CERF'n Safari A Classroom User's Guide to the Internet Yvonne Marie Andres, M.A. School Based Program Coordinator, Oceanside Unified School District Director of Curriculum, FrEdMail (Free Educational Electronic Mail) Foundation andresyv@cerf.net CALIFORNIA EDUCATION AND RESEARCH FEDERATION NETWORK A division of General Atomics P.O. Box 85608, San Diego, CA 92186-9784 HOTLINE: 455-3900 or (800) 876-CERF (2373) CERF'n Safari First Edition, December 1992 All rights reserved. 1992 California Education & Research Federation Network and General Atomics. CERFnet, a division of General Atomics P.O. Box 85608 San Diego, CA 92186-9784 Phone: (619) 455-3900 FAX: (619) 455-3990 Internet e-mail: help@cerf.net Except as noted below, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without prior written permission of CERFnet and General Atomics. Educators and educational institutions are hereby given permission to copy and distribute this publication, provided it is for non-profit educational purposes, the copyright holder is credited, and no reproduction or other charges are collected. Every effort has been made to ensure information provided is accurate. No warranty is assured of any kind, expressed or implied, with regard to the contents herein, nor shall the authors be liable in any event for incidental or consequential damages, direct or indirect, resulting from the use of this document. While every precaution has been taken to assure its validity, the authors assume no responsibility for errors or omissions. Printed on recycled paper in the United States of America Please send any corrections, suggestions, or omissions to andresyv@cerf.net Acknowledgments CERF'n Safari was written as a part of a summer fellowship for educators sponsored by CERFnet. The author expresses gratitude to the following colleagues for their contributions to producing this guide: Susan Estrada - Executive Director, CERFnet Rebecca Slowinski, M.A., Science Content Specialist, Oceanside Unified School District beckis@cerf.net Gregg Brekke, Networking Consultant Director of Network Operations, FrEdMail Foundation greggb@fred.org Rene Flores, Student Research Assistant, Mountain View High School rene@cerf.net Contents Getting Started 1 What is CERFnet? 1 How Can I Get a CERFnet Account? 1 Why Should I Use the Internet in my Classroom? 2 Where Should Schools Set-up Telecomputing? 3 Preparing for the Safari: Basic Awareness Adventures 5 Try This - Adventure 1: Going On-line 5 Try This - Adventure 2: Using Electronic Mail 6 Try This - Adventure 3: Changing Your Password on NIC 7 Try This - Adventure 4: Using Pico as a Text Editor 8 Try This - Adventure 5: Creating Your Personalized Signature 9 Try This - Adventure 6: Creating a Personalized Reminder 10 Try This - Adventure 7: Using whois to Find the Location of an Address 11 Try This - Adventure 8: Using Finger to Find Information About a User 12 Safari Side Trips: Guided Tours and Explorations 13 Try This - Adventure 9: Exploring the Geographic Name Server 13 Try This - Adventure 10: Exploring NASA Spacelink 14 Try This - Adventure 11: Exploring Cleveland FreeNet 15 Try This - Adventure 12: Exploring the Weather Underground 16 Try This - Adventure 13: Exploring Melvyl 17 Try This - Adventure 14: Exploring MicroMUSE 18 For the Seasoned Traveler: A Bit Beyond the Basics 19 Try This - Adventure 15: Reading SCHLnet and Usenet Network News 19 Try This - Adventure 16: Using WAIS to Find and Search Databases 21 Try This - Adventure 17: Using Gopher to Locate Documents and Files 22 Try This - Adventure 18: Using Archie to Locate Documents and Files 23 Try This - Adventure 19: Using Anonymous FTP to Retrieve Files 24 Try This - Adventure 20: Connecting Classrooms and Collaborative Projects 25 The Main Hunt: Classroom Applications 27 Lesson 1: Space Safari - Teacher Leads the Way 28 Lesson 2: Space Trek - Students as Guides 30 Optional Gear and Tourist Information: Things to Know 33 Glossary of Terms and Helpful Commands 33 Recommended Reading and References 35 Dedicated Connection Details 36 About CERF'n Safari This guide was written to help teachers discover classroom applications for using the Internet, the vast computer network that links education and research institutions around the world. This guide is not meant to be a comprehensive training manual nor a listing of all possible services and applications. The resources available and their potential uses are so vast and ever growing that it would not be possible for one document to describe them all. In fact, in every area of Internet networking it seems new resources, utilities, changes, and improvements are being introduced on a daily basis. Use this guide to get started, then refer to the more detailed references listed in the Recommended Reading and References for additional information. The purpose of this guide is to raise awareness, not to overwhelm you. CERF'n Safari has six parts: Getting Started - to explain what you need to do before you begin your safari Preparing for the Safari - to introduce you to the basics Safari Side Trips - to let you explore some of the Internet's offerings For the Seasoned Traveler - to introduce some of the Internet's powerful tools The Main Hunt - to give you some classroom applications Optional Gear and Tourist Information - to give you some extra information A integral part of the Safari are the Try This - Adventures. These exercises are designed to allow you to experience the excitement of online networking and communications without extensive prior knowledge and experience. The Main Hunt: Classroom Applications combine content and process learning objectives and are provided as models for appropriate integration of instructional telecommunications. Additional classroom application lessons will be made available online in the future. Try This - Adventures and The Main Hunt: Classroom Applications direct you to a variety of network features that can be valuable educational resources. You are encouraged to investigate beyond the material presented in this guide. CERF'n Safari is an expedition into the wonderful world of the Internet - an adventure you will want to make again and again! About Safari Softpack The software that supplements this guide is available in 3.5 Macintosh, 5.25 MS-DOS, or 5.25 Apple II formats. Each disk contains several scripts developed to allow simple access to CERFnet and the services described in the CERF'n Safari guide. The simple access scripts are not stand alone programs and must be used with communications software. Microsoft Works, Microphone II, ZTerm, Talk is Cheap, ProTerm, Telemate and ProComm were selected because they are the ones generally used in public schools. Procedures for using the simple access scripts can be found in the instruction file located on the disk. We recommend that you print and read these files before attempting to use the scripts. Safari Softpack also contains text only versions of the CERF'n Safari and Zen and the Art of the Internet. Getting Started What is CERFnet? CERFnet - California Education and Research Federation Network - is an Internet network service provider that operates throughout the state of California and nationally. CERFnet can give you access to the Internet, its gateways, hundreds of databases, and more than a million users worldwide. CERFnet can be your connection to the networking world. CERFnet's goal is to promote collaboration among scientists, engineers, and educators in commercial, government, and academic sectors, and to advance research and education by assisting the exchange of information through high-speed and dial-up data connections. CERFnet also provides networking opportunities to the elementary, junior high, and high school communities. To keep information flowing smoothly, CERFnet offers a variety of customer support services: an information hotline (800)876-2373, bimonthly newsletter, hands-on seminars, continuous network monitoring and management, an expert staff, and maintenance support. CERFnet began with support from the National Science Foundation and is a project of General Atomics, a San Diego-based research and development company. How Can I Get a CERFnet Account? CERFnet membership is open to all organizations and individuals in the country, including any university, college, commercial enterprise, industrial or government facility, hospital, or library. CERFnet offers several connection options. Special Classroom Starter Package-Limited-time Offer This is an eight-week introductory package designed to give educators access to CERFnet and the Internet. For $49.00 you receive one dial-in username and password, unlimited dial-up network access for eight weeks, the CERFUn Safari Users' Guide, and your choice of a Macintosh, MS-DOS, or Apple II disk containing various scripts to allow easy access to CERFnet and the services described in the users' guide. Continuation of Services Options: DIAL n' CERF One-time installation fee (per organization) $50.00 Monthly fee per user ID $20.00 Hourly connect charge Weekday rate $ 5.00 per hour Weekend rate* $ 3.00 per hour DIAL n' CERF AYC One-time installation fee (per organization) $ 50.00 Monthly flat rate fee $250.00 Limited to one user at a time DIAL n' CERF USA (800 Number) One-time installation fee (per organization) $50.00 Monthly fee per user ID $20.00 Hourly connect charge Weekday rate $10.00 per hour Weekend rate* $ 8.00 per hour * Weekend rate is from 5 PM Friday through 5 PM Sunday. Other Connection Options See page 36 for details. Why Should I Use the Internet in My Classroom? Students as Information Seekers Educational leaders realize that instructional activities should emphasize scientific and critical thinking processes to help students become effective problem solvers. Students need experience in planning, teamwork, research, evaluation, and decision making to prepare them for success in the marketplace. Success requires the ability to access and manage information. Teachers are being encouraged to train students to be active seekers of information, yet most public school libraries have minimal or inadequate on-site reference and research materials. Access to the Internet through networks such as CERFnet provides a logical solution to limited on-site resources because it introduces you to the world of data networks. Global Citizens and Learning from Real-world Events Becoming a good world citizen requires knowledge and participation in real-world events. We live in a global society where issues such as environment, terrorism, worldwide inflation and poverty affect everyone in every country. Developing a sense of responsibility for the health of the planet requires students to be aware that their individual actions and behavior affect people worldwide. Preparing students to be conscientious global citizens means providing them with the knowledge and opportunity to participate in world affairs. Networks link students with other students in projects that deal with real-world events and provide them with current, reliable, globally significant information. Writing With a Purpose The top educational goals for most countries is to make their people literate. Telecomputing is both a classroom tool and a strategy that teachers use to motivate students to write better and to appreciate the value of effective communications. Educating students becomes an easier task when students feel what they are learning is relevant. Many student dropouts state they are bored, that they feel they do not belong, and that what is being taught in school has no relevance to their daily lives. Research has shown that when students communicate online with their peers and when they use real purpose information services they are more likely to complete their assignments. Practice in Collaboration The creation of "telecommunities" unites students and teaches them to work cooperatively. Collaborative learning becomes even more significant when the students who are working together are from different nations with varied cultures, histories, and socio-political beliefs. Telecomputing pulls these students together in an unthreatening environment where they can work together to accomplish common goals. In the process racial and ethnic stereotypes are reduced. The more communication exchanges among students of different ethnic and racial backgrounds, the greater the understanding and acceptance of one another as they learn their similarities often outweigh their differences. Management Strategies for Setting-up Telecomputing As the many merits of instructional telecomputing become evident, educators often ask what is the best way to implement telecomputing at their schools. There are many ways to do this. As with most situations, there is no one best way, but several strategies that work well depending on the individual circumstances. In all cases, the first step is to evaluate the available educational electronic information networks, select those that most closely fit your needs and budget, and establish accounts on the selected networks. After this has been done, follow the suggestions listed below. Accounts - Who Has Them? 1) The computer resource teacher (CTR) has accounts on selected networks. 2) The library/media teacher has accounts on selected networks. 3) The principal has accounts on selected networks. 4) Individual teachers have accounts on selected networks. 5) Certain students have accounts on selected networks. 6) All of the above! Modem/Phone line - Where Should It Be Located? 1) In the library where teachers and students have access. 2) In the computer lab, hooked to an overhead display, so that full classes can learn how to move computer files from/to their computer to/from the network (uploading and downloading). 3) In the staff workroom, where teachers and administrators can assist each other and share in the excitement. 4) In the classroom of each teacher that will be participating in telecomputing on a regular basis. 5) At home (while you are waiting to have a phone line installed at school). 6) All of the above! Projects - Who Organizes Them? 1) The computer resource teacher scans messages finding appropriate activities for students to participate in, prints out the messages, and gives them to individual teachers who have indicated they want their students to be involved in these learning experiences. 2) The library/media teacher prints out a variety of the best project messages and displays them in the library or in the staff room. 3) The department head finds messages that focus on their subject area and aligns with district goals, state frameworks, and model curriculum guides. 4) The most adventurous and innovative teachers usually are the pioneers who participate in projects and get others involved. 5) The principal demonstrates curricular and technological leadership by identifying projects that meet the needs of teachers and students at his/her school, and then encouraging participation in those projects. 6) Selected students are trained to browse through the projects sections and find activities that interest them and their classmates. 7) Parent volunteers have been catalysts for introducing telecommunications at several schools. Writing - Who Does It and Where Does It Take Place? 1) All students write their rough drafts, individually in their classrooms, then word process them in the lab. 2) Cooperative groups of 3-5 students are formed, where each student is responsible for a portion of the writing activity. One student types while the others assist, or each student takes a turn typing. 3) All students do the writing assignment individually, then, in a group setting, the teacher asks each student to contribute a sentence or two. Usually this is done on an overhead display. As students read their sentences, the teacher does the typing. This is a very effective way to do a group response activity. It has the advantage of each student contributing the best of his/her work, making the entire class feel as though the contributed, and it can be completed in one or two class periods, and it solves the problem of one computer for 30 students. 4) In the case of primary students, the teacher, teacher's aide, or assisting older student often types the student responses, as the younger student narrates what is to be written. This method is effective and correct writing format. 5) One innovative method is to have the students do their writing by hand in their English classes, then send the writing to the keyboarding lab, where the students who are learning to type (key in) text on the computer enter the writing assignments. Then the printed products are given back to the student authors to proof read, edit, and return to the keyboarding lab for final changes. 6) The least desirable method is for students to respond to projects by typing their answers directly online. This ties up the connection, makes editing difficult, and prevents you from having a disk copy should the file get lost in transmission. In certain special circumstances, however, this method is the only option. Uploading and Downloading - Who is Responsible? 1) The computer resource teacher or library media technician collects student writing, merges it into manageable files, then transfers the file (uploads) from the local computer to its destination on the network. 2) Individual classroom teachers upload their own students' writing. 3) Teaching aides, reliable students, or parent volunteers are trained to do the uploading. 4) Each student or student group leader uploads their own writing. (downloading is the same as above, only in reverse!) As you can see, there are many ways to manage the integration of telecomputing at your school site. The strategies mentioned above are the ones most commonly used, but I am sure there are many more ways that innovative and persistent telecomputing teachers have employed! In any case, the basics are always the same: * Someone locates the project or activity. * Someone introduces the project. * Someone collects the information. * Someone does the writing. * Someone word processes the writing. * Someone uploads the file. * Everyone benefits! Preparing for the Safari: Basic Awareness Adventures To do the exercises discussed in this guide, you must first establish an account on CERFnet. At that time you will be assigned a username and password to connect (logon) to the DIAL n' CERF computer and CERFnet's NIC computer. (NIC stands for Network Information Center.) Each of the following awareness adventures provides the basic information to get you started. The lessons do not explain all the features and commands available for each topic. We recommend that you use your communications software to "capture" (make a computer file of) and print out all the help files from your first few sessions, so you can review them offline. See Recommended Reading & References for detailed explanations of the topics covered. If you have problems and need help while using the CERFnet system, call the CERFnet hotline at 1-800-876-CERF anytime between 6:00 AM and 6:00 PM. To appreciate the scope and range of CERFnet services and applications, we recommend that you enroll in one of CERFnet's hands-on training courses. You can check the schedules when you are online (via CERFnet's Internet Compass program under CERFnet Info and News). Try This Adventure 1: Going Online Going online is the process of dialing a phone number with your computer and modem, connecting to the DIAL n' CERF server, then connecting to the CERFnet computer (called NIC). To do this, you need to know your CERFnet username and password. This process is also called logging in or logging on. To go offline is called logging out or logging off. *All Try This Adventures require that you go online before doing the exercises. To go online, try this: * Set your communications software terminal setting to VT102/ansi or VT100. For Apple II users you may need to set the terminal to VTI912 * Using your computer, modem, and communications software, dial one of the public access telephone numbers from the list below. Use the number closest to your location to minimize long-distance charges. CERFnet Public Access Numbers: Irvine (714) 854-1773 San Diego (central ) (619) 452-8630 Oakland (510) 268-8352 San Diego (north county) (619) 259-0751 Palo Alto (415) 852-0358 San Diego (east county & south) (619) 232-2041 Pasadena (818) 564-9001 West Los Angeles (213) 824-9788 * at the username prompt, type your assigned username * at the password prompt, type your assigned password * at the pipeline.cerf.net> prompt, type nic * at the username prompt, type your assigned username * at the password prompt, type your assigned password *You must login twice because you are accessing NIC via the DIAL nU CERF computer. *For first-time users, when you logon to NIC, the system automatically places you in CERFnet's Internet Compass program. The Internet Compass menu guides you to most Internet options. See the DIAL n' CERF Quick Guide for more about Compass or type compass at the nic% prompt to see what Internet Compass has to offer. To logout, try this: * at the nic% prompt, type logout * at the pipeline.cerf.net> prompt, type quit Try This Adventure 2: Using Electronic Mail Electronic mail or e-mail is a way to exchange information with other network users. To send e-mail to someone, you must know their e-mail address in the same way you need to know a person's postal mailing address to send them regular mail. The e-mail utility program CERFnet recommends is called Pine. Compass (CERFnet's interface menuing program) automatically uses Pine when you select M (mail) from the main menu. Pine is menu-driven, which means it displays commands on your computer screen to help you use the program. Before using mail, you must make sure your terminal settings are set the same on both your personal computer's communications software and your online session (see Adventure 1). This lesson instructs you on two of Pine's options - how to Compose and Send a message. You can learn about the other Pine e-mail functions, including Replying, Forwarding, Carbon Copies, Saving, Folders, Addresses, Sorting, and Exporting by reading the on-line Help information. To use electronic mail, try this: * logon to NIC (see Adventure 1) * From the Internet Compass main menu, enter M. This opens the Pine mail program * Or, from the nic% prompt you can type pine. The first time you do this, it will set up a pine e-mail storage directory for you. You will then see the Pine Main Menu. ? HELP - Get help using Pine C COMPOSE - Compose and send a message I MAIL INDEX - Read mail in current folder F FOLDERS - Open a different mail folder A ADDRESSES - Update your address book O OTHER - Use other functions Q QUIT - Exit the Pine mail program * type C (for compose) to begin composing a message * type your own username (as practice) at the To: prompt * press return or use the down arrow to go the to the Subject: prompt * type First Message at the Subject: prompt * use your down arrow to move beneath the line that says ---- Message Text ---- * type This is my first message. * hold the CONTROL key down and press the X to send the message * type Y for Yes, and the message will be sent to your username * you are returned to the Main Menu * type I to go to the Index, where you'll be able to see the mail messages you have received, including the one you just sent to yourself. * the N (new) next to your message means it has not yet been read * type N (next) or P (previous) to move to your message and return to read it * type D to delete your message * type Q to quit the Pine mail program *Use this same procedure to send e-mail to anyone who has a username on some machine connected to the Internet. *Remember, to learn about the other Pine e-mail options you can type ? from the Pine Main Menu. Try This Adventure 3: Changing Your Passwords It's a good idea to periodically change your password to keep your account secure and to prevent other users from misusing your account. It is also a good idea not to write your password downQtry to memorize it. If you must write it down, do not leave it near your computer terminal. Lock it up somewhere. Don't tell others your password. Passwords are case sensitive, and the following guidelines are recommended when choosing a password: * your password should be six or more letters or numbers * you should not select passwords that would be easy for someone to guess, such as your birth date, your children's names, your favorite color, car, hobby, and so on. * your password should not be a word found in the dictionary, but it may be a combination of two real words. Examples of good passwords: Examples of poor passwords: PinkDuck Christopher xcf.ppw purple what55 corvette 123xyz password To change your password on NIC, try this: * logon to NIC as described in Adventure 1 * at the Internet Compass main menu, enter A (Account tools) * at the Account tools main menu (called Configuration Menu), to change your NIC password, enter P * at the prompt, type your old password * at the prompt, type your new password * at the prompt, re-type your new password to confirm it * donUt forget your password To change your DIAL n' CERF password, try this: * logon to NIC as described in Adventure 1 * at the Internet Compass main menu, enter A (Account tools) * at the Account tools main menu (called Configuration Menu), to change your terminal server password, enter T. * at the prompt, type your old password * at the prompt, type your new password * at the prompt, re-type your new password to confirm it * donUt forget your password *Next time you logon, use your new password(s). Try This Adventure 4: Using Pico as a Text Editor There are several ways to create and edit computer files while you are online, but Pico is one of the easiest to learn. Pico is a text editor. A text editor is a computer program that allows you to enter and change alphanumeric characters in a computer file. A text editor is similar to a word processor, but usually it has fewer features and sometimes is a little more difficult to use. Pico was designed to make creating and editing computer files as easy as possible. To use pico, try this: * logon to NIC as described in Adventure 1 * type Q to quit the Internet Compass program * at the nic% prompt, type pico test * you will now be in text editing mode and the name of your file is called "test" * type This is a test file. I am practicing how to use the editor called Pico. If I need help, all I have to do is type a ? * hold the control key down and press X at the same time to exit * after you do this, you will see - Modified buffer: Save changes before leaving (y/n)? type y to save your changes * when you see - File name to write: press return to keep the filename as it is listed, or type a new filename if you prefer * you will be told how many lines you have written and returned to the nic% prompt * type ls -a (for list all) after the nic% prompt to verify that you created a file called test * ls -a displays every file and directory you have created (or were created automatically for you) *Be sure your terminal characteristics are set to VT100, VT102, or VTI912 (see Adventure 1). Try This Adventure 5: Creating Your Personalized Signature It is proper networking etiquette-netiquette-to include some information about yourself each time you send an e-mail message. By creating and saving a personalized file called .signature (you must include the period before the word signature) in your home directory, you do not have to retype the same thing over and over. The information in your .signature file is then automatically included at the bottom of every e-mail message you send. Signatures files are usually a maximum of four lines of text. To create your own personalized signature, try this: * logon to NIC as described in Adventure 1 and quit Internet Compass. * type pico .signature at the nic% prompt * type your own signature information, for example something like the following: Mary Smith, Special Education Teacher Jefferson Junior High 111 Elm Street, Anytown, USA Voice # (999) 999-9999 * hold the control key down and press X at the same time to exit * when you see - Modified buffer: Save changes before leaving (y/n)? type y to save your changes * when you see - File name to write: hit return to keep the filename as it is listed * you will be told how many lines you have written and then you will be returned to the nic% prompt Try This Adventure 6: Creating a Personalized Reminder Calendar You can create a file called calendar that stores dates you want to remember. Every day the CERFnet computer checks to see if there are any dates entered for the next 48 hours, then sends those reminders to you as e-mail messages. To create a personalized reminder calendar, try this: * logon to NIC as described in Adventure 1 and quit Internet Compass. * type pico calendar at the nic% prompt * in a list type at least five dates with information you would like to remember. Include some events that will happen today or tomorrow. Always list the month and the day. For example: Saturday 10/31 Halloween Monday 6/14 Flag Day Wednesday 11/20 Mom's Birthday 9/10 - important meeting at 10:00 AM 4/15 - tax day! and so on....until you have recorded all the dates you want. * hold the control key down and press X at the same time to exit * when you see - Modified buffer: Save changes before leaving (y/n)? type y to save your changes * when you see - File name to write: press return to keep the filename as it is listed * you will be told how many lines you have written and then you will be returned to the nic% prompt Try This Adventure 7: Using whois to Find the Location of an Address One of the most confusing aspects of working with the Internet is understanding Internet addresses. Often you will see a message posted and wonder where the message originated. Sometimes the address has key words in it that provide clues, but there is a more reliable and helpful way to find out - a special command. The command is called whois, and it can provide you with information about the computer system (domains and users). Often you can find out administrative and technical contacts, postal addresses, voice phone numbers, and domain server information. *Domains are levels in the Domain Name System (DNS) used to administer the hundreds of groups and subgroups making up the Internet. To use whois, try this: * logon to NIC * look at the last two parts or sections of an e-mail address you want to investigate * type whois followed by the last two parts as in the following examples: Try this example 1 * for the address bonita.cerf.fred.org, type whois fred.org * you will learn that fred.org is the FrEdMail Foundation, located in Bonita, California Try this example 2 * for the address cs.uwp.edu, type whois uwp.edu * you will learn that uwp.edu is the University of Wisconsin- Parkside Try this example 3 * for the address plains.nodak.edu, type whois nodak.edu * you will learn that plains.nodak.edu is North Dakota State University Computer Center Try this example 4 * for the address quake.think.com, type whois think.com * the following domain names will be listed Thinking Machines (THINK-HST) THINK.COM Thinking Machines Corporation (THINK-DOM) * but, you need to explore further to find out the actual location * type whois think-dom * you will learn that Thinking Machines Corporation is in Cambridge, Massachusetts * in addition, a contact person and voice number will be listed Try This Adventure 8: Using finger to Find Information About a User The command called finger helps you find out more information about a user. If that person has created a file called .plan , it may list contact phone numbers, addresses, interests, and so on. Sometimes for security reasons the finger command is blocked from outside requests. Using finger may also provide the following information: * last date and time the user logged on * location they logged on from * if they are currently logged on and how long they have been idle * last date and time new mail arrived * last date and time the e-mail was read * full name or "real life" name Try this example 1 To use finger, try this: * type finger brendan@cs.widener.edu at the nic% prompt * you will be provided with an abundance of login information, alternative e-mail addresses, favorite quotes, and words of wisdom from the author of Zen and the Art of the Internet * at the nic% prompt type finger andresyv@cerf.net * you will be provided with contact information for the author of this guide Try this example 2 To add finger information about yourself, try this: * type pico .plan * type in additional information about yourself, alternative e-mail addresses, favorite quotes, words of wisdom, special interests, etc. * hold the control key down and press X at the same time to exit * when you see - Modified buffer: Save changes before leaving (y/n)? type y to save your changes * when you see - File name to write: hit return to keep the filename as it is listed * you will be told how many lines you have written and then you will be returned to the nic% prompt * to make your .plan visible to others, at the nic% prompt first type chmod og+x ~ then type chmod og+r ~/.plan *Sorry about that last command. There just isn't a less technical way to make your plan visible. Safari Side Trips: Guided Tours and Explorations This section will take you on guided tours of several Internet offerings * in addition, a contact with great potential for classroom applications. You can choose to follow the steps as outlined or explore on your own. You will discover many interesting sites and treasures as you explore. Remember the instructions for these activities are designed to get you started and are not meant to be comprehensive explanations. It is very important that you select and print the HELP commands whenever they are available. Teacher Notes: *If you find yourself stuck within a program and want to get out, hold down the control key and type Z. *If that doesn't work, hold down the control key and type ]. This should return you to the nic% prompt. Try This Adventure 9: Exploring the Geographic Name Server The Geographic Name Server provides information from the U.S. Geodetic Survey and the U.S. Postal