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The scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking, and integration of existing knowledge and skills. Some of the elements to integrate in this class: Knowledge of computer systems Programming (we use Python) Algorithms (COSC 2341 is prerequisite) Calculus (MATH 2414 is prerequisite) Elementary probability (MATH 1342 is helpful)

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Page 1: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

The scope and expectations of asenior-level class

Although a lot of new material is introduced, the emphasis is on critical thinking, and integration of existing knowledge and skills.Some of the elements to integrate in this class:•Knowledge of computer systems•Programming (we use Python)•Algorithms (COSC 2341 is prerequisite)•Calculus (MATH 2414 is prerequisite)•Elementary probability (MATH 1342 is helpful)

Page 2: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Introduction

Chapter 1

Page 3: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Networks, internetworks,distributed systems

interconnected computers = computers able to exchange information

network = collection of autonomous computers • interconnected by a single technology and• with one owner/administratorinternetwork = internet (not necessarily The Internet!):• multiple technologies and/or

• multiple owners/administrators

Page 4: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

internet vs. Internet - AP doesn’t get it ...

https://www.theverge.com/2016/4/2/11352744/ap-style-guide-will-no-longer-capitalize-internet(linked on our webpage)

Page 5: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Interconnected computers Internetworks

Networks

Page 6: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Interconnected computers Internetworks

Networks

Give an example system in each of the four (?) parts of this Venn diagram!

Page 7: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Interconnected computers Internetworks

Networks

Unconnected computers

Tarleton intranet

The network of desktops in this

room

Tianhe-2 supercomputer(33.8 petaflop)

16,000 Intel-based computers

Sunway TaihuLight supercomputer (93 petaflop)

40,960 Sunway-based computers

PC connected wirelessly to

printer

Page 8: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Distributed system = collection of autonomous computers that appears to its users as a single coherent system

• It is a software construct, built on top of a network or internetwork

• The software is called middleware

Example: the WWW.

Networks, internetworks,distributed systems

Page 9: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Represent distributed systems in this Venn diagram!

Interconnected computers Internetworks

Networks

Page 10: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Interconnected computers Internetworks

Networks

Distributedsystems

Page 11: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

QUIZ: How would you classify a Remote Desktop

system?

Image source: http://pcuserinfo.com/remote-desktop-services/

Page 12: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

QUIZ: How would you classify Dropbox?

Image source: https://cacoo.com/diagrams/r2b7tm121FwMEOgI-3FFE3.png

Page 13: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

QUIZ: How would you classify a supercomputer?

Image source: https://en.wikipedia.org/wiki/Supercomputer

Page 14: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

1.1 Uses of networksThe client-server model

The client initiates communication by placing a request to the server

Page 15: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Client characteristics• Always initiates requests to servers.• Waits for and receives replies.• Usually connects to a small number of servers at any one time.• Usually interacts directly with end-users using user interface (e.g. GUI).

Server characteristics• The opposite!

Page 16: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

1] Several PCs in an office using the same printer2] A bank database handling withdrawals and deposits from

several ATMs3] Microcontroller system monitoring tire pressure in a car.

There is a “smart” sensor in each tire.4] A team of mobile robots sending live video wirelessly to

a home base.5] Music fans exchanging mp3 files by email.

QUIZ: For each application, specify which part should be the client and which the server:

Page 17: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Peer-to-Peer (P2P)

In peer-to-peer system there are no fixed clients and servers.

Page 18: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Wireless vs. mobile computing

This table needs some reworking!

Page 19: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Ubiquitous computing

A.k.a. pervasive computing, cooperating objects, or“every light-bulb should have an IP address”

Page 20: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

To do for next time:

Read the entire Section 1.1 and take notes.

Page 21: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

1.2 Network HardwareBroadcast, Multicast, Unicast

Types of transmission technology:• Broadcast links

– Broadcast: everyone receives– Multicast: only a sub-group receives

• Point-to-point (a.k.a. unicast) links

Page 22: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

For each of the scenarios below, decide if transmission is uni-, multi-, or broadcast:

1. The dean is sending a message to the dept. heads, to be distributed:

(a) only to tenured faculty.(b) to all faculty.

