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

Appendix 1.1.9

Learning Skills Rubric

Expectations	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Works Independently	- rarely meets deadlines	- sometimes meets deadlines	- usually meets deadlines	- always meets deadlines
	- rarely focussed	- needs reminders to stay on task	- occasionally needs reminders to stay on task	- focussed
Teamwork	- rarely tries an alternate role in group work	- sometimes tries an alternate role in group work	- frequently tries alternate role in group work	- takes on a variety of roles in group work
	- rarely shares ideas	- sometimes shares ideas	- usually shares ideas	- always shares ideas
	- rarely listens to others	- listens to others some of the time	- listens to others most of the time	- 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
Initiative	- rarely acts to solve problems	- sometimes acts to solve problems	- usually acts to solve problems	- always acts to solve problems
	- rarely seeks available assistance	- sometimes seeks available assistance	- usually seeks available assistance	- always seeks available assistance

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

Activity 2: Operating Systems

Time: 150 minutes

Description

Students are introduced to the function of an operating system and the relationship to hardware and application software. Emphasis is placed on understanding of the internal components and how they relate to peripheral devices. Students demonstrate their understanding by using an operating system, including a network, to complete a simple task. Students also research possible future directions of computer operating systems.

Strand(s) and Expectations

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

Overall Expectations

TFV.01E - describe how the internal components of the computer enable the peripherals to function;

SPV.02E - demonstrate the use of an operating system, including a network.

Specific Expectations

TF2.03E - describe the primary function of each basic component;

SP2.06E - use Internetworking services correctly to access and navigate global information resources.

Planning Notes

This activity is designed to help the student understand the need for user-friendly software. The software layers are Application Layer (e.g., word processors, data bases, games which use higher level programming languages). An Operating System Layer (e.g., MS-DOS, Windows 95/NT, Linux, MacOS) can be modified using a lower level programming language (e.g., BIOS: Basic Input Output System) as in changing the software configuration of newly installed hardware components in a system. It would be beneficial to have a computer network, (older computers are fine), to allow the students an opportunity to work with the components. The teacher:

· prepares a presentation of current operating systems, including their school network;

· assembles the hardware for hands-on activities or demonstrations;

· tests equipment required for demonstrations and student activities. Students with recognized training or representatives from industry could assist in the set-up.

Prior Knowledge Required

· Hardware knowledge from Activity 1

· Internet search skills

Teaching/Learning Strategies

· The teacher discusses with students why an integrated circuit micro-controller requires an operating system. The need for an operating system is then reviewed for PLCs and PCs. The primary reason is to allow high level and low level programming input commands to perform desired functions.

· Present the overview of the progression of operating systems. Students highlight key terminology on the terms worksheet (Appendix 1.2.1 – Overview of Operating systems and Appendix 1.2.2 – Key Terms). The teacher explains the purpose of the operating system and provides students with a definition to write in their notebook.

· Teachers and students discuss the differences between high level and low level input into the different layers.

· Students add a copy of the computer model to their notes (Appendix 1.2.3 – Computer Model).

· Teachers demonstrate the boot-up procedure of the computer, explaining each sequential step (a pallet or projector is helpful). Finish the demonstration by describing how to find and launch application software.

· The teacher reviews and demonstrates (if possible) a sample operating system used in a PLC or a programmable integrated circuit (PIC).

· Teachers describe how the operating system includes both hardware and software (Appendix 1.2.4 – Operating System, Hardware and Software), e.g., detail the process of a print command.

· Students then logon to a system and launch an application software program that allows them to write or draw their understanding of how an operating system interacts with hardware and software as the teacher circulates to provide feedback and direction. The completed document is filed in the student Portfolio.

· Students complete an Internet search to research the future direction of operating systems (see Resources for web addresses). Students add the results of their research to their portfolio.

Assessment/Evaluation Techniques

· Learning Skills Checklist from Activity 1

· Check Portfolio for activities and complete activity checklist started in Activity 1.