Service for all U.S. cities, countries, states, and some mountains, rivers, lakes and national parks. Information listed includes: zip codes, latitude, longitude, elevation, population, telephone area codes, and time zones. There are future plans for other data to be provided such as the 1990 census populations, foreign cities, world airports, and weather data. We suggest students use this information to create graphs from the data and plot map coordinates. *Sometimes the Geographic Name Server gives too much information to read on your computer screen. If your communications software has a session file (also called a photo file) option, we recommend using it to create a file to be printed and read off line. To explore the Geographic Name Server, try this: * type telnet martini.eecs.umich.edu 3000 at the nic% prompt * type the name of the city you live in the server lists all the cities with the name you typed with information about each one * you may type help or ? for assistance or type info for hints * next, type London the servers lists information about cities called London in Canada, the United Kingdom, and more than two dozen in the United States * type Yellowstone National Park the server lists information about the park * type a city of your choice * continue to browse the database * when you are ready to end this session, type exit *Occasionally when you try to remotely login (telnet) to a another computer system, the connection will time out and you will be returned to the nic% prompt. If that happens several times in a row, try again later rather than get overly frustrated! Try This Adventure 10: Exploring NASA Spacelink NASA Spacelink is a space-related informational database provided by the NASA Educational Affairs Division of NASA Marshall Space Flight Center. Its primary focus is K-12 educators and students. Information found on Spacelink includes astronaut biographies, NASA publications, shuttle launch updates, space-related graphics, classroom lessons, and other teacher materials. *For a more detailed exploration of Spacelink, refer to the classroom lessons on pages 27-31. *Because Spacelink sessions can be quite lengthy, use your communications software to make a copy of your Spacelink session to save to disk to print later. To explore the NASA Spacelink, try this: * type telnet spacelink.msfc.nasa.gov at the nic% prompt * type NEWUSER as your Username and NEWUSER as your Password to do this * the first time you contact Spacelink, you are given the opportunity to register with the Spacelink system. By doing this, you can bypass the opening information when you make future connections to the Spacelink system. * proceed by answering the questions * Spacelink displays a Main Menu with many topics to choose from * type ? to see a listing of the Help commands 1. type the number of a menu option and press return 2. type G and press return 3. type ? and press return 4. press return 5. type 0 to go to the Previous Menu 6. type 1 to return to the Main Menu * press return to re-display the menu * type 2 to select NASA Spacelink Overview * type 11 to select Answers to Common Spacelink Questions * type V to (V)iew the document. * if you want the document to scroll continuously without having to continually press the return key press the C key (for Continuous) * type S to stop displaying the entire document * press return to re-display the menu * continue to browse through the Spacelink menus, looking at classroom materials, educational services, current NASA news, and so on (most menus have sub-menus) * another way to find information on Spacelink is by typing G (for go to) and then typing a key word or phrase * to find information on black holes, type G, then return, then type black hole * continue to try a few more G (go to) searches * type 1 to return to the Main Menu when you are ready to end the Spacelink session * type 1 to select Log Off NASA Spacelink * you will be asked if you want to exit the system and if you want to leave a message for NASA * you can enter a short message or ask a question that will be answered for you usually within 48 hours; when you log back in the response will be waiting for you. Try This Adventure 11: Exploring Cleveland Freenet Cleveland FreeNet contains libraries of historical documents, literary works, a legal clinic, and many other helpful documents for instructional use. Academy One has been specifically designed as a resource of K-12 education. *Because Cleveland Freenet sessions can be quite lengthy, use your communications software to make a copy of your session to save to disk to print later. To explore Cleveland FreeNet, try this: * type one of the following after the nic% prompt: telnet freenet-in-a.cwru.edu telnet freenet-in-b.cwru.edu telnet freenet-in-c.cwru.edu * you may enter as a visitor, but it is recommended you register officially and establish an account making future access easier * after registering or entering your assigned username and password the Main Directory will be displayed: <<< CLEVELAND FREE-NET DIRECTORY >>> 1 The Administration Building 2 The Post Office 3 Public Square 4 The Courthouse & Government Center 5 The Arts Building 6 Science and Technology Center 7 The Medical Arts Building 8 The Schoolhouse (Academy One) 9 The Community Center & Recreation Area 10 The Business and Industrial Park 11 The Library 12 University Circle 13 The Teleport 14 The Communications Center 15 NPTN/USA TODAY HEADLINE NEWS 16 <<< SPECIAL FEATURES >>> ------------------------------------------------ h=Help, x=Exit Free-Net, "go help"=extended help * type h to receive the following help information: -To make a selection from any menu, simply type in the NUMBER representing your choice where it says: Your Choice ==> -To go back to any previous menu, type the letter p -To go back to the Main Menu, type the letter m -To get a list of available commands, type ? -To exit the system completely, type the letter x -There are detailed help files available by typing go help at the Your Choice ==> prompt * from the Menu select The Courthouse & Government Center * from the Menu select The Freedom Shrine (Historical Documents) * from the Menu select Post-Constitutional Documents * from the Menu select M.L. King's: "I have a dream" Speech * type M to return to the main menu and continue to browse * type X to exit when you are ready to end this session. Try This Adventure 12: Exploring the Weather Underground The University of Michigan's Department of Atmospheric, Oceanic, and Space Sciences maintains a database of weather and related information for the United States and Canada. Students can identify, analyze, chart, and graph this data. *Because sessions can be quite lengthy, use your communications software to make a copy of your session to save to disk to print later. To explore the Weather Underground, try this: * type telnet madlab.sprl.umich.edu 3000 at the nic% prompt * read the opening information and press return to view the Main Menu options WEATHER UNDERGROUND MAIN MENU ****************************** 1) Forecast for a U.S. city 2) Canadian forecasts 3) Current weather observations 4) Ski conditions 5) Long-range forecasts 6) Latest earthquake report 7) Severe weather 8) Hurricane advisories 9) National Weather Summary 10) International data X) Exit program C) Change scrolling to screen H) Help and information for new users ?) Answers to all your questions Selection: * type 1 and press return to select Forecast for a U.S. City * type 3 and press return from the City Forecast Menu to select Display 3-letter Code for Selected State * type CA (for California) after the prompt and press return you will see a listing of cities in California. press return to display the entire list and return to the City Forecast Menu * type 1 from the City Forecast Menu, to select Print Forecast for Selected City * type SAN (for San Diego) and press return you will see the current forecast for the city of San Diego * type 2 from the City Forecast Menu to select Print Climatic Data for Selected City * type LAX (for Los Angeles) and press return you will see the climatic data for the Los Angeles area * type M to return to the City Forecast Menu * type M (again) to return to the Weather Underground Main Menu * continue to explore the other menu options * hold down CONTROL and press X to exit when you are ready to end this session Try This Adventure 13: Exploring Melvyl Melvyl is one of the hundreds of Online Public Access Catalogs (OPACs) to libraries available to you at no cost through the Internet. Melvyl online catalog is a complete database of all the University of California campus libraries. OPACs contain the information normally found in traditional library catalogs. By typing key search words, you can identify books, journals, periodicals, videos, audio tapes, records, maps, photographs, and computer software by subject, title, or author. In some cases, you can read abstracts, determine whether a book is currently available, or arrange for inter-library loans. The list of available library catalogues is constantly growing and being updated. Another OPAC worth perusing is the Colorado Alliance of Research Libraries or C.A.R.L. *Because sessions can be quite lengthy, use your communications software to make a copy of your session to save to disk to print later. To explore Melvyl, try this: * type telnet melvyl.ucop.edu at the nic% prompt * type VT100 (or your own terminal type) at the TERMINAL prompt * press return to enter the Melvyl System * type HELP and return to view detailed assistance * type START and return when you are done viewing HELP * you will see a listing of the Library databases: MELVYL SYSTEM DATABASES Library databases: TEN For faster searches, type TEN; Ten-Year MELVYL Catalog - materials published from 1982-1992 CAT Full MELVYL Catalog - UC libraries and the California State Library PE Periodical Titles - California Academic Libraries List of Serials Indexes to recent articles: (for UC users only; password may be needed) MAGS Magazine & Journal - 1,000 magazines and journals NEWS Newspaper Articles - five major U.S. newspapers CC Current Contents - 6,500 scholarly journals CCT Current Contents - tables of contents of 6,500 scholarly journals MED MELVYL MEDLINE - 4,000 medical and life sciences journals COMP Computer Articles - 200 computer-related magazines and journals * press return to get a listing of other databases * type TEN to access the Ten-Year Catalog * type FIND SU TELECOMMUNICATIONS AND EDUCATION (SU indicates SUBJECT) you will get a listing of all entries that include telecommunications and education in the title * continue to browse and experiment with the database * when you are ready to end this session type QUIT, press RETURN, and type LOGOFF Try This Adventure 14: Exploring MicroMUSE MicroMUSE is a real-time multi-user interactive simulation of a 24th-century science fiction microworld. Users become characters who navigate through a form of virtual reality while exploring issues in education, the environment, communications, and social consciousness. Users may logon as guests or officially register to be assigned their own character. If you have never participated in a multi-user game, it is recommended that you access, copy, and read the information files before beginning. After you have entered the game, you use word commands to enter rooms, look around, speak to other players, get and move