Microsoft Office 2003
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 , 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 |2 |
|Section A: Internet Technology |2 |
|Section B: Fixed Internet Access |5 |
|Section C: Portable and Mobile Internet Access |8 |
|Section D: Internet Services |11 |
|Section E: Internet Security |13 |
|Glossary of Key Terms |15 |
Chapter Objectives
Students will have mastered the material in Chapter Six when they can:
• Briefly summarize the origins and development of the Internet
• Draw a conceptual diagram illustrating the Internet backbone, NAPs, NSPs, routers, and ISPs
• Draw a diagram to illustrate how computers on a LAN would access the Internet through a single DSL modem
• List at least five protocols used on the Internet and describe what they are used for
• Explain the differences between static IP addresses, dynamic IP addresses, private IP addresses, and domain names
• Explain when and why you might use Ping and Traceroute utilities
• Describe the advantages and disadvantages of dial-up, cable, DSL, ISDN, satellite, and fixed wireless Internet services
• Differentiate between portable Internet access and mobile Internet access
• Identify and describe the most prevalent types of portable Internet access
• Differentiate between WAP and wireless data services
• Describe the basic technology underlying chat and instant messaging services
• Explain how Voice over IP works
• Relate at least five examples of grid computing
• Describe how FTP differs from file sharing technologies such as BitTorrent
• Explain how hackers use the Internet to infiltrate computers
• List at least three steps you can take to secure your computer against Internet-based 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 has expanded to nearly every country in the world and its traffic is measured in terabytes.
• Identify the factors that contributed to the growth of the Internet. These include increasingly powerful computers, the introduction of a graphical user interface for navigation, and the need for businesses to communicate with partners and customers around the world.
FIGURES
• Figure 6-1
CLASSROOM ACTIVITIES
1. Assign a Project: Ask students to write a brief synopsis of the history of the Internet.
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.
TEACHER TIP
Many students have difficulty understanding what it takes to make the physical connection to the Internet. Discussing ISP infrastructure is useful for students who are still vague about the process.
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.
2. Quick Quiz:
• A(n) _______ contains circuitry that converts the data-carrying signals from your compute 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
• Explain that TCP/IP is the protocol of the Internet.
• Review the definition of protocol, covered earlier in this chapter.
• 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.
• 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 to learn how to select and register a domain name. Figure 6-9 illustrates this process.
TEACHER TIP
Consider demonstrating some of the other protocols used on the Internet and listed in Figure 6-5. For example, open a Web browser and type an address that uses the HTTP protocol to visit a Web page. Type an address that uses the FTP protocol to transfer files. Open an e-mail application and show how it is set up to receive messages using the POP protocol and send them using the SMTP protocol. Use an IRC client to show the utility of the IRC protocol.
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.
• If possible, demonstrate Traceroute and Ping in class. These provide good concrete examples of data moving around the Internet.
LAB ACTIVITY
The New Perspectives Lab “Tracking Packets” 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.
FIGURES
• Figure 6-10
CLASSROOM ACTIVITIES
1. Class Discussion: Discuss the decentralized nature of the Internet. Is this a good thing? Should some agency be “in charge” of the Internet? How might restricting access or content interfere with United States laws and traditions?
2. Quick Quiz:
1. An Internet utility called ______ sends a signal to a specific Internet address and waits for a reply. (Answer: Ping)
2. True/False: Downstream speed is the rate of data arriving at your computer. (Answer: True)
3. A domain name that ends with an extension that is restricted to U.S. government agencies is ______.
a. gov
b. net
c. edu
d. org
(Answer: a. gov)
SECTION B: FIXED INTERNET ACCESS
Dial-up Connections
LECTURE NOTES
• Ask students why they think dial-up is slow. Use Figure 6-11 to show the links in a dial-up connection. These might help students understand why at times the Internet seems slow (if Internet traffic is high).
• 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 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.
• Reinforce the connection to the Internet does not relate to the size the hard drive or RAM capacity.
TEACHER TIP
Does your school provide dial-up Internet access to students (so they can use their home computers)? If so, your technical support department might provide an information guide and software. You can obtain this and discuss the procedures with your students.
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?
2. Quick Quiz:
• Modem speeds are measured in ____ per second. (Answer: bits.)
• True/False: If you have only one telephone line, you cannot talk on the phone and use a dial-up Internet connection at the same time. (Answer: True.)
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 dial-up connection.
• 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
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 where options are limited, but usually not a great choice when other options such as cable modem or DSL are available.
• Note that satellite Internet service is subject to delays caused by weather, and is slow upstream.