Accommodations

In addition to accommodations mentioned in Activity 1, teachers:

· download various operating systems on desktop computers for student exploration (if resources allow);

· group students for enrichment to seek particular information on the Internet;

· provide handouts of any notes or overheads for clarification;

· provide trade magazines for article research.

Resources

Software

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

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

Print

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

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

Operating System Manuals and reference texts

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

Web Sites

Microsoft – search site for Windows 95 tutorials
http://www.microsoft.com

Linux Operating System - comprehensive information and resources about Linux
http://www.linux.org

Zdnet On Line Magazine – Reviews, Links, Search Tool, Developer Section, Links to Mac Magazines and Other Magazines
http://www.zdnet.com

Infoworld Magazine – interviews, subject Index, Careers, Search Engine
http://www.inforworld.com

PC World Magazine - News, Reviews, How-To, Fileworld, Search Engine
http://www.pcworld.com

Appendix 1.2.1

Overview of Operating Systems

Operating System: A set of programs that manages the overall operation of the computer system.

Particular functions include: Process Management, Input/Output, Memory Management, File Management, Networking.

· PC operating systems primarily began with DOS (Disk Operating System).

· A second layer of software is called BIOS (Basic Input Output System). In a PC this is an example of a programmable integrated circuit (PIC).

· When PCs became cheaper and more powerful, other operating systems that purported to handle memory management and multitasking more comfortably were O/S2 and Unix.

· Microsoft answered with Windows 3.1 and Windows for Workgroups which were really applications that ran on top of DOS; they used the GUI (Graphical User Interface), developed at Xerox and popularized by Apple.

· Windows 95, 98, NT (client and server versions) with increasing stability are very prominent.

· Unix is the favoured system of many computer scientists and environments with heavy multitasking, multi-user, and terminal-based systems.

· Linux is gaining popularity as it is a free Unix-type operating system created by Linus Tovalds with assistance of developers around the world.

· In industry many specialized computers called PLCs (programmable logic controllers) function using a PCs operating system or contain their own operating system.

· Teachers and students discuss school operating systems.

Appendix 1.2.2

Key Terms

Students are required to complete this table during class discussions

Key Terms	Description
Analog
Application Software
Byte
Data
Digital
DVD
Disk Drive
Diskette
Document
Executing
File
Floppy Disk
Hard Disk
kilobyte
megabyte
Memory
Operating System
Program
Software
Software Layers
Storage
System Software
User

Appendix 1.2.3

Computer Model

*******************************************

* Application Software Layer *

* (Corel8, MSWord) *

*******************************************

***

***

*** Binary Data passed between Application and OS layers

***

***

*********************************

* Operating System Layer *

* ( MS-DOS, Windows 95) *

*********************************

***

***

*** Binary data passed between OS and Hardware layers

***

***

********************

* Hardware *

* Components *

********************

Appendix 1.2.4

Operating Systems, Hardware and Software

Activity 3: Data Storage and Management

Time: 75 minutes

Description

Students are introduced to the concept of data (file) management within an operating system. Terminology such as drives, directories/sub-directories, files, folders, and volumes are used to illustrate effective strategies for managing various files (e.g., system files, programs, and data). Students set up their file management system (disk, server, or web site) with sub-directories to organize their notes, technical discussion, and glossary of terms. Students also learn data storage capacity and access speed as they apply to drives and storage systems.

Strand(s) and Expectations

Strand(s): Skills and Processes

Overall Expectations

SPV.02E - demonstrate the use of an operating system, including a network.

Specific Expectations

SP2.04E - use appropriate file management techniques.

Planning Notes

· This activity uses folder/sub-folder (or tree structure) file management concepts. File management is used throughout this profile and only basic concepts and tools are introduced.

· Any operating software may be used for this activity and still maintain the concepts and purpose of file management.

· Set up a student assignment in a read-only folder to distribute materials to students (if resources allow).

