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Course Overview

Computer Engineering Technology, Grade 10, Open

Identifying Information

Development Date: 1999

Course Title: Computer Engineering Technology

Grade: 10

Course Type: Open

Ministry Course Code: TEE2O

Credit Value: One

Description/Rationale

Throughout this course, students examine computer hardware and the control of external components from an engineering perspective. Students solve problems and study the functions of key computer components and peripherals, logic gates, fundamental programming concepts, internal numbering and character representation systems, operating systems, and networks. They also develop an awareness of future educational opportunities and careers in the field of computer engineering. This course is designated as open and can be taken by all students who wish to learn about Computer Engineering Technology. Students who wish to continue study in this area can take the University/College courses in Grades 11 and 12 that lead to post-secondary courses, or the workplace course which leads to entry into the workplace.

How This Course Supports the Ontario Catholic School Graduate Expectations

The purpose of Technological Education in the Catholic faith community is to enable young adults to develop and utilize their gifts and resources to find solutions and develop products that benefit others in a way that models gospel values. The focus of the curriculum is to enable students to become critical and innovative problem-solvers who question the use of resources and understand the implications of technological innovations. An emphasis on process as well as results ensures that students create products and provide services that recognize our God-given responsibility to respect the dignity and value of the individual and the protection of the environment.

Unit Titles (Time + Sequence)

Unit 1	Hardware	12 hours
Unit 2	Networking	17 hours
Unit 3	Integrated Circuits	20 hours
Unit 4	Computer Programming	30 hours
Unit 5	Computer Interfacing	31 hours

Unit Descriptions

Unit 1: Hardware

Time: 12 hours

Description

In this unit students identify and explain the functions of the basic components of a typical computer, including its internal components and peripheral devices. Emphasis is placed on safety as students handle a variety of internal and external components. Students create a database of lab components and individual computer log sheets for recording upgrades or changes. Students also identify employability skills and explore careers in the computer industry.

Unit 2: Networking

Time: 17 hours

Description

Students explore the basic theory of networking including network types, architecture, cabling standards, and topology. They use problem-solving skills to apply their knowledge to tasks such as building and configuring various network types as well as recommending network designs for different scenarios. Students also learn about the importance of network connectivity and infrastructure and how it impacts on our world as well as potential career opportunities in the area of computer networking. Activities in this unit build upon knowledge and skills from Unit 1.

Unit 3: Integrated Circuits

Time: 20 hours

Description

The focus of this unit is on integrated circuits and how computers represent data such as characters and numbers. Students learn standard codes for internal numbering and character representation. They learn to identify and to hardwire the fundamental logic gates (AND, OR, NOR, NAND, NOT, XOR, and XNOR). They also use Boolean algebra and devise truth tables to test and describe their functionality. Students develop an understanding of gates, chips, and integrated circuits by designing and building simple logic gates.

Unit 4: Computer Programming

Time: 30 hours

Description

This unit focusses on how to program a computer using a problem-solving model. This model helps to organize and develop the fundamental structures of programming. These fundamental structures include variable declarations, assignment statements, input/output structures, selection, and looping. Each structure builds upon and is incorporated into subsequent structures. The software developed in this unit integrates with hardware to control peripherals introduced in Unit 5. Students also research and identify computer-related careers.

Unit 5: Computer Interfacing

Time: 31 hours

Description

In this culminating unit, students integrate hardware and software applications. Students design and write computer programs to complete three tasks: send signals through a parallel port to a peripheral; display graphic representation of the peripheral; and accept input from a user via a mouse to send appropriate signals to a peripheral. Students design and build interfaces and peripherals for integration with software applications.

Course Notes

Teachers must ensure students have paper or electronic copies of the expectations being assessed/evaluated in each activity. As students become more familiar with rubrics and checklists, they can be involved in adapting and designing assessment tools. This gives students more ownership of their learning goals and greater self-direction in their learning. In every unit students work in a hands-on environment and must have clear goals in order to successfully meet course expectations. Teachers must continually conference with students to ensure they understand their progress to date and to suggest areas needed for improvement.

The use of a daily log or journal is a useful tool for students to practise their writing skills and technology terminology. It may be used for ongoing activities as a terminology database, computer career database, computer terminal log, and/or creation of a student portfolio for exemplary work. Throughout the course students add material to their portfolio. Students have various opportunities to practise time-management skills and follow printed instructions in both an individual and group work setting.

