Teaching guidance

Part 1: Theory fundamentals

Chapter 2: Communication and
networking technologies
Main aims
To introduce learners to:
 the purpose and benefits of networking devices
 network topologies
 network technology and media
 ethernet
 the Internet infrastructure and applications
 IP addressing
 domain names.

Possible programme of study Resources

Topics Syllabus Suggested Resources in the Resources in this Past paper
section number of coursebook guide questions
40 min. lessons
1 Networking 2.1 2 Two Discussion Points
2 Supporting 2.1 3 Question 2.01 Worksheet 2.1 9608/11 Jun
technology Task 2.01 Questions 1 to 5 2018 Q1
Exam-style Question 1 Worksheet 2.2
Question 1
3 Ethernet 2.1 1 Discussion Point Worksheet 2.1
Question 6
Example Paper 1
Question 2
4 Internet 2.1 3 Question 2.02 Worksheet 2.1
Task 2.02 Question 7
Exam-style Question 3
Discussion Point
5 Addressing 2.1 5 Extension Question 2.01 Worksheet 2.1 9608/11 Nov
Task 2.03 Questions 8, 9 and 10 2018 Q2
Exam-style Questions Worksheet 2.2 9608/12 Nov
2, 4, 5 and 6 Question 2 2018 Q2
Two Discussion Points

© Cambridge University Press 2019

 Preparing for this chapter
Formative assessment may use any or all of the Exam-style Questions in the coursebook.
The bullet-pointed items in the summary at the end of the coursebook chapter may be used to identify which
topics learners have understood and which need further study.

Topic 1: Networking
Covering coursebook sections 2.01 The evolution of the purpose and benefits of networking and 2.02 Network
topologies

Introduction
Before considering this specific topic, it is worth emphasising two general points:
1 Networking covers a wide range of aspects, some of which are quite complex. Learners may feel more
confident with some of the content in this topic once they have covered the A Level material.
2 Networking is a practical activity involving the installation and management of hardware and software.
However, you as a teacher and any of your learners are unlikely to have any practical experience of
networking. You are likely to have used systems that are networked. Almost all of the subject matter will,
therefore, be experienced by your learners theoretically and not practically.

The syllabus has defined the following learning objectives related to this topic:
 show understanding of the purpose of, and benefits of, networking devices
 show understanding of the characteristics of a LAN (local area network) and a WAN (wide area network)
 explain the client-server and peer-to-peer models of networked computers
 show understanding of thin-client and thick-client and the differences between them
 show understanding of the bus, star, mesh and hybrid topologies.

Note that hybrid technologies are a new feature in the coursebook, and that topologies are now covered within
this topic.

Teaching guidance
Introducing the topic
You could introduce this topic by starting a class discussion about learners’ experiences of using networks and
their understanding of the technologies used.
You could follow this by a presentation outlining the individual aspects to be covered in the following lessons.

Engaging with the topic

© Cambridge University Press 2019

 It will be helpful if you can discuss the networks in daily use (perhaps with class participation) with technical staff,
and examine the components.
There are two Discussion Points in the coursebook chapter that could be utilised.

Opportunities for assessment

Check that learners understand the following before moving on to the next topic:
 Although a server is usually presented as a hardware device attached to a network, it is really the software
running on the hardware.

Further reading
https://www.studytonight.com/computer-networks/

Topic 2: Supporting technology

Covering coursebook sections 2.03 Transmission media and 2.04 LAN hardware.

Introduction
The syllabus has defined the following learning objectives related to this topic:
 show understanding of the differences between and implications of the use of wireless and wired networks
 describe the hardware that is used to support a LAN.

If you think it would be suitable to teach your students beyond the core content, please refer to the
Differentiation section.

Teaching guidance
Introducing the topic
Use a presentation to introduce transmission media. Some learners may lack prior knowledge of electromagnetic
waves, so you could give a brief overview of how the spectrum is divided into different types of electromagnetic
wave, depending on frequency (or wavelength).
You could postpone a presentation regarding LAN hardware until the last lesson for this topic.

