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Exam Number : Google-PCNE
Exam Name : Professional Cloud Network Engineer
Vendor Name : Google
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Professional Cloud Network Engineer

A Professional Cloud Network Engineer implements and manages network architectures in Google Cloud Platform. This individual has at least 1 year of hands-on experience working with Google Cloud Platform and may work on networking or cloud teams with architects who design the infrastructure. By leveraging experience implementing VPCs, hybrid connectivity, network services, and security for established network architectures, this individual ensures successful cloud implementations using the command line interface or the Google Cloud Platform Console.

The Professional Cloud Network Engineer exam assesses your ability to:

- Design, plan, and prototype a GCP Network

- Implement a GCP Virtual Private Cloud (VPC)

- Configure network services

- Implement hybrid interconnectivity

- Implement network security

1. Designing, planning, and prototyping a GCP network

1.1 Designing the overall network architecture. Considerations include:

- Failover and disaster recovery strategy

- Options for high availability

- DNS strategy (e.g., on-premises, Cloud DNS, GSLB)

- Meeting business requirements

- Choosing the appropriate load balancing options

- Optimizing for latency (e.g., MTU size, caches, CDN)

- Understanding how quotas are applied per project and per VPC

- Hybrid connectivity (e.g., Google private access for hybrid connectivity)

- Container networking

- IAM and security

- SaaS, PaaS, and IaaS services

- Microsegmentation for security purposes (e.g., using metadata, tags)

1.2 Designing a Virtual Private Cloud (VPC). Considerations include:

- CIDR range for subnets

- IP addressing (e.g., static, ephemeral, private)

- Standalone or shared

- Multiple vs. single

- Multi-zone and multi-region

- Peering

- Firewall (e.g., service account–based, tag-based)

- Routes

- Differences between Google Cloud Networking and other cloud platforms

1.3 Designing a hybrid network. Considerations include:

- Using interconnect (e.g., dedicated vs. partner)

- Peering options (e.g., direct vs. carrier)

- IPsec VPN

- Cloud Router

- Failover and disaster recovery strategy (e.g., building high availability with BGP using cloud router)

- Shared vs. standalone VPC interconnect access

- Cross-organizational access

- Bandwidth

1.4 Designing a container IP addressing plan for Google Kubernetes Engine

2. Implementing a GCP Virtual Private Cloud (VPC)

2.1 Configuring VPCs. Considerations include:

- Configuring GCP VPC resources (CIDR range, subnets, firewall rules, etc.)

- Configuring VPC peering

- Creating a shared VPC and explaining how to share subnets with other projects

- Configuring API access (private, public, NAT GW, proxy)

- Configuring VPC flow logs

2.2 Configuring routing. Tasks include:

- Configuring internal static/dynamic routing

- Configuring routing policies using tags and priority

- Configuring NAT (e.g., Cloud NAT, instance-based NAT)

2.3 Configuring and maintaining Google Kubernetes Engine clusters. Considerations include:

- VPC-native clusters using alias IPs

- Clusters with shared VPC

- Private clusters

- Cluster network policy

- Adding authorized networks for cluster master access

2.4 Configuring and managing firewall rules. Considerations include:

- Target network tags and service accounts

- Priority

- Network protocols

- Ingress and egress rules

- Firewall logs

3. Configuring network services

3.1 Configuring load balancing. Considerations include:

- Creating backend services

- Firewall and security rules

- HTTP(S) load balancer: including changing URL maps, backend groups, health checks, CDN, and SSL certs

- TCP and SSL proxy load balancers

- Network load balancer

- Internal load balancer

- Session affinity

- Capacity scaling

3.2 Configuring Cloud CDN. Considerations include:

- Enabling and disabling Cloud CDN

- Using cache keys

- Cache invalidation

- Signed URLs

3.3 Configuring and maintaining Cloud DNS. Considerations include:

- Managing zones and records

- Migrating to Cloud DNS

- DNS Security (DNSSEC)

- Global serving with Anycast

- Cloud DNS

- Internal DNS

- Integrating on-premises DNS with GCP

3.4 Enabling other network services. Considerations include:

- Health checks for your instance groups

- Canary (A/B) releases

- Distributing backend instances using regional managed instance groups

- Enabling private API access

4. Implementing hybrid interconnectivity

4.1 Configuring interconnect. Considerations include:

- Partner (e.g., layer 2 vs. layer 3 connectivity)