The use of hardware and software resources must be planned to ensure students have access to a small computer network that is not networked into the main school system. They also require computers that are part of the main system for research and software application tasks. The facilities must allow for students to disassemble, design, and assemble a variety of basic electronic circuits and computer hardware systems. Hardware should be appropriately organized to allow for rapid transitions between classes with the least amount of possible damage to equipment. Connections to the community are an ideal source of used equipment that would serve many functions.

Teachers should review school board policies involving appropriate student use and access to Internet services. See the Grade 10 Computer and Information Science Course Profile for activities to assist students in using the Internet.

Teaching/Learning Strategies

All units are activity-based in which students are expected to produce reports, assignments, circuits, and build systems. Socratic lessons, teacher demonstrations, and research activities provide students with the necessary terminology and methodology necessary to complete the various activities. Classroom discussions, brainstorming, and collaborative and/or co-operative learning are used to assist students to meet course expectations. Problem-solving and case study exercises are used extensively especially in Units 2, 3, 4, and 5. Students also research, write reports, and take notes in meeting expectations. Upon completion of this course, students demonstrate the ability to apply skills and knowledge to practical work tasks that involve planning and implementation processes, completion of assignments, and problem solving.

Assessment/Evaluation Techniques

Diagnostic testing may be incorporated at the beginning of the units for teachers to assess the knowledge variance and experiences of students in their classes.

The teacher can assess/evaluate students in a formative manner by using roving student conferences where the focus is on skills and knowledge, teamwork, co-operative learning, etc. Checklists are used to assess the operational steps of a process. Checklists and step-by-step instructions vary depending on the resources available at individual schools. Self-evaluation may also be used to help students develop a sense of responsibility for their own learning. Teacher-student conferencing provides clarity, maintains the expected standards, and assists students in defining steps they need to take for improvement. Periodic review of the student portfolio also assists the teacher in providing students with formative assessment feedback. The addition of self-and peer assessment as well as group work situations help to identify students and/or groups who need support. Performance tests are effective for assessing the achievement of knowledge and skills. The vocabulary used in the test questions should reflect terms used in the lab situation. Although students should be encouraged to write answers in proper sentence form, questions and answers that involve diagrams can be an effective assessment instrument.

Suggested Student Assessment/Evaluation Table

Knowledge/Skill Category Weighting	Course Grade Weighting	%
Application Exercises/Problem Solving · Knowledge/Understanding · Thinking/Inquiry/Problem-solving · Communication · Application/Making Connections	Application Exercises/Problem solving	40
Tests · Knowledge/Understanding · Thinking/Inquiry/Problem-solving · Communication · Application/Making Connections	Tests	30
Unit 5: Assignment and Presentation · Knowledge/Understanding · Thinking/Inquiry/Problem-solving · Communication · Application/Making Connections	Assignment/Presentation (Final evaluation)	30

Accommodation

Teachers using this course profile are expected to be acquainted with the students’ Individual Education Plans (IEPs), and their unique learning characteristics, and to make the necessary accommodations.

A wide range of teaching/learning strategies is used to ensure that the needs of all students are met. Written tests should be designed to suit the reading and writing levels of students. Teachers are encouraged to modify and expand teaching strategies to accommodate learning styles. These may include:

· providing appropriate adaptive devices or implementation accommodations for identified students;

· having more advanced problems (design work, research paper) for identified enrichment students;

· providing additional review for students having difficulty integrating all the structures;

· allowing for un-timed evaluations for identified students;

· promoting a positive atmosphere, accepting of individual and special needs and each person’s responsibilities towards others;

· ensuring students understand assessment/evaluation tools;

· providing support for students with special needs during hands-on sessions;

· checking with Administration, Academic Resource personnel, and Guidance counsellors to make certain that all aids, environmental issues, safety precautions, and assistance for students to experience success in the program are in place;

· dialoguing/conferencing with students and Special Education staff to discuss accommodations to make certain that the present surroundings meet the needs of the students;

· providing handouts to reinforce demonstrations;

· providing supplementary print and/or audiovisual aids to support activities;

· providing written materials for students having difficulty processing auditory information;

· modifying approaches to evaluation;

· providing the option for oral testing and student demonstrations of acquired skills;

· encouraging student-to-student discussion and teacher-to-student discussion to encourage confidence and motivation;

· encouraging small group learning;

· providing flexible timelines;

· adapting of handouts;

· providing peer tutoring;

· providing enrichment and extension activities.

Resources

Human Resources

Community libraries, and school Library/Resource Centre

School board technical service department personnel

Community partners and computer industry personnel

Software

Operating systems (e.g., DOS, Windows 9x, Windows NT, System 6.x, 7.x, 8.x, Unix, or others)

OESS software tools (e.g., Corel WordPerfect, Microsoft Works, Appleworks, etc.)

Web and FTP server and client applications

Print

Baker, J. Digital Computer Technology: An Introduction. Toronto: McGraw-Hill Ryerson, 1983.
ISBN 0-13-211947-1

Blissmer, Robert H. Introducing Computers. New York: John Wiley & Sons, Inc., 1991.
ISBN 0471-53443-9

Feldman, Jonathon. Sams Teach Yourself Network Troubleshooting in 24 Hours. Sams, 1998.
ISBN 0672314886

Gregg, Kenneth. Windows Networking Basics. Harper Collins Canada, 1998. ISBN 0764532146

Kearns, Dave. Sams Teach Yourself Windows Networking in 24 Hours. Sams, 1998. ISBN 0672314754

Keogh, Jim. Core MCSE: Networking Essentials. Prentice-Hall of Canada Ltd, ISBN 0130107336

Lawrence, Orville. Computer Technology. Toronto: McGraw-Hill Ryerson, 1984. ISBN 0-07-548711-X

Magendanz, Thomas and Radu Popescu-Zeletin. Intelligent Networks: Basic Technology, Standards & Evolution. International Thomson Press, 1996. ISBN 1850322937

MCSE Networking Essentials For Dummies, Training Kit. IDG Books Worldwide, 1999.
ISBN 0764506218

Network A+ Certification Study Guide. Syngress Media, Inc., 1999. ISBN 0-07-211846-6

Norton, Peter. Essential Concepts. McGraw-Hill Ryerson Limited, 1999. ISBN 0-02-804394-4

Operating system manuals and reference texts

Parsons, Oja. Computer Concepts.1996. ISBN 0-7600-3440-0

Shelly, Gary and Thomas Cashman. Computer Fundamentals for an Information Age. California: Anaheim Publishing Co., 1984. ISBN 0-88236-125-2

Simms, Forrest. Getting Started in Electronics. USA: Radio Shack, 1983. Cat No 276-5003

White, Ron. How Computers Work. Quebec, Canada: 1997. ISBN 01-56-276546-9

The Whole Internet: The Next Generation. O’Reilly and Associates Inc., 1999. ISBN 1-56592-428-2

Web Sites

Novell Network Primer
http://www.novell.com/catalog/primer/primer.html

IT Careers
http://www.itcareers.com

Intel Resources
http://www.intel.com/education/k12/resources/index.htm

Cisco Certification CCIE
http://www.cisco.com/warp/public/625/ccie/

Microsoft Educational Resources
http://www.microsoft.com/education/instruction/default.asp

3Com’s Netprep programme
http://education.3com.com/Netprep/index.html

Vatican – Catholic Perspective on Technology
http://www.vatican.va

Video

The Journey Inside. Intel Corporation. Part of The Journey Inside Education kit

http://secure.wesweb.com/intel/form.htm

Contains two videos, an instructional binder, and electronic components.

OSS Policy Applications

The Grade 10 Computer Engineering Technology Course is designated as a Technological Education program. All courses offered in technological education at the Grade 10 level are open courses, which comprise a set of expectations that are appropriate for all students. (See The Ontario Curriculum, Grades 9 and 10, Program Planning and Assessment, 1999 for a description of the different types of secondary school courses.) Students can use the course as a compulsory credit (1 credit from Science [Grade 11 or Grade 12] or Technological Education [Grades 9 –12]) or as an additional credit. This course is designed to provide students with a broad educational base that prepares them for their studies in Grades 11 and 12, post-secondary education, and entry into the workplace. Anti-discrimination education, equity/social justice issues, career goals/co-operative education, and community partnerships are also discussed in this course. All of these support many of the Ontario Secondary School Policies.

Career exploration throughout all units is available to students with specific reference to Choices into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999.

Course Evaluation

Teachers may evaluate their course through a variety of methods. Teachers may network with colleagues from other schools, subject associations, and peers at the local school to determine what modifications or new ideas could be incorporated into the units. Since every teacher approaches the units in a unique way, there are ample opportunities for extensions, modifications and applications. The community, both school and business community, may have input on aspects of the course.

The following areas should be assessed:

· expectations being met;

· the learning styles of all students being considered and reflected through teaching strategies;

· assessment/evaluation techniques measure student expectations in a reliable and accurate manner;

· parents are informed of student performance on a regular basis;

· variety of assessment/evaluation tools used;

· variety of teaching/learning strategies used;

· special needs of individual students are being met;

· community involvement.

Have students complete the following checklist. (The criteria for the evaluation chart is as follows: 1 = never, 2 = sometimes, 3 = frequently, 4 = always and with a variety of strategies)

Computer Engineering Technology Course Evaluation

1.	The course covered all the topics and expectations given to me at the beginning of the semester.	1 2 3 4
2.	I found that there were opportunities for me to learn all the concepts.	1 2 3 4
3.	The activities were relevant and interesting.	1 2 3 4
4.	The methods of assessment/evaluation were valuable to me.	1 2 3 4
5.	There were references, visits, and connections to the computer engineering industry.	1 2 3 4
6.	Reporting comments accurately reflected my progress.	1 2 3 4
7.	Overall rating of this course	1 2 3 4
Additional Comments: (You may wish to comment on an activity that you particularly enjoyed, an activity you would like to see changed, and/or thoughts you have on the course.)

Appendix A

Learning Skills Checklist

E = Excellent, G = Good, S = Satisfactory, N = Needs Improvement

Activity &/OR
Date Ù

Works Independently

Teamwork

Organization

Work Habits/
Homework

Initiative

Student Name

Appendix A (Continued)

Learning Skills Rubric

Expectations	Needs Improvement	Satisfactory	Good	Excellent
Works Independently	- rarely meets deadlines	- sometimes meets deadlines	- usually meets deadlines	- always meets deadlines
Works Independently	- rarely focussed	- needs reminders to stay on task	- occasionally needs reminders to stay on task	- focussed
Teamwork	- reluctant to try an alternate role in group work	- occasionally tries an alternate role in group work	- frequently tries alternate role in group work	- takes on a variety of roles in group work
Teamwork	- rarely shares ideas - rarely listens to others	- sometimes shares ideas - listens to others some of the time	- usually shares ideas - listens to others most of the time	- always shares ideas - listens to others
Organization	- rarely prepared for class	- generally prepared for class	- usually prepared for class	- always prepared for class
	- demonstrates limited organization	- demonstrates some organization	- demonstrates considerable organization	- demonstrates effective organization
	- rarely uses available resources	- uses some of the available resources	- makes good use of available resources	- seeks out and uses additional resources and uses those provided
Work Habits/ Homework	- rarely completes homework	- completes more than half of the homework	- completes most homework	- completes all homework
	- rarely makes up missed work	- makes up some missed work	- makes up most missed work	- makes up all missed work
	- rarely makes good use of class time	- sometimes makes good use of class time	- usually makes good use of class time	- always makes good use of class time

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Appendix B

Group Work Assessment

What did you learn during this activity?

What problems did you encounter?

How did you solve these problems?

What would have made this activity easier for you?

If a rubric was supplied, assign yourself a level.

If no rubric was supplied, assign yourself a grade out of 20 marks.

Comments:

Coded Expectations, Computer and Engineering Technology, TEE 2O

Theory and Foundation

Overall Expectations

TFV.01E

– describe how the internal components of the computer enable the peripherals to function;

TFV.02E

– describe a problem-solving model such as the input, processing, output model;

TFV.03E

– explain internal numbering and character representation systems;

TFV.04E

– describe and illustrate the functions of logic gates;

TFV.05E

– describe the fundamental programming constructs.