objects, and so on. MicroMUSE takes place during real-time and students can easily get sidetracked during the interactions if they have not been given specific goals to accomplish. MicroMUSE is best used in the classroom as a teacher-directed activity. To explore MicroMUSE, try this: * type telnet chezmoto.ai.mit.edu 4201 at the nic% prompt * type connect guest at the welcome screen * type help register for information on getting a permanent character * type help getting started to get a listing of some commands you will see the following commands to start with: QUIT quit and leave MicroMUSE WHO print list of users currently on MicroMUSE help access online help news access online news about MicroMUSE events and topics say make your character 'say' Example: say Hi Everyone! page = send a to a on the muse Example: page Jin=Hello, Can you help me? look look at the room you're in, or at a person or object in it. Examples: look look Tourbot go go through one of the obvious exits in the room. Example: go out * type news you will see a menu listing of topics and descriptions * type news info you will see a sub-menu listing of topics and descriptions * type news charter you will be able to view the document MicroMuse Charter * we recommend you access and view several info files before entering the game * type help commands to get the following listing: drop enter examine get give goto home inventory leave look money move news page pose QUIT read say score take throw whisper WHO gripe RWHO +away +idle +haven +laston +version +channel +com +mail +uptime +cmdav +stats +doing * when you are done exploring, type QUIT in uppercase letters to exit MicroMUSE For the Seasoned Traveler: A Bit Beyond the Basics Remember this guide only just begins to explore the hundreds of classroom applications for the Internet. This chapter's adventures briefly describe some of the more advanced tools and utilities. Try This Adventure 15: Reading SCHLnet and USENET Network News There are literally thousands of newsgroups, covering every topic imaginable, accessible through a distributed conferencing system called USENET. These newsgroups are organized according to their area of focus. You subscribe to only those of interest to you. Some newsgroups are moderated and some are not. Therefore, it is important for educators to note that because many are unsupervised and because there are few rules or controls, you can never tell when you will read something controversial, offensive, inappropriate or crude. SCHLnet, provided by the FrEdMail Foundation, provides a service to teachers on the Internet it takes advantage of Usenet to deliver a distributed conferencing system for educators with messages appropriate for school use. SCHLnet creates an interactive forum for ideas, resources, opportunities, and information of specific relevance to teachers and their students without the danger of offensive language. Because SCHLnet is designed for school-age children, it prohibits language that is profane, abusive, racist, sexist, obscene, or sexually explicit. * If you are not currently receiving SCHLnet on your network, but would like to, ask your system administrator to contact fred@acme.fred.org for more information. SCHLnet newsgroups include a range of categories and topics and new topics are added as demand dictates. Current categories include CALLS-Calls for collaboration, requests for project partners and sister schools, and keypal requests. These teacher-developed projects will have students measure, collect, evaluate, write, read, publish, simulate, hypothesize, compare, debate, examine, investigate, organize, share, and report. NEWS-News and information on a variety of topics, including America 2000 Daily Report Card, CNN Newsroom Daily Lesson Plans and Democracy in America, and other publications and announcements for educators. SIG-Special Interest Groups and discussion forums on a variety of general interest issues. CURR-Curriculum Interest Groups, similar to SIGS but specific to curricular themes. PROJ-Current and Recent Classroom Projects. Ongoing network-wide projects will be conducted in this area, so that all participants may "peek" at the progress of a project and new participants may choose to join. PUB-Publications of various sorts, INCLUDING the electronic publishing of the best of student work. Teachers supervise the selection and posting of only the BEST of student work. Other electronic publications from around the Internet will also be posted here. STU-Various student topics/exchanges. This is the place for students to correspond with one another. Moderators encourage appropriate and timely discussions on a variety of topics. *IMPORTANT! There is no quick and easy way to subscribe to newsgroups. The first time you establish your newsgroup file you will have to subscribe or unsubscribe to each individual listing, so allow yourself a minimum of thirty minutes. Here is a Partial Listing of Newsgroup Selection commands: c Catch up (mark this newsgroup all read). A Abandon read/unread changes to this newsgroup since you started trn. n Go to the next newsgroup with unread news. N Go to the next newsgroup. p Go to the previous newsgroup with unread news. P Go to the previous newsgroup. - Go to the previously displayed newsgroup. 1 Go to the first newsgroup. ^ Go to the first newsgroup with unread news. $ Go to the last newsgroup. g name Go to the named newsgroup. Subscribe to new newsgroups this way too. /pat Search forward for newsgroup matching pattern. ?pat Search backward for newsgroup matching pattern. (Use * and ? style patterns. Append r to include read newsgroups.) l pat List unsubscribed newsgroups containing pattern. m name Move named newsgroup elsewhere (no name moves current newsgroup). o pat Only display newsgroups matching pattern. Omit pat to unrestrict. a pat Like o, but also scans for unsubscribed newsgroups matching pattern. L List current .newsrc. U Enter this newsgroup by way of the "Set unread?" prompt. u Unsubscribe from this newsgroup. + Enter this newsgroup through the thread selector (like typing .+). = Start this newsgroup, but list subjects before reading articles. y,SP Do this newsgroup now. .cmd Do this newsgroup, executing cmd as first command. q Quit trn. x Quit, restoring .newsrc to its state at startup of trn. To read USENET News , try this: * type trn at the nic% prompt * at each newsgroup listing type u to unsubscribe this can be done rapidly without having to read each one * the other option is to read each group and type a y for the ones you want to subscribe to * when this process is over type l pat schl to re-list the SCHLnet specific groups only * as each one is listed you can now subscribe to the ones that are of interest to you by typing y * when you are done a customized file with the newsgroups you chose will be created for you * each time you type trn from the nic% prompt you will be prompted to read the new messages in the newsgroups to which you have previously subscribed * any new newsgroups established since you last read news will be listed * at any time you can unsubscribe or subscribe to a newsgroup * you can also read specific messages and "thread" through the replies without having to read every single message * continue to browse through newsgroups and the messages * when you are done type q to quit and you will be returned to the nic% prompt Try This Adventure 16: Using WAIS to Find and Search Databases WAIS is the Wide Area Information Server. WAIS is a database-interface utility that allows concurrent searches of diverse databases and newsgroups. In its simplest form, it is a database that keeps track of databases. Information sources available on WAIS servers include the CIA World Fact Book, the Internet Cookbook, the Wall Street Journal, and Aesop's Fables. This utility is fairly new, so expect to see changes, improvements, and added features. To use WAIS, try this: * type telnet quake.think.com at the nic% prompt * type wais at the Login prompt * type your usersname@nic.cerf.net (e.g., andresyv@cerf.net) at the user identifier prompt * press return or enter other appropriate terminal type at the TERM = (vt100) prompt * you will see a menu similar to the one listed below: SWAIS Source Selection Sources: 318 # Server Source Cost 001: [ archie.au] aarnet-resource-guide Free 002: [weeds.mgh.harvard.ed] AAtDB Free 003: [ munin.ub2.lu.se] academic_email_conf Free 004: [ archive.orst.edu] aeronautics Free 005: [ bloat.media.mit.edu] Aesop-Fables Free 006: [nostromo.oes.orst.ed] agricultural-market-news Free 007: [ archive.orst.edu] alt.drugs Free selects, w for keywords, arrows move, searches,q quits, or ? * type ? to view a brief explanation of WAIS commands * move your down arrow key to select Aesop-Fables, press spacebar to select and press return * type grapes at the Keywords prompt * when the search is completed, select The-Fox-and-the-Grapes by moving the arrow key and pressing return * you will see a text version of the Fox and the Grapes fable: A famished fox saw some clusters of ripe black grapes hanging from a trellised vine. She resorted to all her tricks to get at them, but wearied herself in vain, for she could not reach them. At last she turned away, hiding her disappointment and saying: "The Grapes are sour, and not ripe as I thought." * type Q and then press return * type S to return to the sources * press spacebar to de-select Aesop-Fables * use the same procedure to conduct another search or press q to quit Try This Adventure 17: Using Gopher to Locate Documents and Files Gopher is a utility to assist you in locating files. The biggest challenge is to wade through menu after menu until you find the document you are seeking. *CAUTION! In addition to text documents, Gopher can direct you to directories, indexes, and a variety of non-text files, including sound and image files. If you are interested in news about new gopher servers and software you can subscribe to gopher-news mailing list by sending e-mail to: gopher-news-request@boombox.micro.umn.edu There is also a USENET newsgroup called comp.infosystems.gopher, where Internet Gopher is discussed. To use Gopher, try this: % type gopher at the nic% prompt % you will see a menu similar to the one listed below: Root gopher server: gopher.micro.umn.edu 1. Information About Gopher/ 2. Computer Information/ 3. Discussion Groups/ 4. Fun & Games/ 5. Internet file server (ftp) sites/ 6. Libraries/ 7. News/ 8. Other Gopher and Information Servers/ 9. Phone Books/ 10. Search lots of places at the U of M 11. University of Minnesota Campus Information/ Press ? for Help, q to Quit, u to go up a menu * type 6 and two returns to select Libraries from the Main Menu (shown above) * type 6 and two returns to select Reference Works from the Libraries menu * type 7 and two returns to select Roget's 1911 Thesaurus from the Reference Works menu * type 4 and two returns to select Roget's 1911 Thesaurus from the Roget's Thesaurus menu * type teacher and return when prompted for Index word(s) to search for: * with the arrow pointing to the word teacher, press return * you will be given an extensive listing of synonyms for teacher * type u to go up a menu to conduct another word search, or continue to press u until you are back at the Reference Works menu * from the Reference Works menu, select CIA World Fact Book 1991 * select Table of Contents to get a listing of available countries * return to the