Unit 3. Information and the InternetRevision Date: Jun 11, 2020 (Version 3.0)
In this lesson, students will analyze what the Internet is and its basic functionality. Students will learn how the Internet works and how the implementation of the Internet has affected our society. They will discuss the idea of the Internet as a delivery service to get bits from one place to another.
For homework students, should have read and made brief notes on the following sections from the "Blown to Bits" book (Online book link: http://www.bitsbook.com/wp-content/uploads/2008/12/B2B_3.pdf):
These sections are on pages 91-92 & 301-303 in the pdf version.
The Internet and the systems built on it have a profound impact on society.
The Internet has many layers and was designed to be fault tolerant with redundant features.
Student computer usage for this lesson is: required
Blown to Bits (Abelson, Ledeen, Lewis): http://www.bitsbook.com/
Optional Student Handout: Internet Change Student Handout
Answer Key for Teacher: Internet Change Answer Key
The following links provide background on the topics covered in this lesson:
Ask: How does the Internet work?
Share student responses and develop class definitions.
Compare student responses to the following.
Say: How did the internet and web browsers come about? The internet wasn't originally intended for everyone. Originally it was a tool for scientists to communicate.
Show how the Internet has grown from the small ARPANET system to what it is today.
Show the video Who Invented the Internet and Why through 4:49.
Ask: How is all this interesting and valuable information represented?
Lead students to develop the concept that lower-level abstractions can be combined to make higher-level abstractions such as texting (SMS), email, images, sound or video. (ie: one byte can represent one note, put notes together to make a soundtrack. 6 bytes make 1 color pixel. Put pixels together to make a picture. Put sound and pictures together to make a video)
Ask: who and what was theWorld Wide Web was originally intended for?
Answer: only for rapid and easy exchange of information within the scientific community.
Point out how, like many innovations, it grew beyond the original vision, but because of the limited view of its use in the beginning, there were serious holes in the security design of the system. Other design features, like scalability, have served the system well over many years.
Ask: How is information retrieved on the Internet?
Answer: Web browsers make requests for image, sound, web page and other files using the http or https protocols.
Requested files are broken into smaller pieces and the transmission of these pieces is done following the TCP/IP protocol.
Discuss the following sections from pages 301-303 in the "Blown to Bits" book. (Online book link: http://www.bitsbook.com/wp-content/uploads/2008/12/B2B_3.pdf):
In this activity, students will each share one thing they have learned from this lesson. This can be done in several ways depending on time constraints or disabilities. All students should participate in some way before leaving the classroom.
Questions in the AP Classroom Question Bank may be used for summative purposes.
Sixty of the 80 questions are restricted to teacher access. The remaining 20 questions are from public resources.
Questions are identified by their initial phrases.
ASCII is a character-encoding scheme that uses ...
Consider the following numbers. Binary 1100Deci...
Using a real-time network tool that measures the number of views per minute, students generate a question that can be answered using this tool. They will then collect the data and write a report that answers this question. The report should use current real-time screenshots for data and examples. (Note: Students can possibly start this assignment in class, but will likely need to complete as homework.)
Possible question(s) to use for a future test: