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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 Workplace or University/College courses in Grades 11 and 12 that lead to post-secondary courses or entry into the workplace.

Unit Titles (Time + Sequence)

Unit 1	Computer Engineering Hardware	13 hours
Unit 2	Integrated Circuits	20 hours
Unit 3	Networking	20 hours
Unit 4	Computer Programming	27 hours
Unit 5	Computer Interfacing	30 hours

Unit Descriptions

Unit 1: Computer Engineering Hardware

Time: 13 hours

Description

In this unit, students identify and explain the functions of the basic components of a computer, basic circuits, and peripheral devices. Emphasis is placed on safety as students handle a variety of tools, equipment, and internal and external components. Students create a simple circuit, glossary of terms, 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: Integrated Circuits

Time: 20 hours

Description

The focus of this unit is on integrated circuits and how the internal workings of a computer represent data such as characters and numbers. Students learn standard codes for internal numbering and character representation. They learn to design and construct fundamental logic gates (i.e., AND, OR, NOR, NAND, NOT, XOR, XNOR). They also learn about and construct simple electronic circuits, apply Boolean algebra, and devise truth tables to test and describe their functionality. Students develop an understanding of gates, semi-conductors (e.g., transistors, diodes, etc.), and integrated circuits by designing and building simple logic gates.

Unit 3: Networking

Time: 20 hours

Description

Students explore and set up parallel and series computer communication processes within a computer and between computer systems (e.g., internal architecture, cabling standards, topology, and network types). They use problem-solving skills to apply their knowledge to tasks such as researching simple network types and building simple communication networks. 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.

Unit 4: Computer Programming

Time: 27 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, selection, and looping. Each structure builds upon and is incorporated into subsequent structures. The programming software introduced in this unit allows students to write simple programs which integrates with hardware to control external devices and peripherals. Students also research and identify computer-related careers and explore ergonomics.

Unit 5: Computer Interfacing

Time: 30 hours

Description

The final culminating unit incorporates information learned in all previous units. Students are expected to work through Activities 1, 2, and 3 to fully prepare them for the challenge of Activity 4 in which they complete a project that demonstrates their knowledge of integrating software and hardware processes to solve an interfacing challenge.

Course Notes

Teachers must ensure students have paper or electronic copies of 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 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 on going activities as a terminology database, computer career database, computer terminal log, and/or creation of a student portfolio for exemplary work. Students have various opportunities to practise time-management skills and follow printed instructions in both individual and group work settings.

The use of hardware and software resources must be planned to ensure students have access to basic hand tools, materials, and equipment for designing and constructing circuits and to access 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 students to disassemble, design, and assemble a variety of basic electronic circuits and computer hardware systems. Connections to the community are an ideal source of used equipment to serve many functions.

Teachers must 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. 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 is used to assist students in meeting course expectations. Problem-solving exercises are used. 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 work assignments, and various problem-solving activities.

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 assesses/evaluates students in a formative manner by using roving student conferences where the focus can be 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 assessment of the student portfolio also assists the teacher in providing students with formative assessment. The addition of a self-and peer assessment, in group work situations, helps 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 that 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. Final evaluation may include the last activity in Unit 5, the student portfolio, and glossary of terms.

Suggested Student Assessment/Evaluation Table

Course Grade Weighting	%
Application Exercises/Problem solving	40
Tests	30
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.

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

· modified approaches to evaluation;

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

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

· small group learning;

· flexible timelines;

· adaptation of handouts;

· peer tutoring;

· enrichment and extension activities.

Resources

This list contains the most common resources and each activity has additional specific resources listed.

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

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

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

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 – network solutions, questions, and links
http://www.novell.com/catalog/primer/primer.html

IT Careers – careers database
http://www.itcareers.com

Intel Resources - product listing, resources, and links
http://www.intel.com/education/k12/resources/index.htm

Cisco Certification CCIE – program requirements and information.
http://www.cisco.com/warp/public/625/ccie/

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

3Com’s Netprep programme – educational information and links
http://education.3com.com/Netprep/index.html

Motorola Processors and Micro-controllers – product listings and resources
http://www.motorola.com

Video

Intel Corporation. The Journey Inside. 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 school and business community may have input on aspects of the course.

The following areas are assessed:

· Expectations are being met.

· The learning styles of all students are 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 are used.

· Variety of teaching/learning strategies are used.

· Special needs of individual students are being met.

· Community involvement is incorporated into the course.

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 at the beginning of the semester.	1 2 3 4
2.	There were opportunities 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.)

Coded Expectations, Computer and Engineering Technology, TEE2O

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.

Acknowledgments

Identifying Information

Description/Rationale

Unit Titles (Time + Sequence)

Unit Descriptions

Unit 1: Computer Engineering Hardware

Unit 2: Integrated Circuits

Unit 3: Networking

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

Theory and Foundation

Specific Expectations

Skills and Processes

Specific Expectations

Impact and Consequences

Specific Expectations