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Computer Concepts – Illustrated 9th Edition Instructor’s Manual Page 1 of 12
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.
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Students will have mastered the material in this unit when they can:
⚫ Explain the advantages and disadvantages of ⚫ Identify different types of wired Internet
a computer network connection options
⚫ Identify and define basic network hardware ⚫ Describe how to connect to the Internet
⚫ Explain the differences between wired and without wires
wireless networks ⚫ Explain how IP addresses and domain
⚫ Explain the steps to set up a basic network names work
⚫ Describe how to access resources on a
network
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LECTURE NOTES
• Describe the components and function of a computer network.
• Provide an overview of the evolution of computers, from stand-alone to networked.
• Discuss the advantages of sharing hardware and software.
• Discuss the risks associated with being connected to a network.
• Describe the different types of networks.
TABLE: F-1
BOXES:
1. Clues to Use: Computing before networks
It has not always been possible for computers to connect to each other and share data, programs, and
resources. In the early years of the computer revolution, most computers functioned as stand-alone
units. Computing was essentially a solitary activity in which one person worked with a limited set of
software tools. Some computer engineers, however, had the idea that personal computers could be
interconnected or networked to one another. They understood that networked computers could
provide advantages not possible with stand-alone computers. In 1976, Bob Metcalfe had an idea for
transporting data between computers. His idea has become a key element in just about every computer
network, including the Internet. He called his idea Ethernet.
TEACHER TIP
Point out networked devices in the classroom or lab. Define what type of network(s) the school uses
and why.
CLASSROOM ACTIVITIES
1. Quick Quiz – Match the network category to its description
Category Description
Computer Concepts – Illustrated 9th Edition Instructor’s Manual Page 3 of 12
2. Critical Thinking: Ask students to describe their experiences using computer networks. When do
they use them? When do they use stand-alone computers? Have them discuss the benefits and risks of
each.
LAB ACTIVITIES
Have students walk around the lab and list all of the networked devices they can find. Note: you can
turn this into a game by dividing the class into teams of two; at the end of 10 minutes, call time. The
team with the most devices wins the designation of ‘Lab Sleuths Par Excellence’ for the rest of the class.
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LECTURE NOTES:
• Define network node.
• Define client/server network.
• Differentiate between network server and network client.
• Define peer-to-peer networks; if feasible, demonstrate how to establish a P2P network between two
computers.
• Define network device and point out examples around the classroom or lab.
• Define and discuss the functions of:
• Modems
• Network hub
• Network switch
• Network router
• Gateway
• Show examples of network interface cards and Ethernet cards and describe the process for
connecting to a network.
• Discuss options for connecting to a network if the computer doesn’t have an Ethernet card.
• Demonstrate examples of networked peripherals.
TEACHER TIP
If possible, provide examples of Ethernet adapters and routers and the special hardware needed for a
wireless network.
Computer Concepts – Illustrated 9th Edition Instructor’s Manual Page 4 of 12
CLASSROOM ACTIVITIES
1. Quick Quiz:
1. Provide an example of a type of server. (Answer: application server; file server; printer server)
2. A network _______ typically contains computers, networked peripherals, or network devices.
(Answer: node)
3. When connected to a network, a personal computer can be referred to as a(n) ___________.
(Answer: workstation)
2. Assign a Project: Ask students to conduct Internet research into the similarities and differences
between Ethernet and FireWire. Ask them to prepare a concise report, concluding with their
identification of a preference (if any) and a rationale for their preference or non-preference.
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LECTURE NOTES
• Define communications channel and describe wired and wireless networks.
• Discuss the limitations of a wired network.
• Discuss why a wired network is more secure than a wireless network.
• Compare the differences in the speed of a wireless versus wired network. Discuss situations in
which speed might matter.
• Demonstrate checking the strength of a wireless signal.
• Discuss the factors that can have an impact on a wireless signal’s strength.
• Describe how data travels through a wireless network, using one of three signals.
• Discuss the components required for a wireless network.
• Explain why Wi-Fi is the most popular technology for wireless networks.
• Discuss MiFi and demonstrate it, if possible.
BOXES:
1. Clues to Use: Bluetooth technology
Bluetooth is a short-range (3–300 feet or 1–91 meters) wireless network technology that’s designed to
make its own connections between electronic devices, for example a printer, a mouse, keyboard, a PC,
or a cell phone without wires, cables, or any direct action from a user. See Figure F-14. Bluetooth
networks, called piconets, form automatically when two or more Bluetooth devices come within range
of each other because a Bluetooth device can search for other Bluetooth devices within range. Bluetooth
devices have to exchange passkeys, or PINs, to form a trusted pair. Bluetooth operates at the unlicensed
2.4 GHz frequency. Bluetooth can be used to link devices in a PAN, connect home entertainment
system components, provide hands-free cell phone operation in an automobile, link a cell phone to a
wireless headset, and synchronize PDAs with desktop base stations.
CLASSROOM ACTIVITIES
1. Quick Quiz:
1. What does MIMO stand for? (Answer: multiple-input multiple-output)
2. Wi-Fi and Bluetooth are examples of _______. (Answer: wireless LAN technology)
3. A communications channel is also called a(n) ________. (Answer: network link)
Computer Concepts – Illustrated 9th Edition Instructor’s Manual Page 5 of 12
2. Class Discussion: Ask students which type of network they use most often: wired or wireless. Do they
use one type at home and the other at work or school? If they’ve had experience playing games on
wired and wireless networks, have they noticed a significant difference in speed?
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LECTURE NOTES:
• Describe the steps involved in setting up a wired network.
• Describe the process for setting up a wireless network.
• Discuss the next steps required after hooking up the hardware.
• Define SSID and describe its function.
• Discuss how to configure the router.
• Demonstrate how to check whether the network is connected.
• Define workgroup and homegroup.
BOXES:
1. Clues to Use: How computers track devices on networks
Every node on a network has an address. Every packet of data that travels over a network also has an
address, which helps to route a packet to its destination. A physical address is built into the circuitry of
each network device at the time it is manufactured. In many cases a network device is also assigned a
logical address. Network software keeps track of which physical address corresponds to each logical
address. Two commonly used addresses are MAC (Media Access Control) addresses and IP addresses. A
MAC address is a physical address, a unique number assigned to a network interface card when it is
manufactured. MAC addresses are used for some low-level network functions and can also be employed
to establish network security. An IP address (a logical address) is a series of numbers used to identify a
network device. IP addresses are assigned to network computers, servers, peripherals, and devices.
TEACHER TIP
If possible, demonstrate setting up a simple wired network (e.g. 2 computers and server), a simple
wireless network, and/or configuring a router.
CLASSROOM ACTIVITIES
1. Class Discussion: Lead a discussion regarding when you might want to connect both wired and
wireless devices on the same network. Ask students if their home networks contain both wired and
wireless, or if they have ever experienced such a network in other settings.
LAB ACTIVITIES
Divide the class into four working groups. Assign ‘network node’ to one; ‘logical address’ to another;
‘MAC address’ to the third; and ‘IP address’ to the fourth. Have them conduct a Web search for
information on their term. When you’ve called time, ask each group to present a mini-lesson to the
whole class on their definitions/findings.
Computer Concepts – Illustrated 9th Edition Instructor’s Manual Page 6 of 12
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LECTURE NOTES:
• Explain the process for accessing the network, and demonstrate connecting with the school’s
network.
• Demonstrate using a wireless network with a smartphone, notebook, or tablet computer, if
possible.
• Explain how to secure a network.
• Describe options available to users for accessing shared resources.
• Demonstrate the Drive Mapping dialog box.
• Discuss sharing files and folders on a network.
• Discuss the options available for sharing a printer over the network.
BOXES:
1. Clues to Use: Troubleshooting a network
Cables. Make sure all network cables are firmly connected. If only one network computer is not
accessing the network, you can try swapping cables with another network computer.
Signal strength. In a wireless network, check the signal strength. If the signal is weak, move the
network computer closer to the access point.
Security. Make sure you are using the correct password and that your password has not expired.
Interference. If you have intermittent network outages, look for sources of interference, such as
cordless phones or baby monitors.
Network devices. Make sure your network hub, switch, router, or wireless access point is plugged in
and functioning properly. Check the activity lights.
Settings. Make sure the network is enabled and then use the Control Panel to check the drivers for your
network equipment.
TEACHER TIP
Demonstrate trouble-shooting a network, as described in the Clues to Use box on page 149 of the text.
CLASSROOM ACTIVITIES
1. Quick Quiz
1. True or False: Three ways to connect a printer to a network are (a) Direct-to-router method;
(b) Print-server method; (c) One-computer method. (Answer: True)
2. Put the file sharing steps in the correct order:
1. Select who can access the shared files
2. Set access
3. Right-click the file or folder you want to share, and then select Share
(Answer: 3, 1, 2)
3. True or False: The term ‘drive mapping’ refers to the schematic of shared computers on the
network. (Answer: False. Drive mapping assigns a drive letter to a storage device located on a
networked computer.)
Computer Concepts – Illustrated 9th Edition Instructor’s Manual Page 7 of 12
2. Critical Thinking: Have students analyze the three options for sharing a printer over a network.
What are the benefits of each option? What are the drawbacks? If they were setting up a network with
printing capabilities, which option would they select and why?
LAB ACTIVITIES
1. Have students troubleshoot their networked computer in the lab or classroom by checking cables;
checking signal strength; looking for potential sources of interference; checking network devices; and
checking settings. Note that checking password would be another consideration in a real-life situation.
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LECTURE NOTES:
• Define Internet backbone.
• Describe how the Internet is similar to a home network, and define network service providers
(NSPs) and network access points (NAPs).
• Demonstrate accessing the Internet.
• Discuss what ISPs are and the services they provide.
• Explain fixed Internet access.
• Describe connecting to the Internet using a dial-up connection. If possible, demonstrate using dial-
up.
• Discuss that when using dial-up, a voiceband modem converts analog to digital signals.
• Compare and contrast DSL, cable, and satellite Internet connections.
• Explain what an always-on connection is.
• Compare broadband and narrowband communications systems.
• Discuss how the various Internet connections options affect connection speed.
• Discuss upstream speed and downstream speed.
TEACHER TIP
It’s likely that students will be familiar with ISPs, but if not, explain how they work and list some
examples of popular ISPs. Ask students which ISPs they use and how they chose them.
CLASSROOM ACTIVITIES
1. Quick Quiz:
1. True or False: Your Internet connection does not affect connection speed. (Answer: False)
2. What does Kbps stand for? (Answer: kilobits per second)
3. POTS is the acronym for ________. (Answer: plain old telephone service)
4. When using a dial-up connection, a voiceband modem does what? (Answer: It converts the
computer’s digital signals into analog signals.)
2. Class Discussion: What types of wired Internet connections have students used? What types of
connections do students currently have at home? What degree of satisfaction or dissatisfaction do they
have with their current system? If dissatisfied, what connection would they like to have?
Computer Concepts – Illustrated 9th Edition Instructor’s Manual Page 8 of 12
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LECTURE NOTES:
• Describe that a wireless connection allows more flexibility in where you can access the Internet
than fixed connection.
• Discuss the difference between portable and mobile Internet access. Provide examples of each.
• Define WiMAX. Note the factors that can impact WiMAX speed.
• Discuss Wi-Fi and Wi-Fi hotspots.
• Demonstrate how to access the Internet using a cell phone or tablet.
• Discuss Mobile WiMAX and portable satellite Internet service and provide examples of locations
where they might be necessary to connect to the Internet.
• Refer to Table F-2 to explain the main protocols used on the Internet.
BOXES:
1. Clues to Use: The “Eye-triple-E” and wireless standards
The nonprofit organization, IEEE (pronounced Eye-triple-E) is the world’s leading professional
association for the advancement of technology. Network technologies are standardized by the Institute
of Electrical and Electronics Engineers (IEEE) Project 802- Local Network Standards. IEEE standards
are available for most types of commercial networks. IEEE uses numbers to designate different network
standards. IEEE Wireless Communication Standards include 802.11, 802.15, and 802.16. An IEEE
designation number, such as IEEE 802.3, is sometimes used in articles and advertisements. When you’re
shopping for equipment to connect your computer to a network, these designation numbers help you
identify compatible network technologies.