· Arrange to have disks available, if using them for students’ files, or space on school server.

Prior Knowledge Required

· Computer engineering hardware from Activity 1

· Operating systems from Activity 2

Teaching/Learning Strategies

· Students complete the key terms form (Appendix 1.3.1 – Key Terms) as the teacher explains the purpose of file management and outlines a simple directory structure, file types, file sizes in bytes, and naming conventions.

· Students observe a demonstration on file management utilities (e.g., copy, rename, delete, move, create directory/folder) and label the structure diagram for their notes. (Appendix 1.3.2 – Sample Structure Label Descriptions). Students complete Exercises 1 and 2 (Appendix 1.3.3 – File Management Exercises) for homework. Some students with prior knowledge in this area may assist other students in completing the file management exercises.

· Teachers demonstrate how to access the computer system properties. Students access a PCs operation system data and record operating system, computer system, memory available, free hard disk space, CD-ROM drive, video card, sound card, peripherals, and network connection definitions (if networked). Some students may be familiar with this process from prior experience. As an enrichment activity, students may design a file management system for a school network on paper for homework.

· Students and teacher discuss the size of storage systems (e.g., megabytes and gigabytes) and speed terms (e.g., nanoseconds) as they apply to various drives.

Assessment/Evaluation Techniques

· Periodically assess student’s file management skills over the length of the course.

· Evaluate Exercise 2 (suggested mark out of 10).

Accommodations

· Create a poster or model on file naming conventions.

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

· Provide charts of speeds and storage capacities.

· Provide alternative metaphorical visuals for students (perhaps filing cabinet).

Resources

Norton, Peter. Introduction to Computers. New York: McGraw Hill. ISBN 0-02-804386-3

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

Appendix 1.3.1

Key Terms

The list of key terms below are generic to most operating systems. More key terms must be added by the teacher, once an operating system is selected.

Key Terms	Description
Copy
Delete
Directory
Directory Tree
Drag and Drop
File
File Size
Folder
Hierarchical File Structure
Icon
Move
Naming Convention
Paste
Rename
Root Directory
Sub Directory
Other

Appendix 1.3.2

Sample Structure Label Descriptions

Hand out for the lesson on file structures. Students fill in the information from the board.

Appendix 1.3.3

File Management Exercises

Exercise 1

Purpose:

Create a directory structure of your bedroom.

Procedure:

You need to organize your bedroom. On a sheet of paper, draw out a directory structure of your room. Refer to your notes on file name convention when assigning file names and directory names. Use a naming convention that people can easily understand.

Here are some guidelines to help you get started.

1) The room itself is the root directory.

2) List all the storage areas ( shelves, drawers, desk, etc.) in the room. These are your sub-directories.

3) Add extra sub-directories. For example the book shelf can be divided into sub-directories (e.g., horror, comics, etc.).

4) Hand in for teacher sign-off.

Appendix 1.3.4

File Management Exercise 2

Purpose:

In this exercise you create a directory structure for your work during this course using either a disk or student workspace assigned to you. You also retrieve a file from a central folder to move to your workspace.

Procedure:

1) Using the method assigned by your teacher (disk or workspace), create a directory structure that includes Unit 1, Unit 2, Unit 3, Unit 4, and Unit 5.

2) Retrieve a file as directed by your teacher and move it to Unit 1.

3) Rename this file, including the date in the file name.

4) You may wish to create new directories (folders) for additional information (e.g., glossary, Internet web sites)

5) Have the teacher view your work for exercise sign-off.

Activity 4: Nomenclature

Time: 225 minutes

Description

Students inventory the hardware and software in the lab to create a database of equipment and resources and an individual system log for each PC (and PLC if available). Included in the inventory are operating system, computer system, memory, and if applicable, free Hard Disk Drive (HDD) space, CD (Compact Disk) drives, video card, sound card, peripherals, network type, etc. Students make decisions on software installation based on the system requirements. Finally, students learn about the functions of other computers that are most common in industry, namely, micro-controllers and programmable logic controllers.

