CHAPTER The Networked 1 World In this introductory chapter, students will become familiar with the overall concept of a network. They will begin to discuss how networks are used in daily life and will examine the concept of the Internet.

In this chapter, students CHAPTER DURATION will answer these 70 minutes questions: . What is a network? . How big is a network? . Are there different types of networks? . How do computers talk to each other? . Can you create a network of networks? . What exactly is the Internet? . Who controls the Internet? . What are the parts of the Internet?

Chapter Overview This chapter provides a broad overview of the concept of networks. You will use various exercises with the students to illustrate the idea of networks and how information transfers through a network. Remind students who are more advanced that this is a basic introduction. As they progress through the course, they will get into specific networks and even set up a network. Student Prerequisites . There are no prerequisites for this chapter. Classroom Technology Resources . No technology resources are required for this chapter. Materials for Instructors . Have a book that you can use during the networking exercise. . Be able to spread students out across a room. Suggested Web Sites . Nerds 2.0.1, Wiring the World: http://www.pbs.org/opb/nerds2.0.1/wiring_world/ . "Triumph of the Nerds," History of the Computer: http://www.pbs.org/nerds/timeline/index.html . How Stuff Works: How Internet Infrastructure Works: http://computer.howstuffworks.com/internet-infrastructure.htm Additional Materials and Resources For Students . For definitions and any unfamiliar phrases, refer students to Webopedia at http://www.webopedia.com . Refer students to the online video about Net Basics at the following URL: http://www.kidzonline.org/gURLTech/ then have them click on the Net Basics link to view the 6.5 minute video

For Teachers . The Kidz Online site offers additional curriculum for using the computer (http://www.kidzonline.org) . Internet Society: A Brief History of the Internet. http://www.isoc.org/internet/history/brief.shtml . Microsoft Innovative Teachers: http://www.microsoft.com/Education/InnovativeTeachers.aspx . Teacher Resources: http://www.lburkhart.com/elem/teacher.htm . Education Place online projects: http://www.eduplace.com/projects . Electronic Elementary Magazine: http://www.inform.umd.edu/UMS+State/MDK12_Stuff/homep ers/emag/ . Discover Channel School: http://school.discovery.com/schoolhome.html . Classroom Connect: http://corporate.classroom.com . Teaching.com: Intercultural E-Mail Classroom Connections (IECC): http://www.iecc.org . Tapped In: Virtual Community of Education Professionals: http://ti2.sri.com/tappedin/ Topic-by-Topic Overview

2 The below section follows the student textbook and offers additional comments and exercises you will find useful as you teach this course. What is a Network? Discuss with students how they use computers in their own lives, which students have computers at home, and the types of computers they have. Use this time to get an idea of each student's experience level. Brainstorm ways in which computers impact students on a typical day. Be sure to include things such as computers that synchronize traffic lights, computerized bus schedules, school and classroom administrative functions, alarm clocks and coffee makers, alarm systems, even the computers present in digital television and satellite systems. Ask students to define a network. If students bring up the concept of human networking, discuss why that is called networking and the basic concept of the transfer of information from one point to another. If the school has an IT department, arrange a trip to the IT department before beginning the course so students can see the network and computer system that supports the school or even the school district.

Networking Exercise IN-CLASS EXERCISE Complete this exercise before covering the 20 minutes different types of computer networks. The task is to share the book (can be any book you select) with the other students in the classroom. 1. Place students in an open area or use the classroom, but have students stand up, out of their desks. Position two students at opposite sides of the room. The first student takes the book and walks it over to the second student.

Point out that this is a simple network. The students used the traditional sneaker net method to walk material from one point to the next, but there was a transfer of information. 2. Now have six or eight students join the two and position them in various locations around the room. Have the first student call out a name of one of the students standing in the "network", then pass the book through the "network" from one student to another until it gets to the person whose name was called. Have that student do the same, passing it to a different designated student.

Point out that this is also a network, just bigger than the first. Explain that the students are passing information between their peers, or fellow students. Everyone is equal in the network. Everyone can perform in exactly the same way. 3. Now have all students participate. Spread them out throughout the classroom or other open area, with the teacher at the center of the group, holding the book. Now, instruct students that they must raise their hands when they want the book. The teacher chooses a student, pointing out that it cannot go to more than one student at a time, then passes it through the "network" to the designated student. Now, call on students to raise their hands again to request the book. This time, the student holding the book must pass it back up to the teacher so the teacher can send it on along to the next designated student. Continue doing this for a few minutes.

Explain that this simulates a client/server network. The teacher, as the server, manages the resource (the book, in this case) and determines where it goes and in which order. The teacher is at an elevated status while the students all remain at a lower yet equal level as the clients. 4. Now, cluster students in groups of three or four. Have the first group share the book between themselves, then have someone from another group request the "resource". The first network can then designate someone to pass it along to the next group. Continue doing this exercise for a few moments and encourage students to transfer the book back and forth between groups. Remind them that only one person from each 4 small "network" should actually transfer the information to a designated person in the next "network".

Point out that this simulates a network of networks and that, in this way, you can connect small networks to a larger group and share information.

How big is a network? Point out that the telephone system is a network. Go back in history and use the example of the pony express and the telegraph system as precursors to today's communication networks. Refer back to the classroom exercise you just completed and emphasize that a network can be two computers sharing resources or many computers sharing resources.

