Course Profile Computer Engineering Technology, Grade 10, Open, Public

Unit 1: Computer Engineering Hardware

Time: 13 hours

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5

Unit Description

In this unit students identify and explain the functions of the basic components of a 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 develop an awareness of the impact and consequences of computer use in the world and the impact of technology on the value structures of today’s society. Students also identify employability skills and explore careers in the computer industry.

Strand(s) and Expectations

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations: TFV.01E, TFV.02E, SPV.02E, ICV.01E.

Specific Expectations: TF2.01E, TF2.02E, TF2.03E, TF2.04E, IC1.02E, IC1.09E, IC1.10E, SP2.01E, SP2.04E.

Activity Titles (Time + Sequence)

Activity 1	Computer Engineering Hardware	210 minutes
Activity 2	Operating Systems	150 minutes
Activity 3	Data Storage and Management	75 minutes
Activity 4	Nomenclature	225 minutes
Activity 5	Skills and Career Opportunities	120 minutes

Prior Knowledge Required

· Basic keyboarding skills.

· Application software including word-processing and database software.

Unit Planning Notes

Consider some of the following issues when organizing the facility/lab:

· ratio of computers to students;

· pairs/groups or stations set-up around the room;

· preparation of demonstrations prior to a lesson and test for functionality;

· checking equipment prior to major hands-on activities, perhaps using students;

· spare parts;

· display safety procedures on bulletin boards and refer to them regularly.

Teaching/Learning Strategies

· This unit requires teacher demonstrations (including videos if available) and many hands-on activities for the students. Safety must be addressed at the beginning of the unit and considered throughout each activity. If limited resources are available, various learning stations may be set up to support activities. Other teaching and learning strategies include class discussion, brainstorming, Socratic lessons, peer and teacher conferencing, research and, activity instruction guides.

· Teachers must reinforce with the students that there are many types of computer systems.

Assessment and Evaluation

Some students may possess a considerable amount of prior computer knowledge and skills while others may have very little prior experience. A mixture of assessment strategies (both formative and summative) must be used including assignments, skill demonstrations, quizzes, tests, self-assessment, and roving conferences.

Resources

Student Services and Co-op Departments

Employability Skills Training Brochure, developed by the Conference Board of Canada

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

A+ Certification Study Guide. Syngress Media, Inc., 1999.

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

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

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

Canada WorkinfoNet – source of career, education, and labour market information for Canadians
http://www.workinfonet.ca

Canadian Association of Professional Engineers – education and careers
http://www.apegga.com/

Canlearn Interactive: Human Resource Development Canada – career information
http://www.canlearn.ca

Human Resource Development Canada – career information
http://www.hrdc-drhc.gc.ca/maps/national/canada.shtml

Information by National Occupation Classification Code
http://www.eoa-hrdc.com/3519/menu/occnoc.stm

Information Technology Careers – career search information
http://www.itcareers.com

Intel – processors and micro-controller information
http://www.intel.com

Motorola – Motorola processors and micro-controllers information
http://www.motorola.com

Novell – networking primer with links and a glossary
http://www.novell.com/catalog/primer/primer.html

Ontario Association of Certified Technicians and Technologists – education and careers
http://oacett.org/

The Toronto Star Newspaper
http://www.thestar.com/

The Toronto Sun Newspaper
http://www.canoe.ca/TorontoSun/home.html

Activity 1: Computer Engineering Hardware

Time: 210 minutes

Description

Students are introduced to the historical development of a computer system as well as the relationship between computer internal hardware and software and external devices. Students identify internal components and external devices and peripherals and describe how they interact to facilitate a variety of hardware and software processes. Students also apply acceptable computer use policies and technical facility safety practices.

Strand(s) and Expectations

Strand(s): Theory and Foundation, Impact and Consequences

Overall Expectations

TFV.02E - describe a problem-solving model such as the input, processing, output model;

ICV.01E - describe the evolution of computer electronics.

Specific Expectations

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;

IC1.02E - use safe practices in the handling of computer hardware and electronic components;

IC1.09E - demonstrate compliance with acceptable-use policies.

Planning Notes

· Prepare copies of the Acceptable Use Policy.

· Decide on the format of the student Portfolio (e.g., file folders, binders, duo tangs, electronic storage, or diskettes).

· Prepare notes to accompany a brief history of the computer (Appendix 1.1.3 – History of Computers Outline). The Journey Inside the Computer is the resource for this activity (see Resources).

· Prepare an overhead of the computer model (see Appendix 1.1.4 – The Computer Model).

· Assemble available hardware for hands-on or demonstration activities for identification of internal and external devices. Where hardware is not available, consult Resources to create appropriate overheads, multimedia presentations, and handouts or invite guests from local industry.

· Determine the most effective use of existing hardware within the recommended time allotment (e.g., two to three students per computer, groups of four to six students for connectivity exercises, etc.).

· Test equipment for demonstrations and hands-on activities (e.g., computer storage systems, electrical, etc.). Use appropriately trained students to assist in the set-up.

· Safety with electricity and proper handling of computer components must be addressed.

· Consider stations and having students rotate through various areas to allow for the best use of time and resources.

Prior Knowledge Required

· The computer keyboard and mouse

· Grade 9 Science Unit on Electricity

Teaching/ Learning Strategies

· Introduce the Acceptable Use Policy to the students to put in their student Portfolio for easy reference. Ask students to complete the computer survey questionnaire to hand in (Appendix 1.1.1 – Computer Questionnaire).

· Discuss important safety considerations and begin the first lesson on general classroom safety. Issues such as tying back hair, removal of jewelry and coats, proper eye wear, safety with electricity, and proper handling of computer components must be addressed, as well as basic hand tool safety.

· Introduce students to the student Portfolio as a resource for them as they progress through the course. The use of a Safety Passport may be used for this and all other safety lessons (Appendix 1.1.2 – Sample Safety Passport).

· Show the video The Journey Inside The Computer, segment 1 (8 minutes) for an overview of the history of computers. Students complete the History of Computers worksheet (either during or after the video) (Appendix 1.1.3 – History of Computers).

· Show the overhead of the computer model (Appendix 1.1.4 – The Computer Model), giving students definitions for input, information processing, and output to write in their notes. Ask students in pairs to come up with a list of items from their own experience that might fit under the categories of input device or output device. Ask each pair to share their list with the class as the teacher compiles the information for the class to view. Each pair should only mention new items. Teachers should clarify any misconceptions as this activity progresses. Establish these items as external devices.

· Review safety procedures for the handling of basic electronic components with students. Also review basic electricity learned in Grade 9 (e.g., circuit types and the flow of electrical energy).

· Students use low voltage batteries, wires, and lights or buzzers to construct simple, series and parallel circuits as a review of Grade 9 electricity unit. The teacher and students review the schematic symbols for the components in simple electrical circuits (i.e., conductor, source, load, and switch). For homework, students draw schematics and label the circuits they constructed.

· Students inventory the outside of the computer case to identify as many parts as they can (e.g., on/off switch, CD-ROM drive cut-out, disk drive opening, power cord, various ports). Hand out computer terms worksheet (Appendix 1.1.5 - Key Computer Terms) and, using a demonstration model, give students definitions for the terms that apply. Students continually update their glossary of terms and store in their portfolios. Introduce the definition of an integrated circuit (IC): a complex circuit which is constructed in a condensed form into a single electronic component. Note: programmable ICs may run a limited function computer like a watch, however, personal computers (PC) require many ICs to perform many different functions. Specialized computers used in industry such as Programmable Logic Controllers (PLCs) have either very few or a great number of ICs depending on the function they perform.

· Demonstrate, using components from The Journey Inside Intel kit or an actual computer, the removal of the system case and give students a tour of the internal devices (e.g., motherboard, CPU, memory, power supply, drives, audio, video, ICs, CMOS battery, and cabling). Students complete the Key Computer Terms worksheet.

· If time and resources allow, have students remove cases from computers to see and touch components.

· End this activity with a knowledge and understanding quiz (Appendix 1.1.6 – Key Computer Engineering Terms and History Quiz).

Assessment/Evaluation Techniques

It is important that students have a good understanding of the basic components of a basic computer system as this activity is the building block of all other activities. In order to ensure this understanding, teachers:

· review the student computer questionnaire to give an idea of computer expertise in the class;

· review with students the circuit drawings they created for homework for accuracy and neatness and provide feedback;

· use the checklist for completed tasks found in student Portfolio (Appendix 1.1.7 – Activity Checklist) (used throughout the unit);

· apply knowledge and understanding quizzes (Appendix 1.1.6 – Key Computer Engineering Terms and History Quiz);

· use learning skills checklist throughout the activity (Appendix 1.1.8 – Learning Skills Checklist).

Accommodations

· Use grouping as a means of allowing students to develop enhanced work and/or for peer mentoring.

· Use visual aids and demonstrations to assist students as needed.

· Provide dictionaries or textbook glossary references for students.

· Use overheads from Intel kit or other resources to supplement discussions of internal and external devices.

Resources

Print

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

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

Operating System Manuals and reference texts

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

Video

Intel Corp. The Journey Inside The Computer. (training kit and video)

Web Sites

Novell – networking primer with glossary
http://www.novell.com/catalog/primer/primer.html

Appendix 1.1.1

Computer Questionnaire

Name:

Date:

Your answers to the following questions will help me understand the computer background you bring to this course. Please be as specific as possible.

1. Do you have a computer system at home?
If no, skip to question #4.
If yes, please describe your main system.

2. How much time per week (on average) do you use your computer?
For what purpose(s)?

3. Describe a time when something went wrong and you were able to fix the problem.

4. Describe any work you have done using electronic components other than on PCs.

5. Have you ever used computers in other locations? (e.g., Library/Resource Centre, friend's house)
For what purpose?

6. List any places you know where integrated circuits (ICs) are used other than in PCs.

Appendix 1.1.2

Sample Safety Passport

This is a sample of a generic safety passport that may be adopted for use in a number of technology classrooms. The purpose for the safety passport is to ensure that students are fully aware of all safety features on each piece of equipment in the technical facility prior to using them independently. This process may be adapted to suit the individual teacher’s and students’ needs.

The general process is as follows:

1. When the teacher introduces a new piece of equipment, (devices, wiring), the student records the date of the safety demonstration on their safety passport and it is initialled by the teacher (see sample below). While the teacher demonstrates techniques for the safe operation of the machine and personal protective equipment (e.g., proper eye protection, secure loose hair, remove jewellery, protective clothing, etc.), students carefully note the techniques in their notebooks. The teacher also notes attendance; any students who are absent for the safety lesson must be provided with a makeup lesson.

2. Each student must complete a written (or oral) test on the safe operation of the machine tool, outlining all safety features to be observed. Also, all written tests must be kept by the students in their notebooks. These individual machine tests are designed to complement any general facility safety rules. Upon satisfactory completion of the test the student dates the "tested" column and the teacher initials this as complete.

3. Students must demonstrate to the teacher that they have a thorough knowledge of the safety rules for the equipment and are able to demonstrate their competency on the equipment. Once the teacher has observed the required safe set-up and operation of the equipment by a student, the teacher signs off that portion of the student's safety passport.

4. After the student has completed the first three steps, the teacher signs the final column of the safety passport to indicate that the student is able to use that equipment. Students must be able to provide the teacher with their signed passport each time they wish to use a given piece of equipment. A summary document of all the various permissions may be created by the student and signed by the teacher (as permissions are earned); these summary safety passports may be protected with page protectors or laminated.

Sample Safety Passport

Student Name: __________________________ Equipment: ______________________________ See notebook for the notes on safe setup and operation of the equipment.
Attended Teacher Safety Instruction and Demonstration (and notes recorded)		Passed Written or Oral Testing		Demonstrated Safe Setup and Operation of Equipment to Teacher		Granted Permission to use Equipment by Teacher
Date of Lesson	Teacher Initial	Date Tested	Teacher Initial	Date of Demo	Teacher Initial	Date	Teacher Initial

Appendix 1.1.3

History of Computers Outline

The First Computers - Abacus

European Calculating Machines

The Jacquard Loom

Charles Babbage

Herman Hollerith

Early Electronic Computers

First-Generation Computers (1951- 1959)

Second-Generation Computers (1959 - 1963)

Third-Generation Computers (1963 - 1975)

Fourth-Generation Computers (1975 - present day)

Fifth-Generation (Artificial Intelligence)

Appendix 1.1.4

The Computer Model

Definitions

Input

Information Processing

Output

Appendix 1.1.5

Key Computer Terms

Central Processing Unit (CPU)

BIOS ROM

SIMMs Ram

Cache Ram

ISA

PCI Slot

Power Supply

Floppy Drive

Hard Drive

CD-ROM Drive

Parallel Port

Serial Port

Graphics Port

USB Port

Com2 Port

Keyboard Port

IDE Cable

CMOS Battery

CMOS Ram (Flash Ram)

Integrated Circuit

Micro-controller

PLC

Series Circuit

Parallel Circuit

Switch

Load

Conductor

Computer Cable

Appendix 1.1.6

Key Computer Engineering Terms and History Quiz

Name:

Date:

1. Describe the primary function of five external devices.

2. Describe the primary function of five internal devices.

3. If I was working on a computer system and was having difficulty with output, name two pieces of hardware I could specifically check. From the information learned so far, what would a simple check include?

4. Briefly identify the five generations of computers, explaining the most important feature(s) of each one.

5. Describe where five micro-controllers are used and the function of a PLC.

Answer Key and Suggested Marking Scheme

Questions 1 and 2 - from glossary (10 marks each)

Question 3 - most common answers, monitor and printer. Check cables, power source, reboot system, error messages (5 marks)

Question 4 - from note given (10 marks)

Question 5 – from class discussion (5 marks)

Appendix 1.1.7

Activity Checklist

Activity	History of Computer Note		Computer Model Definitions		Key Terms List		Operating System Explanation		O/S Internet Discovery
Student Names	Yes	No	Yes	No	Yes	No	Yes	No	Yes	No

Appendix 1.1.8

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