Both of these problems should be done in a small group
with a maximum of two people, though you can do these by yourself.
You want your write ups to be a couple pages for each problem.
Succinctness is important, and you're likely to want to number your
responses to coincide with the questions. But try to use complete
sentences when reasonable. (40 PTS) 1.
Consider the SB classroom portion of the Quinnipiac network and describe the following.
You cannot go to any of the Central IS&T staff and expect them to help
you.
Consider either a wired or wireless approaches but not both.
- Classify the network by
- physical scope
- interaction type
- operating system
- protocol
- topology
- architecture
- Determine the types of media.
- If you send an e-mail to someone else in the
group describe how it gets to them.
- Describe why many academic network
administrators are uncomfortable with something like AOL Instant
Messenger
- Describe how the classroom wing is connected
to the rest of the campus.
- Draw a diagram of this portion of the network
and how it connects.
- Discuss some of the major strengths and
weaknesses of the network.
(40 PTS) 2. Find a computer network
outside the QU campus that has at least 15 users and has
Internet capabilities.
- Classify the network by
- physical scope
- interaction type
- operating system
- protocol
- topology
- architecture
- Determine the types of media.
- If they send you an e-mail how it gets to
you.
- Describe the major services this network
provides to users.
- Describe their policies associated with using
work computers and connections for other uses.
- Draw a diagram of the network at the
level of routers and switches containing at least one LAN
segment.
- Discuss some of the major strengths and
weaknesses of the network.
(20 PTS) 3. Find an example of each of
the following.
- A contiguous administrative domain
- A non-contiguous administrative domain
- A peer-to-peer network
Take a paragraph to describe the basic overall
organization and why each of these types of operation is
appropriate. |