Type:
Solution Manual
Resource:
Business Data Networks and Security
Edition:
9th Edition
Author(s):
Raymond R. Panko Julia L. Panko
Not for Distribution to Students
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 (CEPT)
.
Difficult Material
Page 3
Not for Distribution to Students
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.)
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.
.
Page 4
Not for Distribution to Students
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.
.
Page 5
Not for Distribution to Students
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.
.
Page 6