Engaging with the topic

It should be possible to examine items of cabling and hardware in use at your centre. You could also give learners
individual search tasks. For example, you could ask learners to gather some details about the different types of
twisted pair, then present their findings.
You could hold discussions about the relative benefits and drawbacks of using satellites or fibre-optic cabling for
long-distance communication.

© Cambridge University Press 2019

 Opportunities for assessment
Check that learners understand the following before moving on to the next topic:
 Copper wire is the norm for twisted pair or coaxial cable.
 Attenuation is loss of signal quality due to distance transmitted.
 Interference is an unwanted interaction between the transmitted signal and other signals.
 The altitude of a satellite is chosen according to the purpose of the satellite.

Differentiation
Supporting learners
The coursebook only refers to WiFi, but it may be worth briefly discussing Bluetooth to reinforce some of the
ideas, as most learners will be familiar with its use.
Ask learners to answer Questions 1 to 4 in Worksheet 2.1.

Challenging learners
You could deepen learners’ knowledge by introducing hubs and gateways as additional supporting technologies.
Learners can attempt Question 1 in Worksheet 2.2.

Further reading
http://ecomputernotes.com/computernetworkingnotes/communication-networks/describe-the-different-transmission-
media
https://www.technologyuk.net/telecommunications/networks/transmission-media.shtml
https://www.linux.com/learn/intro-to-linux/2017/10/linux-networking-hardware-beginners-lan-hardware

Topic 3: Ethernet
Covering coursebook section 2.05 Ethernet

Introduction
The syllabus has defined the following learning objective related to this topic:
 show understanding of Ethernet and how collisions are detected and avoided.

Only a limited knowledge of Ethernet is required at this stage. Protocols are properly introduced at A Level.

Teaching guidance
Introducing the topic

© Cambridge University Press 2019

 Use a presentation that outlines why collisions are a problem when end-systems share a transmission medium,
and how these can be avoided.

Engaging with the topic

Ask learners to research the development of Ethernet through ever faster versions, as per the Discussion Point in
the coursebook.

Differentiation
Supporting learners
Learners could attempt Question 6 in Worksheet 2.1.

Further reading
http://www.teach-ict.com/technology_explained/ethernet/ethernet.html
https://www.lifewire.com/what-is-ethernet-3426740

Topic 4: Internet
Covering coursebook sections 2.06 The Internet infrastructure and 2.07 Applications that make use of the
Internet.

Introduction
The syllabus has defined the following learning objectives related to this topic:
 describe the hardware that is used to support the Internet
 describe the role and function of a router in a network
 show understanding of the differences between the World Wide Web (WWW) and the Internet
 show understanding of cloud computing
 show understanding of bit streaming.

The major concepts associated with the Internet are TCP/IP, layered protocol suites and packet switching. Since
these are only formally introduced in the A Level content, the learning experience here has to be carefully
planned. The coursebook uses the term ‘protocol’ in a few places, but usually with a disclaimer that its exact
meaning is not important at this stage. You might decide that a little clarification would help.
Note that cloud computing is a new topic here.

Teaching guidance
Introducing the topic
It is likely that many (if not all) of your learners think they know everything about the Internet. You could begin
with a class discussion to find out how good their prior knowledge is.

© Cambridge University Press 2019

 You should be able to introduce the Discussion Point and Question 2.02 from the coursebook into this discussion.
This can be followed by a presentation outlining the subject matter that needs to be understood at this stage.

Engaging with the topic

Learners will probably have used bit streaming without giving it much thought, so this is an opportunity to get
them to carry out some research to engage with the topic and expand their knowledge. If you think it would be
suitable to teach your students beyond the core content, please refer to the Differentiation section.

Opportunities for assessment

Check that learners understand the following before moving on to the next topic:
 The Internet is an internetwork that can support applications.
 The World Wide Web is one of many applications supported by the Internet.
 On-demand streaming requires storage because viewing is taking place after the initial broadcast. However, it
does not require a download to the viewer’s computer.
 Both on-demand and real-time bit streaming over the Internet require the use of a buffer on the viewer’s
computer.