Specific Expectations

Computer Logic

TF1.01E

– describe the relationship between the binary number system and computer logic;

TF1.02E

– define a standard way of representing characters in binary code;

TF1.03E

– describe the function of the fundamental logic gates, including the function of each pin: AND, NAND, OR, NOR, XOR, XNOR, and NOT.

Hardware, Interfaces, and Networking Systems

TF2.01E

– use precise terminology in relation to all hardware, interfaces, and networking systems;

TF2.02E

– identify the basic internal and external components of a computer;

TF2.03E

– describe the primary function of each basic component;

TF2.04E

– identify computer internals and peripheral devices and describe their relationship.

Programming Concepts

TF3.01E

– define constants, variables, expressions, and assignment statements, including the order in which the operations are performed;

TF3.02E

– describe how computers store and work with different types of data, including numbers and characters.

Skills and Processes

Overall Expectations

SPV.01E

– connect and use correctly a variety of computer components and peripherals;

SPV.02E

– demonstrate the use of an operating system, including a network;

SPV.03E

– use logic gates to construct simple circuits;

SPV.04E

– apply fundamental programming constructs to develop programs that interact with external components.

Specific Expectations

Computer Logic

SP1.01E

– convert positive integer numbers to binary form;

SP1.02E

– derive the truth tables of the fundamental logic gates;

SP1.03E

– write Boolean equations for the fundamental logic gates.

Hardware, Interfaces, and Networking Systems

SP2.01E

– set up a desktop computer system and install software;

SP2.02E

– build an interface to connect the computer to a simple peripheral device;

SP2.03E

– trace the operation of a system consisting of a program, an interface, hardware, and directories;

SP2.04E

– use appropriate file management techniques;

SP2.05E

– use correctly a variety of network system software;

SP2.06E

– use Internetworking services correctly to access and navigate global information resources.

Programming Concepts

SP3.01E

– use input and output statements in a program;

SP3.02E

– use a decision structure and a repetition structure in a program;

SP3.03E

– design, write, and test a computer program to control a simple peripheral device.

Impact and Consequences

Overall Expectations

ICV.01E

– describe the evolution of computer electronics;

ICV.02E

– identify the social impact of computers and associated technologies;

ICV.03E

– identify related computer careers.

Specific Expectations

IC1.01E

– use appropriate strategies to avoid potential health and safety problems associated with computer use, such as posture problems, eye strain, and musculoskeletal injuries;

IC1.02E

– use safe practices in the handling of computer hardware and electronic components;

IC1.03E

– identify important scientific advances in computer electronic components;

IC1.04E

– describe the development of computer engineering technology and its impact;

IC1.05E

– describe careers related to computer engineering;

IC1.06E

– analyse the influences of computers on the engineering profession;

IC1.07E

– describe how computer engineering has evolved and how it has affected people’s security, safety, and privacy;

IC1.08E

– demonstrate understanding of the importance of ethical computer use;

IC1.09E

– demonstrate compliance with acceptable-use policies;

IC1.10E

– identify computer skills that are important to employers.

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

CGE2a -listens actively and critically to understand and learn in light of gospel values;

CGE2b -reads, understands and uses written materials effectively;

CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b -creates, adapts, evaluates new ideas in light of the common good;

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

CGE5b -thinks critically about the meaning and purpose of work;

CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

CGE5e -respects the rights, responsibilities and contributions of self and others;

CGE5f -exercises Christian leadership in the achievement of individual and group goals;

CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good

Acknowledgments

Identifying Information

Description/Rationale

How This Course Supports the Ontario Catholic School Graduate Expectations

Unit Titles (Time + Sequence)

Unit Descriptions

Unit 1: Hardware

Unit 2: Networking

Unit 3: Integrated Circuits

Unit 4: Computer Programming

Unit 5: Computer Interfacing

Course Notes

Teaching/Learning Strategies

Assessment/Evaluation Techniques

Suggested Student Assessment/Evaluation Table

Accommodation

Resources

Human Resources

Software

Print

Web Sites

Video

OSS Policy Applications

Course Evaluation

Computer Engineering Technology Course Evaluation

Appendix A

Learning Skills Checklist

Appendix A (Continued)

Learning Skills Rubric

Appendix B

Group Work Assessment

Theory and Foundation

Specific Expectations

Skills and Processes

Specific Expectations

Impact and Consequences

Specific Expectations