Are there different types of networks? Use the example of the second exercise to illustrate the concept of a peer-to-peer network. Use the third exercise as an example of client/server networks.

How do computers talk to each other over the network? It is usually helpful to have some of the components available as you discuss them, even at this initial stage. Pass around a NIC, some cables, perhaps even a wireless card if one is available. Remind students that they will learn more about each component later in the course. Point out that students will be creating a network later in the course and will discuss wireless networks in more detail then as well. Reinforce the idea that protocols are a formal set of rules.

Can you create a network of networks? Use the example of the final step in the classroom exercise as an example of a network of networks. Remind them that this is how the Internet works. What Exactly is the Internet? Discuss how students use the Internet. Get them to talk about some of their favorite sites. You might want to keep some of these for later use if they are appropriate for the classroom. Reinforce the concept that the Internet is a network of networks. But who controls the Internet? Is there someone in charge? Have students discuss why they believe the Internet is such an important part of today's society. Do they think it will continue to get more popular? Do they think it needs a government to oversee the Internet? Why or why not?

What about the World Wide Web? Is it part of the Internet? Discuss why the World Wide Web is called a web. Explain about the interconnected format of the Web. Keep in mind that the next chapter discusses hyperlinks, pages, and surfing in more detail. Reinforce the idea that the Web is the graphical part of the Internet, but not the only part. What You've Learned About Networks Review the major concepts learned with the students. Have the students compare the different types of networks and explain how important networks are to society. What's Next? Encourage the students to think ahead about things they would like to find on the Internet. Explain to them that they will be using a Web browser and surfing the Net in the next chapter. Enrichment Activities The following sections test the students' knowledge of what they have learned in the classroom. In addition, you may want to choose a few of the class activities to assign that will help students relate the topic to real life.

Terms to Know Use the handout for the end-of-chapter exercises, including the terms for review. After students find the definition for each term, you should review them in class. Review the following terms: Client: computers on a network that contact the server to get information. Client/Server Network: a network in which there is one computer that holds all the information and resources and makes all of it available to other computers on the network.

6 Electronic mail (email): the sending of messages over the Internet. File Transfer Protocol (FTP): the specific guidelines, or protocols that govern moving or copying files from one computer to another. Internet: the world's most famous, and largest, computer network, connecting millions of computers into a massive network of networks. Network: a group of computers connected in some way so people can share information and equipment. Network interface card (NIC): the device inside each computer that lets you connect your computer to the network. Newsgroup: groups of computers with a common interest. Peer-to-Peer Network: a connection of equal computers. Protocol: a rule that helps computers understand each other. Server: on a client/server network, this is the computer that holds all the information and resources and makes it available to other computers on the network. Usenet News: a network of computers that exchange articles about specific topics, provide product support, and offer answers to a variety of questions. Web browser: a software application that locates and displays Web pages, including text, graphics, and other multimedia content, such as music. World Wide Web (WWW): also known as the Web, this is the collection of specially created pages on the Internet viewed in a Web browser.

Suggested Web Sites Nerds 2.0.1, Wiring the World: http://www.pbs.org/opb/nerds2.0.1/wiring_world/ "Triumph of the Nerds," History of the Computer http://www.pbs.org/nerds/timeline/index.html How Stuff Works: How Internet Infrastructure Works http://computer.howstuffworks.com/internet-infrastructure.htm As students examine these websites, have them answer questions about the Web sites as they start to critically examine the information found online. The overall goal of these Web exercises is to encourage students to begin to critically examine Web sites with little initial input from adults. To help them begin reviewing these critically, the following questions are guidelines. If you find other questions or would prefer to discuss the Web sites in a different format, you can do that. You might also want to conduct the first one as a group, then have students select one of the remaining Web sites to analyze individually. In the next few chapters, students will begin to use a set of guidelines to help them critically analyze Web sites.

Answers to Questions for Review 1. Discuss the ways in which networks impact your personal life. Give specific examples. Answers will vary. 2. Do you use the Internet at the library? If so, tell the class about how you use it. Discuss why the network is important at the library. Answer will vary. 3. Why is it important to know about networks even if you never plan to go into a computer career. Discuss ways you think the world will change because of computers. Answers will vary. 4. Describe the characteristics of both a client/server network and a peer-to-peer network. Students can have a variety of answers, but some of the key features of each should include: Peer-to-peer networks:  A connection of equal computers  Each computer has its own set of files  Each computer can share files with other computers on the network  Individual computers can access other resources, such as a printer or scanner, on the network  Consists of no more than ten computers  Commonly found in homes and small offices Client/Server networks:  More than ten computers  More expensive than peer-to-peer networks  Not often found in a home environment  One computer, known as the server, holds information and resources and makes it available to other computers on the network

Real Life Learning As an extended learning exercise, have students keep a list for 24 hours of each time they encounter a computer in their personal lives. During

8 the next class, discuss the various uses of computers. Discuss how many of those uses involved a network. As a final extended learning exercise, have students discuss the concept of networks with their parents. Do their parents use networks in their business? How about computers? In what ways do their parents use computers? Discuss the ways that non-computer professionals use computers in the workplace.