Reference Works menu and select Search CIA World Fact Book 1991 * at the prompt Index word(s) to search for:, type Guam and press return * select any of the options to receive additional information about Guam * type u to go up a menu and continue browsing through different databases or type q to quit Gopher and return to the nic% prompt Try This Adventure 18: Using Archie to Locate Documents and Files Archie (archive without the v) is a network searching utility that maintains a catalog of anonymous FTP archives. Anonymous FTP is a file transfer protocol that allows you to access selected files on computers on which you donUt have a login name and password. Using Archie is a two-step process: (1) conducting an efficient search and (2) using FTP to retrieve a computer file. To begin an Archie search you provide a keyword or search word. Archie reports back any filenames it finds containing that word or any files that have been catalogued by that subject. After you obtain a listing of the addresses containing the file you want, you must FTP (see page 24) to retrieve the file. We recommend you use the whois command (see page 11) to determine the location of the site that contains your file. It is preferable to retrieve files from the nearest location. As with most Internet tools, Archie is constantly being updated, improved, and becoming more user friendly! *Archie catalogs more than million files. Consequently, narrowing your search is very important; otherwise, the responses you receive will be too extensive to be useful. To limit your search use the Archie command -m # where the # specifies maximum of responses you want (see below). To prevent frustration, we recommend you access and read the Archie help before conducting your search. *You can stop Archie by holding down the control key and typing C To use Archie, try this: * type archie at the nic% prompt to view the various Archie commands Archie then lists the following: Usage: archie [-[cers][l][t][m #][h host][N#]] string -c : case sensitive substring search -e : exact string match (default) -r : regular expression search -s : case insensitive substring search -l : list one match per line -t : sort inverted by date -m # : specifies maximum number of hits to return (default 95) -h host : specifies server host N# : specifies query niceness level (0-35765) * type archie -m15 lyrics, to get a maximum listing of fifteen responses for the word lyrics * here are some of the responses you may be given: (the Host indicates the server name and the location indicates the directory) Host bradley.bradley.edu Location: /pub/EFN DIRECTORY drwxrwxr-x 512 Nov 6 14:12 lyrics Host bransle.ucs.mun.ca Location: /pub DIRECTORY drwxr-xr-x 4096 Apr 16 1992 lyrics Host net-1.iastate.edu Location: /pub DIRECTORY dr-xr-xr-x 1024 Dec 5 11:54 lyrics Host nic.funet.fi Location: /pub/culture/music DIRECTORY drwxr-xr-x 14336 Mar 8 1992 lyrics * now that you have determined the location of the files, you must use FTP to retrieve copies of them (see page 24) Try This Adventure 19: Using Anonymous FTP to Retrieve Copies of Files FTP (File Transfer Protocol) is an Internet program to transfer computer files between machines. Using a process called Anonymous FTP you can retrieve copies of files from computers located all over the world. Through a cooperative Internet agreement to share information, you can obtain files located on computers that you donUt need to have personal usernames and passwords to access. To use anonymous FTP, try this: This adventure takes you to the public files at Iowa State University, in Ames, Iowa, and shows you how to retrieve copies of the lyrics to many popular songs. * type ftp net-1.iastate.edu at the nic% prompt * you will get a message indicated you have connected * type anonymous at the Name: prompt, * type your username@cerf.net as your password * you will get the message "Guest login ok, access restrictions apply." * type cd /pub/lyrics (this moves you from the public (pub) directory into the lyrics directory) * type cd b (this moves you into the directory of names beginning with the letter b) * type ls (this gives you a listing of all the artists whose names begin with b) * type cd beatles (this moves you into the beatles directory) * type ls (this will give you a listing of all the Beatles songs that are available) * type get nowhere_man (this transfers a copy of the file containing the lyrics to Nowhere Man into your home directory) * type quit to exit ftp and return to the nic% prompt * type pico nowhere_man (this allows you to read or modify your file) Try This Adventure 20: Connecting Classrooms and Collaborative Projects One of the most exciting ways to use telecomputing in the classroom is to connect your students with other classrooms around the world. This can be done informally via e-mail, by participation in special interest discussion forums, or through organized collaborative projects. Via Electronic Mail It is simple to connect with other individuals on the Internet who share your same interests by corresponding with them via e-mail. To establish contact you must determine their correct e-mail address, so when you meet someone you want to establish communications with be sure to exchange e-mail addresses. Many times you will electronically "meet" someone on-line when you reply to a public message they have posted. (See page 6 for e-mail details) Special Interest Discussion Forums There are many forums established to ask questions, share ideas, and exchange information. To participate in a forum, you must register by sending an e-mail message to the forum moderator. Your username is then added to the distribution list, and you will receive copies of all messages posted to that forum. When you send a message, all other members also receive a copy of your message. Electronic forums are convenient because there are no time zone or geographic constraints. Examples of special interest educational forums include: Bridges for disabled students to connect and share ideas, projects, and information DeafLink for hearing impaired students to practice their literacy skills Orillas for student exchanges in foreign languages Kidsnet for the sharing of K-12 projects and information Hilites for the dissemination of the most successful instructional telecomputing projects Collaborative Projects Cooperative learning becomes even more significant when the students who are working cooperatively via computer network are from different nations with varied cultures, histories, and socio-political systems. Issues such as environment, terrorism, worldwide inflation, and poverty affect everyone in every country. Preparing students to be good global citizens means providing them with the knowledge and opportunity to participate in multi-cultural experiences. There are hundreds and hundreds of quality projects originating from all over the world to choose from each school year. Projects that have been repeated successfully over networks include the Say It Survey, Global Grocery List, Kids-to-Kids Writing Project, Noon Day Observation, Voteline, Zero Gravity World Design, Newsday, Sharing Holiday Customs, GALA, and the Santa Connection. The best way to find out about collaborative projects is to monitor one or more of the special interest forums. To register to participate in a collaborative project, send an e-mail message to the project coordinator. To initiate your own project post a "Call for Collaboration," giving the details of your proposed project in one of the discussion forums. Examples of current collaborative projects include: Geogame Students provide information about the geography of the town in which they live, including information about land forms, latitude, longitude, time zones, population, tourist attractions, and weather. The data is centrally collected and shared with all participants who try to match the clues with the correct locations. Students learn geography terms, how to read and interpret maps, use atlases and other reference books, and increase their awareness of geographic and cultural geography. Newsday Newsday is a multi-curricular project in which students in each participating school produce a local newspaper based on the dispatches submitted on the NEWSDAY newswire by student correspondents. Students become news gatherers, reporters, editors, publishers, layout and graphic artists. Editors at each site select from the many articles that are submitted to publish their own site newspapers, emulating the process that national wire services use. Newspapers are shared with other schools. Participation on a national and international scale leads to understanding of broad issues that transcend local concerns. Students use a wide variety of methods to produce the papers, ranging from simple word processors, cut and paste, to full desktop publishing. Global Grocery List How much does food cost in your town, and how do the prices compare to those in other parts of the country and around the world? Participating schools are provided with a list of common grocery items including oranges, milk, ground beef, sugar, flour, and rice. Students research the cost of the items by consulting with their parents or visiting their local grocery stores. Since prices will vary from household to household classes compile their information and agree on an average price for each individual item. Classrooms use the results as a basis for solving math problems, reinforcing concepts in social studies or science, and conducting nutritional studies in health. Students learn to perform currency and metric conversions as they collaborate with foreign countries. GALA (Global Authors' Literary Anthology) Classrooms around the world exchange their best writing: articles, editorials, interviews, essays, one-act plays, riddles, stories, and poems with each other to read, discuss, critique, and enjoy. Every month, several writing themes are provided, spanning all grade levels and subject areas. The activity culminates each June with the publishing and dissemination of an anthology representing the best contributions. To register your class for participation in GALA, try this: * type pine at the nic% prompt * select C to COMPOSE a message * typeproj-gala@acme.fred.org after the To: prompt * type Register for GALA after the Subject: prompt * use your down arrow to move to the message area ---Message Text --- * type a message introducing yourself and indicating you would like to register for GALA * hold the CONTROL key down and press X to send the message The Main Hunt: Examples of Classroom Applications CERFnet in the Classroom Lessons Secondary Science Applications The 1990 Science Framework calls for a "new dynamic in science learning in which students are actively engaged in learning about the natural and technological world in which they live." Instructional activities should emphasize science thinking processes and critical thinking processes to help students become effective problem solvers. Students need experience in planning, teamwork, research, evaluation, and decision making to prepare them for success in the marketplace. Teachers are being encouraged to train students to be active seekers of information, yet most public school libraries have minimal or inadequate on-site reference and research materials. Networks such as CERFnet provide a logical solution to such limited on-site resources. However, most K-12 teachers