Strand(s) and Expectations

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

Specific Expectations

TF2.01E - use precise terminology in relation to all hardware, interfaces, and networking systems;

SP2.04E - use appropriate file management techniques.

Planning Notes

· Test the functionality of the operating systems.

· Prepare equipment for student use such as PLCs and PCs.

· Prepare a handout that includes a software title and the system requirements. An example is provided in Appendix 1.4.1, however, this depends largely on resources available.

· Obtain the Skills Inventory from the Conference Board of Canada or the Guidance or Co-operative Education Departments in the school.

Prior Knowledge Required

· Knowledge from Activities 1, 2, and 3

· Database application software skills

Teaching/Learning Strategies

· Teachers explain the need to keep clear concise records of computer information in order to facilitate repairs, add devices, upgrade application software and operating systems, and practise organizational skills required by people working in computer engineering careers.

· The teacher reviews how to handle machines properly. Complete safety lesson before students begin the inventory process (e.g., be sure all machines are unplugged, disconnected, grounded). Complete required activities on Safety Passports.

· Teachers and students determine what information should be kept in a lab database and what information should be included in a computer terminal log. Teachers facilitate discussion to keep it focussed and to ensure choices are valid by questioning.

· Divide the class in half: one group to inventory machines and create the class database and the second group to create the computer terminal logs required. Editing and proofreading are essential in this task.

· As students finish their part of the group task, they make decisions on whether or not the computers they have inventoried meet the system requirements for various software applications (e.g., Appendix 1.4.1 – Software System Requirements).

Assessment/Evaluation Techniques

· Learning skills checklist during class and group activity (Appendix 1.1.8)

· Evaluate the individual decision-making assignment (suggested 10 marks).

· Use student-teacher conferences to discuss initial skill inventory. (This may take several days and does not need to be complete by the end of this unit).

· Students complete a group work assessment sheet (Appendix 1.4.2 – Group Work Assessment).

Accommodations

· Provide a decision-making structure for students to follow.

· Create a poster or model of system requirements or obtain brochures from manufacturers.

· Students may inventory equipment for other departments or areas of the school as a school community service.

· Provide a word list.

· Encourage students to ask others they trust about their skill levels (other teachers, parents).

· Post safety rules and regulations.

Resources

Norton, Peter. Introduction to Computers. New York: Glencoe/McGraw Hill, 1994.
ISBN 0-02-804386-3

Appendix 1.4.1

System Software Requirements

Web-Page Designer		Our System Requirements Met
		Yes or No	Require?
Operating System	Windows 95 or higher
Computer System	Windows compatible 486 or higher PC
Memory	8 MB
Free Hard Disk Space	12 MB
Peripherals	Microsoft compatible mouse
	Modem
CD-ROM	Required
Decision and Reasons:

Appendix 1.4.2

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:

Activity 5: Skills and Career Opportunities

Time: 120 minutes

Description

Students research and review careers in computer engineering locally and internationally and create a database of companies. Students also begin a personal skills inventory and assess their employability skill level in order to set personal goals for skill improvement.

Strand(s) and Expectations

Strand(s): Impact and Consequences

Specific Expectations

ICV.03E - identify related computer careers;

IC1.10E - identify computer skills that are important to employers.

Planning Notes

· Obtain the Employability Skills Training Brochure from the Conference Board of Canada or similar skill training information from the school Student Services centre.

· Prepare skill handouts.

· Have local telephone books and newspapers available.

· Obtain copies of national computer trade magazines and newspapers.

· Review Internet sites which post career opportunities in computer engineering.

Prior Knowledge Required

· Goal setting knowledge

Teaching/Learning Strategies

· Introduce students to the three skill areas that are critical to the Canadian workforce: Academic Skills, Personal Management Skills, and Teamwork Skills as outlined by the Conference Board of Canada. Discuss the skills that can be found under each board category. As a class create a skill rating system using a 1-4 scale. (An example is 1 = knowledge of this skill, 2 = can apply this skill sometimes, 3 = usually competent in this area, 4 = very confident in this area.)