2. Two people whisper to each other in a noisy bar.3. Airhorn tornado alarm.

Page 23: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Decide if transmission is uni-, multi-, or broadcast:

4] The game of “telephone”

QUIZ

And now let us inject some probability

Page 24: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

4] The game of “telephone”There are 8 people in the game, and the probability of a

change to occur between any two people is 0.25 (25%), what is the probability for the message to propagate unchanged to the last person?

Hint: How many transmissions are there?

QUIZ

Answer: 0.75^7 = 0.133

Page 25: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Network size Home Area Nw = HAN

Controller AreaNw = CAN

Systems AreaNw = SAN(e.g. computer cluster)

Storage AreaNw = SAN

1,000,000 km Solar system Earth-to-Mars

Wikipedia has even more listed: https://en.wikipedia.org/wiki/Municipal_wireless_network

Page 26: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Local Area Nw = LAN

Two broadcast topologies(a) Bus(b) Ring

Page 27: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Local Area Nw = LAN

QUIZ: Your boss asks you to design a network with a bus topology to connect the company offices in Stephenville, Granbury and Ft. Worth.

What is your answer?

Page 28: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Metropolitan Area Nw = MAN

MAN based on cable TV Wireless MAN (802.16)

Page 29: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

https://loiscolton.com/2007/family/don/wireless/

Another type of wireless MAN

Page 30: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Wide Area Nw = WAN

The subnet contains only routers, no hosts.What is a host?

– In 99% of the cases, server, PC, or smart-phone.– Other types of hosts: mainframes, supercomputers, smart

sensors, telerobots etc.

Page 31: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

WAN

A stream of packets moving from sender to receiver• Routing vs. forwarding• Store-and-forward vs. cut-through

Page 32: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

QUIZ

A packet has 1000 bits, and it has to pass through 3 network nodes: A, C, E, as shown above.

All links have the same speed, 1000 bps. Processing times inside all nodes and speed-of-light propagation delays are negligible.

Find the total transmission time for store-and-forward vs. cut-through forwarding. Compare.

Page 33: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Hint for cut-through: It’s pipelining!

33

n k

# of steps is n+k-1

Page 34: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

QUIZ

A packet has 1000 bits, and it has to pass through 3 network nodes: A, C, E. All links have the same speed, 1000 bps. Processing times inside all nodes and

speed-of-light propagation delays are negligible.Find the total transmission time for store-and-forward vs. cut-through forwarding.

Compare.Answers:• Store-and-fwd: 4000 ms = 4 s• Cut-through: n = 1000, k = 4 1003 steps 1003 ms• As expected, cut-through is faster (but remember the downsides!)

Page 35: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

EXTRA-CREDIT QUIZ

Page 36: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Wireless NwsCategories of wireless Nws:• System interconn. (PAN, e.g. Bluetooth)• Wireless LANs (802.11)• Wireless MANs (802.16)• Wireless WANs (satellite, cellular)

Almost all wireless Nws eventually connect to a wired Nw (because the content is in wired facilities, a.k.a. server farms).

Page 37: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Wireless Nws

(a) Bluetooth configuration (master-slave)(b) Wireless LAN

Page 38: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

To do for next timeRead the entire sections 1.1 and 1.2 and take notes

Redo today’s quizzes

Start a list of acronyms in your notebook, like:• CAPTCHA, LAN, WAN, MAP, PAN, VLAN, ISP

Page 39: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

1.3 Network software

… and networks have layers, too!

In CS, this concept takes many forms: abstraction, information hiding, ADTs, encapsulation, etc.

Page 40: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

The philosopher-translator-secretary stack.