- Virtualizing using VLAN attachments

- Bulk storage uploads

4.2 Configuring a site-to-site IPsec VPN (e.g., route-based, policy-based, dynamic or static routing).

4.3 Configuring Cloud Router for reliability.

5. Implementing network security

5.1 Configuring identity and access management (IAM). Tasks include:

- Viewing account IAM assignments

- Assigning IAM roles to accounts or Google Groups

- Defining custom IAM roles

- Using pre-defined IAM roles (e.g., network admin, network viewer, network user)

5.2 Configuring Cloud Armor policies. Considerations include:

- IP-based access control

5.3 Configuring third-party device insertion into VPC using multi-nic (NGFW)

5.4 Managing keys for SSH access

6. Managing and monitoring network operations

6.1 Logging and monitoring with Stackdriver or GCP Console

6.2 Managing and maintaining security. Considerations include:

- Firewalls (e.g., cloud-based, private)

- Diagnosing and resolving IAM issues (shared VPC, security/network admin)

6.3 Maintaining and troubleshooting connectivity issues. Considerations include:

- Identifying traffic flow topology (e.g., load balancers, SSL offload, network endpoint groups)

- Draining and redirecting traffic flows

- Cross-connect handoff for interconnect

- Monitoring ingress and egress traffic using flow logs

- Monitoring firewall logs

- Managing and troubleshooting VPNs

- Troubleshooting Cloud Router BGP peering issues

6.4 Monitoring, maintaining, and troubleshooting latency and traffic flow. Considerations include:

- Network throughput and latency testing

- Routing issues

- Tracing traffic flow

7. Optimizing network resources

7.1 Optimizing traffic flow. Considerations include:

- Load balancer and CDN location

- Global vs. regional dynamic routing

- Expanding subnet CIDR ranges in service

- Accommodating workload increases (e.g., autoscaling vs. manual scaling)

7.2 Optimizing for cost and efficiency. Considerations include:

- Cost optimization (Network Service Tiers, Cloud CDN, autoscaler [max instances])

- Automation

- VPN vs. interconnect

- Bandwidth utilization (e.g., kernel sys tuning parameters)

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Google Engineer exam dumps


Google engineer teaches computer science class at Morgan State University to promote diversity in tech

Ibrahim Abdus-Sabur may not normally be a teacher, but he feels right at home in Morgan State University classrooms.

“I love being on campus with so many people of color, just walking around campus on a normal day; Black people from all types of life,” Abdus-Sabur said. “I went to a PWI (predominantly white institution) and Google isn’t the most diverse place, so it’s really great for me.”

Abdus-Sabur, a senior software engineer at Google who normally lives in New Jersey but moved to Baltimore for the fall semester, is teaching Introduction to Computer Science classes through the Google in Residence program, which Morgan State has participated in since 2016. It gives him the chance to be the Black role model he wishes he had while helping to build a pipeline to tech jobs for underrepresented students.

The program brings Google software engineers, product managers and other technical employees to teach at historically Black colleges and universities, or HBCUs, and Hispanic-serving institutions, or HSIs. Launched in 2013 with Howard University, Google in Residence has since grown to include 14 U.S. institutions — four HSIs and 10 HBCUs, of which Morgan State is the only one in Maryland.

The program serves to develop a more diverse workforce for technology firms like Google.

Besides ensuring that college students fully grasp the core fundamentals of computer science, the program seeks to make Google employees more accessible to the next generation. This fall, more than 1,500 students at all the schools are enrolled in classes taught by 14 scholars.

“It’s sort of humanizing Googlers and sharing a little bit of a window into the tech industry and what day-to-day life looks like as a software engineer,” said Lauren Ting, the Google in Residence program manager. “I think their folks on campus also spend a fair amount of time combating imposter syndrome and just kind of helping students understand where they might fit into the tech ecosystem.”

According to its 2023 diversity annual report, 5.6% of Google’s U.S. workforce is Black, 44.8% is Asian, 7.3% is Latino, 0.8% is Native American and 46.2% is white.

Abdus-Sabur, who has been at Google for 10 years, said that, through the program, Google can help shape how computer science education happens while showing students of color that working for big tech companies is an attainable goal.

“In the beginning of class, when he was like, ‘Yeah, I work for Google,’ and I’m like, ‘Oh my gosh, a Black man working in Google,’ there’s lots of inspiration in that,” said Drake Wilson, a computer science major at Morgan State. “Like, if he got to where he is, I can get to a place like that as well. And maybe even further.”

At 9 a.m. one Thursday this fall, Wilson was one of more than 20 students attentively listening to Abdus-Sabur as he walked them through the day’s lesson, relying on student participation to help him flesh out examples and ensure they understood the material.

And when he presented problems whose solutions weren’t intuitive, Abdus-Sabur reassured students he understood the struggle.

“I would’ve given you blank stares when I was in college,” said Abdus-Sabur, who attended Massachusetts Institute of Technology.

His approach is working: Four students interviewed after class all said they appreciate Abdus-Sabur’s teaching style.

“I love this class. I mean, I’ve taken Python [the computer language] before, so it’s really easy,” Wilson said. “Since I haven’t taken Python since first semester of my senior year, which was a year ago, I’m a little rusty on some things. And the way he’s teaching it, it’s making it really easy to bring it back.”

Instead of just “saying words,” Wilson said, Abdus-Sabur provides hands-on opportunities to practice and problem-solve, which is perfect for students like Wilson who got into coding “because they need to do something with their hands; like they need to be constantly thinking about something.”

Ibrahim Abdus-Sabur, a senior software engineer at Google, teaches an intro to programming class at Morgan State University this semester as a part of the Google in Residence program that promotes STEM diversity. Ibrahim Abdus-Sabur, a senior software engineer at Google, teaches an intro to programming class at Morgan State University this semester as a part of the Google in Residence program that promotes STEM diversity.

While Abdus-Sabur remains employed by Google during the semester, he teaches two Introduction to Computer Science sections — which equates to about 90 students, Abdus-Sabur said — rather than doing his normal job. But his responsibilities don’t stop there.

In that same Thursday class, Abdus-Sabur promoted an industry panel his students could attend to receive extra credit while learning about potential future jobs in the tech space. During office hours, he’s willing to review resumes or supply interview tips in addition to going over class material. And he informally teaches a small group of upperclassmen more advanced applied data knowledge that they need for technical interviews.

Abdus-Sabur focuses on persistence, reminding his students that there’s a lot of failure that goes into computer science — both in writing code and in the process of applying to internships and jobs.

Abdus-Sabur also can be honest with his students about what it’s like to be a Black man in tech. He faces challenges, like people assuming he isn’t a software engineer, getting judged based on stereotypes or clashing with others over polarizing political views. But he emphasized that he has a great work-life balance and gets to collaborate with “the smartest people I’ve ever worked with.”

“It can be challenging at times, just to be completely honest,” Abdus-Sabur said. “But I do feel like Google does its best to try to support me.”

Ting said the program has led to Google hiring a lot more from the schools it’s working with, especially for the organization’s Student Training in Engineering Program, a 12-week undergraduate internship. Ting said in 2013 when Google in Residence launched, “there was almost no representation from this portfolio of schools.”

Students enter answer questions via laptop during Ibrahim Abdus-Sanur's intro to programming class at Morgan State University. Abdus-Sanur, a senior software engineer at Google, is teaching this semester as a part of the Google in Residence program that promotes STEM diversity. Students in Abdus-Sanur’s intro to programming class at Morgan State University. (Jerry Jackson/Staff photo)

Ideally, Ting said, underrepresented students reached through Google in Residence will do three consecutive Google internships and then move into a full-time role.

“Having Googlers on campus for that first student experience, I think it goes a long way as a vote of confidence for students that Google and tech is invested in their success and sees a path for them in science and in technology,” Ting said.

Roshan Paudel, a Morgan State computer science professor and the campus liaison for the Google in Residence program, said the university is able to send students every year to big tech companies because of the example professors like Abdus-Sabur set for students who may not have realized Google would hire them.

Abdus-Sabur said he definitely could see himself teaching through the program again, getting to work with students he called impressive and brilliant.

“It’s definitely been a lot of learning on the job but I think it’s really rewarding; it really fills my cup,” Abdus-Sabur said. “I love the fact that I feel like I’m making a difference in their lives.”

Ting said of the semester’s 14 Google instructors, who teach anywhere from 20 to 100 students each, four are returning teachers.

Abdus-Sabur graduated from MIT in 2013. This year’s freshman class at MIT is 15% Black, 38% white and 40% Asian American, according to MIT’s admissions website. Additionally, MIT staff is about 5.7% Black and 60.3% white, similar to what it was in 2013.

“If I had someone like me at my school, it would have helped a lot,” Abdus-Sabur said. “At my school, I never had a Black professor. I had one Black teacher in my whole life. Having a person of color teaching me would have really given me a lot more confidence to understand, ‘This is possible. This is something I can do.’”

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