· Students assess themselves on various skills under the three broad categories. They identify skills from each category that need improvement. Finally, they set personal goals in all three areas to be kept in their portfolio (Appendix 1.5.1 – Skills Inventory).

· Using local phone books, co-op resources, and the Internet, students research various local computer suppliers, service technicians, training centres, Internet providers, wholesalers, and manufacturers to establish the size of the local computer industry. Students create a personal database of company names, addresses, and phone numbers that are of particular interest to them to begin a resource list of potential contacts in the computer industry.

· Inventory students’ research to create a pie chart of the computer industry and to assist students in comprehension of data organization and representation.

Assessment/Evaluation Techniques

· Use student-teacher conferences to discuss initial skill inventory. (This may take several days and does not need to be complete by the end of this activity) The chart is set up to allow students to check their skill level a second time at the end of the course.

Accommodations

· Encourage students to ask others they trust about their personal employability skill level (other teachers, parents/guardians, etc.).

· Provide an organizer for database of local companies.

Resources

Web Sites

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

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

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

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

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

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

Other

Local telephone books and newspapers

Computer trade magazines and national newspapers

School Library/Resource Centre

Co-operative Education Department

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

Appendix 1.5.1

Skills Inventory

Criteria for assessment: Level 1 = never, Level 2 = sometimes, Level 3 = mostly,

Level 4 = always and with confidence

Academic Skills

Skill Description	Level				Skill Description	Level
	1	2	3	4		1	2	3	4
Read and understand written material					Read and understand written material
Write effectively					Write effectively
Present own ideas to others					Present own ideas to others
Understand oral information					Understand oral information
Comprehend basic math					Comprehend basic math
Organize data					Organize data
Possess computer skills					Possess computer skills
Use a calculator to solve problems					Use a calculator to solve problems
Use tools and equipment					Use tools and equipment
Read and understand technical materials					Read and understand technical materials
Accept ideas of others					Accept ideas of others
Research skills					Research skills
Learn through observation					Learn through observation
Make decisions					Make decisions
Think independently					Think independently
Create quality products					Create quality products
Generate ideas					Generate ideas
Learn quickly					Learn quickly

Appendix 1.5.1 (Continued)

Skills Inventory

Personal Management Skills

Skill Description	Level				Skill Description	Level
	1	2	3	4		1	2	3	4
Attend school daily and on time					Attend school daily and on time
Meet school work deadlines					Meet school work deadlines
Demonstrate self-control					Demonstrate self-control
Show initiative					Show initiative
Time-management skills					Time-management skills
Aware of safety concerns					Aware of safety concerns
Work well with others					Work well with others
Self-esteem and confidence					Self-esteem and confidence
Honest					Honest
Integrity					Integrity
Positive attitude					Positive attitude
Persistence					Persistence
Respect for others					Respect for others
Creative ideas					Creative ideas
Able to prioritize					Able to prioritize
Upgrade skill levels					Upgrade skill levels
Money management					Money management
Sense of humour					Sense of humour

Appendix 1.5.1 (Continued)

Skills Inventory

Teamwork Skills

Skill Description	Level				Skill Description	Level
	1	2	3	4		1	2	3	4
Listen to others					Listen to others
Identify non-verbal clues					Identify non-verbal clues
Try new things					Try new things
Dedicated					Dedicated
Co-operative					Co-operative
Plan with others					Plan with others
Work toward group’s goals					Work toward group’s goals
Exercise give and take					Exercise give and take
Leadership					Leadership
Encourage participation					Encourage participation
Concern for others					Concern for others
Responsible					Responsible
Speaks to groups					Speak to groups
Identify group problems					Identify group problems
Negotiation					Negotiation
Supportive of group					Supportive of group
Brainstorming					Brainstorming
Role model					Role model

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