Page 41: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Layer lingo

Entities, protocols, interfaces, services, peers Peers communicate horizontally using that layer’s protocol

Page 42: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Layer lingo

Layer N-1 is a Virtual Machine for layer NThe peers on layer N are said to have a Virtual Connection

Page 43: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Encapsulation, segmentation

Information flow supporting virtual communication on L5

String of bits String of bits

Voltages, amplitudes, phases0

Page 44: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

QUIZ

The peers on L5 want to exchange a file that is 1024 Bytes long.L4 adds 16-Byte header.L3 breaks the packet into chunks that are at most 256 Bytes long

(fragmentation), and adds 8-Byte header.L2 adds a 10-Byte header and a 4-Byte trailer.What is the total overhead of this transmission (%)?

Page 45: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,
Page 46: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Design Issues for the Layers• Addressing = identifying senders & receivers.• Logical channels (priorities)• Direction of transfer (simplex, half-duplex, duplex)• Error Control• Reordering of messages• Flow Control• QoS (Quality of Service): reliable, unreliable• Disassembly & Reassembly• Multiplexing• Routing

Page 47: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Connection-Oriented vs. Connectionless

Connection-oriented: e.g. the (analog) telephone system.Connectionless: e.g. the postal system.

Trade-off:Connectionless is simple, w/little latency, but unreliable.Connection-oriented is more reliable, but adds latency,

information overhead and hardware/software complexity in the core network.

Page 48: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Connection-Oriented vs. Connectionless Trade-offs:Parameter Connection-oriented ConnectionlessOut of order pkts. No PossibleReliability High (dedicated “ circuit” ) Low (“ best effort” )Negotiation Yes (complexity) NoStateful nodes Yes (complexity) No (stateless)Address overhead Low HighLatency High LowThroughput High Low

Page 49: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

QUIZ

Hint: Denote the unknown distance by x and calculate the data rate as a function of x.

Page 50: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Solution

Page 51: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Discussion

Note that Bernie’s instant data rate is not constant, actually, for most of the time it is zero! It’s really the average data rate (a.k.a. throughput) that is 150 Mbps or higher.

Page 52: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Consider the maximum distance found for this problem ≈ 6km. At this distance, Bernie’s average data rate (a.k.a. throughput) is exactly 150 Mbps.What is Bernie’s latency for this distance?

Discussion

Page 53: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Quality of Service (QoS) There are many measures of quality. Here we mention only

reliability:

Unreliable service – data can easily be lost (e.g. regular mail)

Reliable service – data is not lost (e.g. registered mail) Usually implemented through acknowledgements

(ACK) and retransmission in case of failure

Page 54: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Service primitives

Five service primitives for implementing a simple connection-oriented service.

Primitives = operations available to a process (can be system calls, if the protocol stack is part of the OS)

Page 55: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Service primitives in action

Packets sent in a simple client-server interaction on a connection-oriented network.

Page 56: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Service primitives in action

Many things could go wrong in the interaction above, e.g. errors, congestion etc.

A good protocol should be able to deal with such conditions.

Page 57: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

To do for next time

Read entire section 1.3 and take notes

Page 58: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

1.4 Reference Models(= examples of protocol architecture)

Mantra: “Keep the core dumb (and fast) and the edge smart (but slower)”

Page 59: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

ISO-OSI reference model

Page 60: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Short description of functions performed on each of the 7 ISO-OSI layers (pp. 41-45 → Read and take notes!)

• PHYSICAL: voltages, durations, duplexing, cables, pins

• LINK: frames, error detection/correction, flow ctrl., medium access

• NETWORK: addressing, routing, congestion, QoS

• TRANSPORT: fragmenting/reassembly, end-to-end

• SESSION: tokens, synchronization (continuing a long transmission after a crash, e.g. SmartFTP)

• PRESENTATION: semantics (conversion between different file formats), compression, encryption

• APPLICATION: programs the user interacts with, e.g. FTP, HTTP, SMTP

Page 61: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

The TCP/IP reference model(cca 1974 - ARPANET, Internet)

Page 62: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Protocols and networks in the TCP/IP model

Page 63: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Source: http://www.serviceassurancedaily.com/2011/10/the_state_of_the_network_take_1.html

Page 64: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Comparing OSI and TCP/IP ModelsThe short story:OSI has better structure, clearly distinguishing among

Services, Interfaces and Protocols. This makes it more modular, so it’s easy to replace protocols when technology changes.