are unaware that such a resource exists. Those who are aware of its existence need guidance and models of how to use the network as a tool in the classroom. The following science lessons were developed to introduce the Internet as an important resource and research tool for science classroom applications. These lessons serve as introductory awareness and application activities designed for secondary teachers and students (grades 7-12) that focus on the classroom use of CERFnet/Internet. The format for each science lesson is derived from the National Science Foundation Microcomputer-Based Laboratory Program recommendations. All suggested activities correlate with the 1990 California State Science Framework. Additional classroom application lessons and opportunities will be made available on-line as they are developed. In order to receive Safari information and to have your name added to the Safari Project distribution list, send a message to: proj-safari@acme.fred.org *Teacher Notes: This media is new and changing all the time. Teachers should not feel they need to be an expert to use it with their students. Evidence shows learning right along with the students is a perfect opportunity to model scientific problem solving behavior. Because telecomputing is a relatively young technology it is important to realize that the services you are trying to access may not always be operational. This situation is usually temporary, but can be very frustrating for the teacher who has planned their lesson around this activity. Fortunately this does not happen too often; however we recommend that the teacher have backup options prepared and readily available. Lesson 1: Space Safari - Teacher Leads the Way Lesson Summary The purpose of this lesson is to train students to become independent information seekers. In this activity, students will learn to access NASA Spacelink, a database of historical documents, scientific information, current events, downloadable graphics, and interactive communications opportunities. Through participation in this activity students will become familiar with the scope and content of information available on Spacelink and how to navigate through the data using menus and key commands. (See Exploring NASA Spacelink, page 14 for details)Grade Level: recommended for grades 7-12 Time Required: a minimum of two to four 30-minute online sessions Learning Objectives: * To recognize advances in technology for space exploration; its benefits and hazards and continuing space programs * To engage students in information access via computer * To effectively communicate knowledge and information to others * To introduce the process of statistical data collection and analysis * To practice word processing and telecommunications skills Prerequisite knowledge or skills needed by students: * Familiarity with basic computer operations * Overview of space terminology and concepts Science Background for Teachers: Teachers should have a basic understanding of the NASA Space Transportation System (STS) program (i.e., the parts of the shuttle, its purpose, etc.) and how to log on to NASA Spacelink (as described on page 14). * Teachers should also be familiar with file transfer and retrieval processes, know how to copy files from the screen, save them to disk, and print them out. For further technical assistance in this area, it is recommended that you read TeleSensations: The Educators' Guide to Instructional TeleComputing. (See Recommended Readings and References, page 35 ) Correlation to California State Science Framework: Examples of some underlying themes integrated into this lesson from the framework are Energy: rocketry and forces of propulsion Evolution: progressively more complex technology used to explore space Patterns of Change: space observations, ozone depletion, weather Scale and Structure: construction and statistics of orbiter, space stations, distance traveled Stability: relative stability of weather, ocean currents, planet movement Systems & Interactions: man in space, effects of weightlessness, zero gravity experimentation Preparation for Lesson: Materials Needed * Computer, modem, communications software, and phone line connection * Overhead data projector and display screen or large monitor is recommended * Copy of CERF'n Safari Users' Guide, Exploring NASA Spacelink, p. 14, for each student * Writing materials for students to record information Lesson 1: Space Safari - Teacher Leads the Way,continued Procedures Getting started * Teacher determines the questions that will be investigated on NASA Spacelink by asking students if there is anything they would like to know about the Space Transportation System/Space Shuttle * Teacher reviews terminology, writes key phrases and questions on the board, etc. Activities * Teacher demonstrates the process of using a computer to navigate menus and to locate information to answer specific questions using NASA Spacelink * Teacher demonstrates how to transfer a file or document to their local computer * Teacher demonstrates how to save and print the document Examples of Discussion Questions * What information can we learn from NASA Spacelink? * Why is this method of gathering information better than using encyclopedias and other reference books? * Are there any disadvantages to using electronic information retrieval? Closure and/or Evaluation * Teacher asks students if they found the session interesting and if they would like some time to explore NASA Spacelink on their own? Key Terms aeronautics astronaut atmosphere ISY (International Space Year) magnetosphere mission NASA (National Air and Space Administration) orbiter payload satellite shuttlespace station space wall STS (Space Transportation System) tether Real World Applications * Students who become proficient using electronic information retrieval will have access to more accurate and timely information * Students will be able to apply information seeking skills throughout their education and careers Home Learning Suggestions * Students can interview parents and friends to generate a minimum of three new questions or topics to research on NASA Spacelink * Students can attempt to locate similar current information in printed reference materials or newspapers * Students with computers and modems at home can continue exploring NASA Spacelink on their own Extensions/Follow-up Activities * Teacher demonstrates the process of using a computer to navigate menus and locate information to answer specific questions using NASA Spacelink Lesson 2: Space Trek - Students as Guides Lesson Summary: The purpose of this lesson is for students to practice independent information seeking. Students will access NASA Spacelink, a database of historical documents, scientific information, current events, downloadable graphics, and interactive communications opportunities. Student teams or "crews" will be directed to develop and research a series of questions using information found within the Spacelink database. Through this exercise students will become familiar with the scope and content of information available and how to navigate through the data using menus and key commands. In this lesson, the main learning experience for the student should focus on the process of information seeking and not on the answering of specific questions. This lesson engages students in the jigsaw cooperative learning model. Grade Level: recommended for grades 7-12 Time Required: each student crew should participate in a minimum of two 30-minute online sessions Learning Objectives: * To recognize advances in technology for space exploration-its benefits and hazards and continuing space programs * To engage students in planning, teamwork, and decision making * To engage students in information access via computer * To effectively communicate knowledge and information to others * To introduce the process of statistical data collection and analysis * To practice word processing and telecommunications skills Prerequisite knowledge or skills needed by students: * Familiarity with basic computer operations * Experience working in cooperative group activities * Understanding of how to navigate computer menus * Understanding of file transfer and retrieval process * Ability to save and print computer documents Science Background for Teachers: Teachers should familiarize themselves with the topics available on NASA Spacelink and understand how to use the information service. They should also be knowledgeable of basic computer operations required to go online, retrieve, save, and printout files. It is highly recommended that teachers have experience in cooperative learning teaching strategies. Correlation to California State Science Framework: Any or all of the six themes: Energy, Evolution, Patterns of Change, Scale and Structure, Stability, and Systems and Interactions can be addressed depending on the research topics that are explored. (see Lesson 1: Space Safari for examples) Preparation for Lesson: Materials Needed * Computer, modem, communications software, and phone line connection * CERF'n Safari Users' Guide, Exploring NASA Spacelink, p.14 for each student * Exploratory topics in written form derived from class discussions or homework assignments for each student * Writing materials for students to record information Lesson 2: Space Trek - Students as Guides, continued Procedures Getting started * Divide the class into crews of approximately four students. The crews will be comprised of a commander, a pilot, and two mission specialists. * Realizing most classrooms will only have one computer available, the teacher should assign other related individualized assignments or set up learning activity stations for crew members not working on the computer(s) * Teacher assigns each crew member their job title and responsibilities For example: * The commander encourages the crew, keeps the crew on task, and reports crew findings * The pilot determines crew needs, manages supplies and materials for activities, checks for understanding of assignment, and summarizes crew accomplishments * A team of two mission specialists will be responsible for network operations. Their job will be to access NASA Spacelink and research the questions their crew has generated Activities * Each crew selects a mission name * From class discussions or homework assignments, each crew generates a minimum of four questions or topics they want to research For example: (a) What was skylab? (b) Which was the longest shuttle mission? (c) Describe a satellite rescue. (d) What was the tomato seed experiment? (e) What is one major NASA environmental activity? * Mission specialists access NASA Spacelink attempting to locate and record answers to their crew's questions; mission specialists report findings to crew * Pilot prepares a written or word processed summary of mission specialists findings * Commander orally shares summary of crew findings with entire class Discussion Questions: Crew Debriefing Session * Did you find the answers or information you were looking for? Why or why not? * Did you have any problems navigating through the menus? * What other interesting information did you find that you were not looking for? * Did you leave a question for NASA to answer? Closure and/or Evaluation * How could NASA Spacelink information be used in other subjects or classes? * What are the benefits of working in teams as opposed to working alone? * How might