Guide to TCP/IP, Third Edition
1-4188-3755-5
Chapter 1 Solutions
Answers to Review Questions
1. a, b, c, d
2. c
3. b, c, d
4. d
5. a
6. c
7. c, a, e
8. False
9. d, b, c, g, f, e, a
10. a, b, c, d
11. a, b
12. a, c, d
13. a
14. b, c
15. b, c
16. c, d
17. c
18. b
19. True
20. c
21. d
22. a, b, c, d
23. b
24. a, c
25. a, b, c, d
Guide to TCP/IP, Third Edition
1-4188-3755-5
Hands-on Projects Discussion
Projects 1-1 and 1-2
Because many of the labs in this course require the use of a protocol analyzer, these two Hands-on Projects set the
stage for much of what is to follow throughout the rest of the projects in this book. For that reason, it’s important
to make sure that the software installs and runs properly. If students encounter any difficulties, be sure to offer
assistance, or get help from a qualified network technician. If the protocol analyzer won’t work, make sure the
network interface card (NIC) in the computer can indeed run in promiscuous mode. (If the NIC won’t make that
switch, the software won’t work, period.)
Projects 1-3 and 1-4
In these projects, the students explore the capabilities of the protocol analyzer. First, they perform basic protocol
analyzer tasks, such as capturing basic packet traffic and observing basic display and analysis capabilities on the
trace buffer, including a list of active nodes, a list of protocols observed to be in use, and a list of conversations
observed on the network while data capture is underway. The students also explore the various interface controls
for this software to help them better understand how a protocol analyzer works and what it can do. These projects
are intended to familiarize students with the controls of this important network diagnostic and analysis tool so that
they can use it properly to perform specific tasks in later projects. Make sure they spend the time necessary to
become comfortable with the interface, and familiar with the program’s capabilities.
Projects 1-5 and 1-6
In the final projects for this chapter, students learn to perform basic tasks that are absolutely necessary to
understanding how to use a protocol analyzer on the job (or at least, on a real network). In Hands-on Project 1-5,
students define a basic protocol filter to learn how to invoke pre-defined filters that limit the amount of data that
the protocol analyzer captures and stores. Because the protocol analyzer can capture data only until the trace buffer
is full (or older data must be overwritten with newer data to keep going), students must learn how to reduce the
amount of data they capture to the precise focus of their inquiries or interests. In Hands-on Project 1-6, students
examine the contents of captured packets, as decoded and displayed by the protocol analyzer software. This gives
students their first looks into the precise data structures and organizations that ultimately define what TCP/IP is
and how it works. Students build on this foundation, and learn how to read more into such decodes throughout the
rest of this course.
Guide to TCP/IP, Third Edition
1-4188-3755-5
Case Projects Discussion
Case 1
The correct answer to this question is “at the hub.” On a hub-based network, such as the one described in this Case
Project, all network traffic must transit through the hub as it’s transmitted by any single machine, and then
forwarded to all other machines. Because the hub is the center of this particular networking environment, it’s the
best place to attach the protocol analyzer.
From our experience, based on the scenario described, what’s probably happening is that everyone is attempting to
log on at more or less the same time, and the server is probably choking on downloading all 11 user profiles, logon
scripts, and other startup information, all at once. If the hub itself is congested, one solution is to install a second
hub and a second NIC in the server, then divide the users into two groups—a group of five and a group of six—to
more evenly balance the load between the groups. If the server is overloaded, it may be necessary to beef up that
machine, or add another machine (if the cost can be justified) to balance the load that way.
The simplest solution, however, is to encourage users to arrive at staggered intervals so that all users are not
attempting to log on at the same exact moment!
Case 2
There is a clear surfeit of arguments the students can make here, but any two or three of the following perfectly
correct assertions should do the trick:
1. NetWare 5 (and higher) supports native use of TCP/IP (IPX/SPX is no longer necessary on NetWare 5
networks, and the implementation does not rely on tunneling, as did the NetWare 4 implementation). If