TEACHER TIP
Review the vocabulary terms in this section with students to ensure that they are clear about the
various types of wireless connection systems available.
CLASSROOM ACTIVITIES
1. Assign a Project: Have students create a list of locations where Wi-Fi is available in your community.
Have them note locations that provide free Wi-Fi. Note: you might want to (1) assign this project to
small working groups, or (2) lead a class brainstorming session to develop the list.
2. Quick Quiz:
1. Fixed wireless Internet service is also called ___________. (Answer: wireless broadband service)
2. True or False: WiMAX is an Ethernet-compatible network standard. (Answer: True)
3. True or False: The terms portable Internet access and mobile Internet access are interchangeable.
(Answer: False.)
LAB ACTIVITIES
Using their favorite search engine, have students research Mobile WiMAX and portable satellite
Internet service. Ask them to write a concise report − it could be in table format − that provides
information about providers, services, benefits, limitations, and costs.
Computer Concepts – Illustrated 9th Edition Instructor’s Manual Page 9 of 12
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LECTURE NOTES:
• Define IP address. Explain how the numbers in IP addresses are determined (e.g., cannot exceed
255; each section requires 8 bits). Write a few examples of IP addresses on a white board or flipchart
to illustrate.
• Describe the functions of the Internet Corporation for Assigned Names and Numbers – ICANN.
• Discuss how a computer is assigned an IP address and how you can find the number if needed.
• Define domain name. Note that while domain names have their own IP addresses, they are not the
same thing.
• Refer to Table F-3 to discuss top-level domains.
TABLES: F-3
BOXES:
1. Clues to Use: How to register a domain name
You might want a domain name if you plan to operate your own Web server or if you establish a Web
site using servers provided by a Web site hosting service. Organizations or individuals can select a
domain name and register it by using an online registration ser- vice. The first step in registering a
domain name is to find out whether the name is currently in use or reserved for future use. See Figure
F-36. Some domain names are not currently in use, yet they are not available because they are reserved.
If a domain name is not available, consider using a different top-level domain, such as biz instead of
com. After you have found an available domain name you like, you can continue the registration
process by filling out a simple online form. You can register a domain name for a minimal annual fee.
CLASSROOM ACTIVITIES
1. Quick Quiz:
1. Who oversees IP addresses? (Answer: ICANN, Internet Corporation for Assigned Names and
Numbers)
2. True or False: Dynamic IP addresses are permanent and assigned by the Dynamic Host
Configuration Protocol. (Answer: False. They are temporary, but are assigned by the DHCP.)
2. Class Discussion: Ask students if they have, or have had, domain names. Ask them to describe how
they acquired their domain names.
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•• Talking Points: Why Pay for Internet Access?
•• End of Unit Exercises – Provides key terms from the unit and review questions on the concepts
covered.
•• Independent Challenges 1, 2, and 3 – Case projects that require critical thinking and application of
the unit skills. The Independent Challenges increase in difficulty, with the first being the easiest
(with the most step-by-step detailed instructions). Independent Challenges 2 and 3 become
increasingly more open-ended.
Computer Concepts – Illustrated 9th Edition Instructor’s Manual Page 10 of 12
•• Real World Independent Challenge – Using a real world focus to apply the unit skills, students fill
in a table to complete a Buyer’s Guide.
•• Visual Workshop – a practical, self-graded capstone project that requires independent problem
solving.
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one ounce; Cloves, Cinnamon, and Angelica Root, of each half an
ounce: having pounded the spices and seeds; and bruised the leaves
and roots, put them with a quart of Brandy into a glass cucurbit, of
which stop the mouth, and set it in a warm place, where let it
remain two or three days. Then add a pint of simple Balm-water, and
shake the whole well together; after which distil in a vapour bath till
the ingredients are left almost dry; and preserve the water thus
obtained, in bottles well stopped.
This water has been long famous at Paris and London, and
carried thence to most parts of Europe. It has the reputation of
being a cordial of very extraordinary virtues, and not only of availing
in all lowness of spirits, but even in apoplexies. It is also much
esteemed in cases of the gout in the stomach; whence the Carmelite
Friars, who originally were in possession of the secret, have reaped
great benefit from the sale of this water.