we use on-line research further in our class? * How is this process of finding information different than using library reference books? * How can you use information differently when it is stored on a disk rather than having a printed only copy? Key Terms Students should provide the key terms for this lesson by listing the new vocabulary they found during their online search. Lesson 2: Space Trek - Students as Guides, continued Real World Applications * Students will learn to use online research for future assignments * Students will become aware of how space research and experimentation is used to study and improve the quality of our lives on earth * Students will become aware of the options and requirements necessary to prepare for a career in the space industry Home Learning Suggestions * Create a crossword or word search puzzle from shuttle vocabulary * Write a journal entry for 24 hours aboard the shuttle in space * Draw or create a 3D model of the shuttle * Draw or create a 3D model of a futuristic Space Transportation System Extensions/Follow-up Activities * Develop a mission logo * Create a crossword or word search puzzle from shuttle vocabulary * Develop a shuttle trivia game from the information they retrieve * Prepare a research paper on a specific topic * Make a scale drawing or model of the solar system * Role play the sequence of events for shuttle take-off until orbit is reached * Design a space city of the future, taking into consideration all aspects of life support systems (food, water, shelter, atmosphere, energy, waste disposal, temperature control, gravity, etc.) * Design a manned or unmanned space transportation vehicle and describe how it functions * Use water rockets or balloons with straws to demonstrate Newton's action/reaction laws * "Walk-out" the distance of the shuttle by string lengths and tape the interior dimensions of the orbiter living space on the floor * Build a life size model of the interior of the orbiter * Prepare of menu of "space" foods; eat them as the astronauts do * Prepare a job resume for an astronaut * Conduct interviews to fill a position for a job opening on the orbiter Optional Gear and Tourist Information: Things to Know Glossary of Terms anonymous ftp--Internet protocol that allows users to retrieve copies of files stored on computers connected to the Internet. CERFnet (California Education and Research Federation Network)--Internet network service provider that operates throughout the state of California and nationally. domains and addresses--hierarchy of words separated by dots that indicate the location and the person; used for electronic mail and file transfer protocols. For example: andresyv@cerf.net downloading--process of transferring computer files from a mainframe computer to a personal computer. FrEdMail (Free Educational Electronic Mail) Foundation--distributed educational network linking classrooms around the world. (For more information contact FrEdMail Foundation, P.O. Box 243 Bonita, CA 91908-0243, phone 619 475-4852). gateway--special purpose computer that acts as a bridge to attach two or more networks High Performance Computing and Communications (HPCC) Act--interagency research and development program initiated in January 1992 under the leadership of the President's Office of Science and Technology Policy to extend U.S. technological leadership in HPCC, provide wide dissemination and application of technologies, and spur gains in U.S. productivity and competitiveness. Internet--worldwide network made up of smaller regional networks. Refers to the hardware, software, stored information and the people who manage and contribute the information. NREN (National Research and Education Network)--five-year project approved by Congress in 1991 to create a national electronic super highway at least 50 times faster than the fastest existing networks. Online--connecting to a gateway such as CERFnet, logging on to a computer system using a username and password; many times involves using communications software on a personal computer and a modem. password--alphanumeric characters or special characters, usually secret, used to logon to a computer system. telecomputing--communicating over a network with peers and using information services to do school assignments. uploading--process of transferring computer files from a personal computer to a mainframe computer. username--name assigned to an individual for use on a computer network. Helpful Commands CONTROL Z gets you back to the nic% prompt if you lose your way CONTROL ] also gets you back to the nic% prompt Finding Other Users ------------------- finger gives information about a user at a specific location who tells who is currently on the system Organizational Stuff -------------------- calendar lets you create a file to put dates in (all dates within 48 hours will be send to you via e-mail) .plan creates a file that can be listed when someone fingers you .signature creates an information file that is attached to e-mail messages Tools ----- pine e-mail utility that allows you to read,respond, and organize e-mail messages pico text editor used by Pine; can also be used at nic% to edit files in your directory To Upload/Download from Dial In ------------------------------- terminal download you must type this at the pipeline prompt, (it lets you upload a file from your computer or disk) rx receive xmodem sx send xmodem Files: Finding/Retrieving ------------------------- cd directories; move from one directory to another on your account or during an ftp session cd.. go up a directory to next level in the hierarchy dir e* list the files in your home directory with more information ftp file transfer protocol to get to a document get retrieve a file when in ftp ls -a list hidden files ls e* narrow the listing down to the letter indicated ls list files in the directory more view text file on screen rm removes file from your home directory telnet protocol allowing a user at one site to interact with a remote time-sharing computer at another site as if the user was connected directly Recommended Reading and References Andrs, Yvonne Marie, Jacks, Mary, & Rogers, Allan. (1989) TeleSensations: The Educators' Handbook to Instructional Telecomputing FrEdMail Foundation, P.O. Box 243, Bonita, CA, (619) 475-4852 Internet: arogers@bonita.cerf.fred.org How-to book for planning, integrating, and using telecomputing across the curriculum; contents include Getting Started, Technical Help, Writing Prompts, Project Ideas, Teacher Training Materials Fry, Donnalyn & Adams, Rick. (1990) !%@:: The Directory of Electronic Mail and Addressing Networks O'Reilly and Associates, Inc. Sebastopol, CA Internet: nuts@ora.com Book giving detailed explanations and examples of Internet e-mail addresses Hafner, Katie and Markoff, John. (1991) Cyberpunk. Book detailing three separate accounts of real life high tech rebels and outlaws journeying through the computer underground Kehoe, Brendan P. (1991) Zen and the Art of the Internet Internet: brendan@cs.widener.edu Booklet written to acquaint the reader with what is currently available on the Internet. Available on-line through ftp, address nic.cerf.net Kochmer, Jonathon. (1991) User Services Internet Resource Guide NorthWestNet and the North WestNet Academic Computing Consortium, Inc. Internet: nusirg-orders@nwnet.net Detailed guide to Internet user services comprised of 17 chapters; Chapter 15: Using the Global Internet in K-12 Education provides information of special interest to K-12 educators Knezek, Gerald., Jones, Greg., and Brumbaugh, Ken. (1991) TENET User Training Guide The Texas Center for Educational Technology Internet: training@tenet.edu Training guide helping educators to use TENET; includes explanations, reference sheets, and transparencies Krol, Ed. (1992) The Whole Internet User's Guide and Catalog O'Reilly and Associates (1-800-998-9938) Internet: nuts@ora.com Reported to be a comprehensive introduction to the Internet for new users LaQuey, Tracy with Jeanne C. Ryer. (1992) The Internet Companion: A Beginner's Guide to Global Networking Addison-WesleyInternet: internet-companion@world.std.com Guide providing non-intimidating, short and conside descriptions of various tools and resources available on the Internet in a RfolksyS manner. Recommended for beginners Luckett, Jim (1991) NYSERnet's New Users' Guide Users' guide to the resources on the Internet. Internet: editor@nysernet.org Marine, April (1992) Internet: Getting Started SRI International (415) 859-6387 Internet: nisc@nisc.sri.com What the Internet is, how to join, and what it has available National Education & Technology Alliance (NETA) (1992) NetPower: The Educator's Resource Guide to Online Computer ServicesInternet: neta@holonet.net or g_giagnocavo@acad.fandm.edu Networks are reviewed, services described and costs revealed all in the context of academic use. All major commercial networks and database vendors are covered Stoll, Cliff. (1990) The Cuckoo's Egg Book that is a real-life account of espionage and international computer networking Tennet, Roy., Ober, John., and Lipow, Ann. (1992) Crossing the Internet Threshold: An Instructional Handbook Library Solutions Press. (510-841-2933) Workbook addressing how to take advantage of the Internet's vast resources and how to teach Internet skills to others Toffler, Alvin. (1990) Powershift. Bantam Books Book that explores the new paths to power in the 21st century via information and electronic networks CERFnet Connections: Easy to Install and Operate A CERFnet connection is easy to install and easy to operate. CERFnet has nodes located throughout California. Your site will be connected to the nearest node, keeping your costs low. For your convenience, CERFnet provides all the necessary equipment and our qualified technical staff will install it for you. CERF 1544 and CERF 56 When speed is crucial to conducting successful transactions, you may choose between our two high-speed services: CERF 1544 and CERF 56. Both provide quick response times and rapid exchange of information. CERF 14.4 Organizations with lower bandwidth needs can take advantage of our moderate speed dedicated connection at 14.4 kbps. DIAL n' CERF Plus DIAL n' CERF Plus is an economical and efficient alternative for sites with lower startup needs. This service uses ordinary telephone lines and modems. When a user needs to access CERFnet, a connection is automatically and transparently made. Several users can use the same dial-up connection simultaneously. DIAL n' CERF CERFnet recognizes the need for smaller organizations and individuals to have access to the same resources as larger organizations. DIAL n' CERF is a cost- effective and convenient dial-up service. Multi-User Dial-up Options (call 1-800-876-2373 for details) CERFnet Offers Special Opportunity for Educators to Extend Account Time! Additional classroom application lessons and activities using the Internet are needed. It is our goal to build a library of lesson plans appropriate for all grade levels and subject areas. Educators are invited to submit original 2-3 page lesson plans, following the same format as demonstrated in this guide. For every lesson you submit and we include in our Safari Project Library, you will receive an extra eight weeks of unlimited access to CERFnet and the Internet at a special rate of $49.00. Direct all comments and send all submissions to: proj-safari@cerf.net