But OSI designers did not have much experience in practical networking → did not optimally assign functionalities to layers (e.g. MAC)

TCP/IP has great implementations, written by the people with the most experience (e.g. Berkeley sockets!)

Page 65: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Comparing OSI and TCP/IP ModelsBut TCP/IP is not very modular, e.g. the Link “layer” not

really a layer, but an interface between host and network.

This makes it hard to change TCP/IP when technology changes. There are minor TCP/IP protocols deeply entrenched, that are hard to replace, e.g. Telnet knows nothing of mice or graphical interfaces.

For the long story, read pp. 49-54 of our text.

Page 66: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Bad Timing

The apocalypse of the two elephants: ISO-OSI got “ crushed” (and TCP/IP was too early)!

Too early for standards!

Too late for standards!

Page 67: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

The story behind the “elephants”

From David Clark himself:https://groups.csail.mit.edu/ana/People/DDC/Apocalypse.html

Page 68: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Hybrid Model (used in our text)

Page 69: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

For next time

Read Section 1.4 and take notes.

Page 70: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Internet Usage• 1990 = the year when the government got out of the Internet: the non-

profit ANS corporation takes over NSFNET and upgrades its long-distance links from T1 (1.5 Mbps) to T3 (45 Mbps) →ANSNET

• 1995 ANSNET is sold to AOL, but by then many other ISPs exist

What is means “to be on the Internet”:• Run TCP/IP protocol stack• Have IP address• Be able to send IP pkts to any other machine that’s on the Internet

Traditional applications (1970 – 1990) • E-mail (as opposed to snail-mail)• News (electronic billboards)• Remote login (telnet, rlogin etc.)• File transfer (FTP)

Page 71: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Internet Usage - WWW

Early history of the WWW:• 1989: Physicist Tim Berners-Lee (CERN) makes the initial

proposal for a web of linked documents.See what the man is up to these days: The Semantic web

• 1990: First operational text-based web (prototype).A taste of Lynx – initially developed by students at U Kansas in 1992 for Unix and VMS!

• 1993: Computer scientist Mark Andreessen (U.Illinois) releases Mosaic – the first graphical browser.

• 1994: Andreessen founds Netscape Communications Corp.

Page 72: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Architecture of the Internet

Fig 1-29. Overview of the Internet.

Where to find a Texas ISP

Page 73: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

The Cooperative Association for Internet Data Analysis - CAIDA

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2002

Page 75: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

2007

Page 76: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

The n-squared problem in the earlydays of the telephone (Boston, MA, USA)

Page 77: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

The “Telephone Tower” in Stockholm, Sweden (1890)

Page 78: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Computer Nws vs.Telecommunications Nws

Source: https://en.wikipedia.org/wiki/Telecommunications_network

Page 79: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

1.6 Network StandardizationRead this section and write in your notebook what the following

acronyms stand for:• ISO• ANSI• NIST• ITU

ITU-RITU-TCCITT

• IEEE• IAB (the current meaning)

IETFRFC

IRTF

Page 80: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

IEEE 802 Standards

The 802 working groups. The important ones are marked with *. The ones marked with are hibernating. The one marked with † gave up.

Page 81: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

More about pioneers and the early days

http://www.ibiblio.org/pioneers/index.html

See more links on our webpage!

Page 82: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

1.7 Metric unitsStorage applications (e.g. HDD, RAM, file size): kilo =

1024 = 210

• A 3 MB file has 3*1024*1024 BytesTransmission applications (e.g. modem, satellite,

DSL): kilo = 1000• A 54 Mbps link means that 54*1000*1000 bits are

transferred every second

How long does it take to send a 3 MB file over a 54 Mbps link (ignoring overheads?)

Page 83: The scope and expectations of a senior-level classThe scope and expectations of a senior-level class Although a lot of new material is introduced, the emphasis is on critical thinking,

Homework for Ch.1: End of chapter 5, 6, 7, 8, 16, 18, 19, 23