The final topic in this chapter will introduce some detailed content relating to one small aspect of networking. For
this reason, the current stage is a suitable opportunity for formative assessment of what has been studied so far.
You could use Exam-style Questions 1 and 3 from the coursebook and Question 7 from Worksheet 2.1.

Opportunities for reflection

You could ask learners to write a self-evaluation checklist of the individual concepts covered in this topic. This
would allow them to identify what they have been introduced to and which aspects need further revision.
You could use the Reflection Question from the coursebook as a focus for some reflection on all of the topics
covered so far.

Differentiation
Supporting learners
Learners could attempt Question 6 in Worksheet 2.1.

© Cambridge University Press 2019

 Challenging learners
Video is often linked with the Internet. Learners could gain some background knowledge and supplement their
earlier learning on the topic of multimedia by investigating video here, including compression techniques. The use
of a buffer is covered later, but you could challenge learners to find out more to gain some knowledge in advance.
Ask learners to complete Task 2.02 in the coursebook.

Language awareness
The terms ‘the Internet’ or ‘the web’ are often treated as synonyms. Learners need to develop a rigorous
approach to their use of language.

Further reading
http://web.stanford.edu/class/msande91si/www-spr04/readings/week1/Howstuffworks.htm
https://computer.howstuffworks.com/internet/basics/internet-infrastructure.htm
https://computer.howstuffworks.com/cloud-computing/cloud-computing.htm

Topic 5: Addressing
Covering coursebook section 2.08 IP addressing and 2.09 Domain names.

Introduction
The syllabus has defined the following learning objective related to this topic:
 explain the use of IP addresses in the transmission of data over the Internet
 explain how a Uniform Resource Locator (URL) is used to locate a resource on the WWW, and the role of the
Domain Name Service (DNS).

IP addressing is introduced here in the AS content before IP has been fully introduced as part of the A Level
content. This allows the learning programme to be limited to just a few topics.
Sub-netting and static and dynamic IP addressing are two new topics here. In addition, IPv6 is specifically
identified alongside IPv4.

Teaching guidance
Introducing the topic
Because your learners will be familiar with using URLs and email addresses you might choose to begin with a
discussion of domain names and the domain name system. You could then consider the underlying addressing
system. Alternatively, you could start with the IP address system and then move on to the user-friendly domain
name system. Whichever approach you choose, learners need to become familiar with lots of facts and concepts.
In addition, they need to understand the reasons for the decisions that have been made with respect to Internet

© Cambridge University Press 2019

 usage. Learners could initially be asked to carry out their own research. However, a presentation is needed to
ensure that all relevant aspects have been considered and understood.

Engaging with the topic

You will need problem-solving exercises to consolidate learners’ knowledge and understanding. You could give
learners questions individually or in small groups. The coursebook contains Discussion Points, Task 2.03 and
Extension Question 2.01 that could be part of this activity.

Opportunities for assessment

Check that learners understand the following before moving on to the next chapter:
 IPv4 addressing is hierarchical; each address consists of a netID and a hostID.
 The IPv4 address has 32 bits so it occupies four bytes.
 The address can be written in a dotted decimal representation.
 A domain name is constructed in accordance with a hierarchy of domains.
 The Domain Name Service (DNS) uses a distributed hierarchical database installed on servers attached to the
Internet.
 An IPv6 address has 128 bits for a full address but abbreviated representations are allowed.

You could use Questions 2, 4, 5 and 6 from the Exam-style Questions in the coursebook for formative assessment.

Differentiation
Supporting learners
Learners could answer Questions 7, 8 and 9 in Worksheet 2.1.
The IP address topic is an opportunity to check that binary and hexadecimal representations are well understood.

Challenging learners
You should give learners Question 2 from Worksheet 2.2.

Further reading
https://www.uswitch.com/broadband/guides/what_is_an_ip_address/
http://www.build-your-website.co.uk/understanding-domain-names/

© Cambridge University Press 2019