66. Or,
Take sweet Marjoram, Thyme, Lavender, Rosemary, Pennyroyal-
buds, red Roses, Violet-flowers, Clove-july-flowers, Savory, and
Orange-peels, of each equal parts; infuse in White Wine till they
entirely sink to the bottom of the Wine; then distil in an alembic, two
or three times. Keep the Water in bottles well corked; and preserve
the residuum as a perfume.
84. Another.
Knead a Loaf with three pounds of Wheaten Flour, a pound of
Bean Flour, and Goats Milk, with Mild Yeast or Leaven. Bake it in an
oven, scoop out the crumb, and soak it thoroughly in new Goats Milk
and six Whites of Eggs; add an ounce of calcined Egg-shells. Mix all
well together, and distil in a sand heat. You will obtain an excellent
cosmetic water, by washing with which every day, the face will
become smooth and clear.
97. Or,
Apply the Juice of Onions to the part affected.
98. Or,
Boil Ivy Leaves in Wine, and foment the face with the decoction.
100. Or,
Take a handful of fresh Wood-ashes, boil them in a pint of clear
Water, till one half is wasted away, then pour off the Liquor as long
as it runs clear; boil it again a little while, and filter it through coarse
paper.
102. Or,
Take Chick Peas, French Beans, and Garden Beans, of each four
ounces; peel off their skins, powder them, and infuse in a quart of
White Wine; add the Gall of an Ox, and the Whites of fifteen new
laid Eggs. Mix the ingredients thoroughly, distil in a glass alembic
with a sand heat; and wash the face with the distilled Water, as
occasion requires.
104. Or,
Take six Aron Roots minced small, six ounces of Bran, four
ounces and a half of Myrrh in powder, three pints of Milk, and the
same quantity of Wine; distil according to the rules of art; and to the
distilled Water add a small bit of Alum.
113. Or,
Take Mace, Cinnamon, Cloves, Pellitory of Spain, and Terra
Sigillata, or Sealed Earth, of each half an ounce; beat the whole
together in a mortar, and infuse it a month in a quart of Spirit of
Wine. Strain off the Spirit, and add eight ounces of Spirit of Scurvy
Grass. Drop six or seven drops in a glass of very clear Water, and
rince the mouth; afterwards rubbing the gums with conserve of Hips
acidulated with five or six drops of Spirit of Vitriol.
120. Or,
Take any flowers you please, and put them in a large jar, layer by
layer, mixed with Salt, as directed for inflammable Spirit of Roses, till
the jar is quite full; then cork it tight, and let it stand in a cellar, or
some other cool place, for forty days; at the expiration of which
time, empty the whole into a sieve, or straining cloth, stretched over
the mouth of a glazed earthen or stone pan, to receive the essence
that drains from the flowers upon squeezing them gently. Afterwards
put the essence into a glass bottle, which must not be filled above
two thirds; cork it tight, and expose it to the heat of the sun in fine
weather, five and twenty or thirty days, to purify the essence, a
single drop of which will be capable of scenting a quart of Water or
any other Liquid.
132. Or,
Take of Essence of Roses, half an ounce; Oil of Cloves and Mace,
of each a drachm; Frankincense, a quarter of an ounce; mix them,
and lay them in papers between your gloves. Being hard pressed,
the gloves will take the scent in twenty-four hours, and afterwards
hardly ever lose it.
134. Or,
Wash yourself with the Mucilage of Linseed, Fleawort, Gum
Tragacanth, or Juice of Purslain mixed with the White of an Egg.
BREATH.
135. To sweeten the Breath.
At night, going to bed, chew about the quantity of a small Nut of
fine Myrrh.
136. Or,
Chew every night and morning a Clove, a piece of Florentine
Orrice-root, about the size of a small bean, or the same quantity of
Burnt Alum.
OILS.
137. A Cosmetic Oil.
Take a quarter of a pint of Oil of Sweet Almonds, fresh drawn;
two ounces of Oil of Tartar per Deliquium; and four drops of Oil of
Rhodium: mix the whole together, and make use of it to cleanse and
soften the skin.
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