) and Chapter 10 (the new chapter on WANs).
Central Concept
In the definition of networking, a host is defined as any device connected
to a network-servers, client PCs, smart phones, and so forth.
The chapter includes a discussion of the five layers of network operations
and standards: physical, data link, internet, transport, and application.
Hard Parts
Some students have a difficult time appreciating why packet switching is
superior to circuit switching for bursty data.
Many students have a difficult time distinguishing between packets and
frames, switches and routers, and data links and packets. The chapter shows
how internetworking evolved historically out of single networks and that
Cerf and Kahn had to define a second level of networking in which concepts
were duplicated at both layers.
Teaching this Chapter
If you can bring in any Internet memorabilia props, that's kind of fun.
Also, it helps to bring in a big switch, a big router, UTP, and home
networking equipment at appropriate times in the chapter.
I often start with a discussion asking whether networking means the same
thing as the Internet, when was the Internet created, who pays for the
Internet, and so forth. We then cover these questions in the chapter
lecture.
I assign Chapter 1a as homework. I spend a good deal of time going over
student answers. (If I don't, students stop taking hands-on exercises
seriously.)
Having students use Google docs or Microsoft Office Web Apps