• 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 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 that has been economically unavailable.
• Note that prior to WiMAX, many operators have been using proprietary fixed wireless technologies for broadband services.
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.
FIGURES
• Figure 6-23
CLASSROOM ACTIVITIES
1. Assign a Project: Ask students to research what Internet service options are available where they live.
2. Quick Quiz:
• A(n) _______ prevents voiceband signals from interfering with DSL signals. (Answer: filter)
• True/False: Most cable Internet service is symmetric, with upstream speeds considerably faster than downstream speeds to encourage subscribers to set up public Web servers. (Answer: False)
• The Internet access type that requires a computer located within three miles of local telephone switch is/are __________.
a. ISDN
b. DSL
c. Satellite
d. Both a and b
(Answer: b. DSL)
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
• Review the history of hotspots.
• Explain that the original notion was that users would pay for broadband access at hotspots. Some companies like T-Mobile have had some success with charging for access, but over 90% of 300,000+ hotspots offer free service to entice customers to their venue.
• 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
1. Assign a Project: Have students visit 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
• Explain that there is potential for using WiMAX with legacy cellular networks. WiMAX antenna equipment can “share” a cell tower without compromising the function of cellular arrays already installed.
• Discuss how some cellular companies are evaluating WiMAX as a means of increasing bandwidth for a variety of data-intensive applications.
• Note that mobile WiMAX network equipment and terminals are expected to become available in the next few years. In line with these possible applications is the technology's ability to serve as a high bandwidth “backhaul” for Internet or cellular phone traffic from remote areas back to an Internet backbone.
• 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 the price factor. Note that price is a significant consideration.
• Discuss the use types for which portable satellite makes the most sense.
FIGURES
• Figure 6-27, Figure 6-28
CLASSROOM ACTIVITIES
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 the popularity of text messaging.
• 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.
• Explain how cellular-ready modems provide Internet access that is in most cases quite slow. Make sure that students do not confuse this with wireless Internet access such as that provided by a Wi-Fi network.
TEACHER TIP
On the board or a flip chart, map out the path that a text message takes from sender to receiver.
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)
• True/False: Hotspot service plans are interchangeable. (Answer: False)
• ___________ is a 3.5G cellular technology with theoretical maximum speeds in excess of 5 Mbps.
a. WAPX
b. EDGE
c. EV-DO
d. HSUPA
(Answer: d. HSUPA)
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.
• Review the benefits of instant messaging. Are there drawbacks?
• Note that communication via instant messaging can be less intrusive than communication via phone, which is partly a reason why instant messaging is becoming more and more important in corporate environments.
• 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. This can facilitate quick, safe, and persistent exchange of information such as URLs or document snippets, which can be unwieldy when done using inappropriate media such as phone.
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.
• 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.
FIGURES
• Figure 6-37, Figure 6-38
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.
TEACHER TIP
Demonstrate the use of grid computing. In class, visit a popular grid computing project Web site and review how to donate idle processing time to the given project.
FIGURES
• Figure 6-39, Figure 6-40, Figure 6-41
FTP
LECTURE NOTES
• Discuss concerns about FTP.
• 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
File Sharing
LECTURE NOTES
• Explain that file transfer is one of the original applications of the Internet, preceding even e-mail.
• Note how FTP evolved as a common standard for file sharing and is still used to this day.
• Note that file sharing first came into the public eye with the popularization of MP3 files in the mid- to late 1990s.
• 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.
FIGURES
• Figure 6-44
LAB ACTIVITY
Refer students to the New Perspectives Web site for a Student Edition Lab called “Getting the Most Out of the Internet.”
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.
• ________ is a file sharing protocol that distributes the role of file server across a collection of dispersed computers.
A. BitTorrent
B. ARPANET
C. ISDN
D. VoIP
(Answer: A. BitTorrent)
SECTION E: INTERNET SECURITY
Intrusion Attempts
LECTURE NOTES
• Explain that to port scan a host is to scan for multiple listening ports on a single target host.
• Explain that to port sweep is to scan multiple hosts for a specific listening port. The latter is typically used in searching for a specific service.
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.
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.
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.
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
Glossary of Key Terms
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)
dial-up connection (312)
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
volution) (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
ccess) (327)
ICANN (309)
instant messaging (IM) 330)
Internet backbone (303)
Internet service provider (303)
intrusion (340)
IP (305)
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)
• virual private network (VPN) (345)
• voiceband modem (312)
• VoIP (Voice over Internet Protocol) (332)
• WAP (Wireless Access Protocol) (327)
• Wi-Fi hotspot (323)
• WiMAX (320)
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