Course Profile
Computer Engineering, Grade 11, Workplace Preparation, Catholic and
Public
Unit
1: Hardware/Components/Peripherals
Time: 23 hours
Activity 1 | Activity 2
| Activity 3
Description
This
unit focuses on internal and external hardware components. Students
disassemble, assemble, and upgrade computer components, install drivers to
configure computer hardware systems, and recommend computer components and peripherals
based on customer needs. Safety is emphasized when students handle internal and
external components.
A
database of hardware components, logs of system changes and upgrades, and a
glossary are created by students to help them understand terms and illustrate
hardware management techniques. They identify employability skills and explore
careers in the computer hardware industry.
Unit Synopsis Chart
|
Activity |
Time |
Expectations |
Evaluation |
Tasks (Strategy) |
|
1.
Computer hardware, firmware, components |
660 min |
TFV.01,
TFV.03, TF1.01, TF1.02, TF1.11, SPV.01, SP1.04, SP1.05, SP1.06, SP1.07,
SP1.10, ICV.02 |
Communication |
Identifying
motherboard (Mbd) on-board components. Identify peripherals and their
interconnections. Disassemble system, with emphasis on tool use,
component/device ID, connections, documentation, research of functionality.
Focus on safe practices. |
|
2.
Computer assembly and testing |
480 min |
TFV.01,
TFV.03, TF1.02, TF1.11, SP1.03, SP1.13 |
Communication |
Reassemble
working computer. Emphasize sequence of process. Prepare the hard drive for
an operating system and enhancements. Verify against check list that system
works correctly in stages. |
|
3.
Computer Upgrading |
240 min |
TF1.04,
TF1.05, TF1.06, TF1.11, SP1.02, SP1.08, SP1.09, SP1.11, SP1.14, SP2.04,
SP2.05, SP2.06 |
Knowledge/ |
Upgrading
a computer system. Installing and configuring software and hardware. |
Activity
1: Computer Hardware, Firmware,
Components
Time: 660 minutes
Description
Students
are introduced to computer hardware and peripherals that make up a typical
computer system. The emphasis is on practice rather than theory. This is
accomplished through the actual assembly and disassembly of a computer system. Students
start a logbook (Appendix 1.1.1) to track their accomplishments, and compile a
glossary of terms to assist with the development of appropriate language
(Appendix 1.1.2). Safety procedures are reviewed on a regular basis to ensure
that students use appropriate methods and work safely.
Strand(s) & Learning
Expectations
Strand(s): Theory and Foundation,
Skills and Processes, Impact and Consequences
Overall
Expectations
TFV.01 -
describe current hardware and software products;
TFV.03 -
identify required procedures for the safe handling of electronic components;
SPV.01 -
follows maintenance and repair procedures;
ICV.02 -
identify skill sets required for the workplace.
Specific
Expectations
TF1.01 -
identify current hardware product and their uses;
TF1.02 -
explain the function of computer peripherals (e.g., mouse, keyboard, screen,
printer, multimedia devices);
TF1.11 -
explain the correct procedure for handling components that use electrical
power;
SP1.04 -
follow prescribed troubleshooting procedures effectively;
SP1.05 -
properly install and configure expansion components (e.g., video/network/modem
cards, memory, secondary storage devices);
SP1.06 -
perform basic maintenance on peripherals;
SP1.07 -
use utility software to diagnose and correct problems;
SP1.10 -
use appropriately prescribed methods of handling computer hardware;
SP1.13 -
maintain a glossary.
Prior Knowledge &
Skills
·
Hardware
and peripheral familiarization about computers
·
Personal
computer skills learned from general use of a computer
Planning Notes
·
Have
copies of the Board’s Internet Acceptable Use Policy, if it exists.
·
Review
safety with electricity and the proper handling of computer components.
·
Prepare
a Computer Safety Worksheet (see Appendix 1.1.4 for a sample) for electrical connection,
tool use, and parts handling.
·
Prepare
a demonstration centre with the various components of a computer system:
motherboard with RAM, ROM and battery; CPU; power supply; video card; I/O card;
sound card; internal modem; ribbons, cables and connectors.
·
Ensure
parts/components storage area is well-organized and assist in the management
and distribution of parts/components.
·
Ensure
students remove acrylic or wool sweaters before handling components of
computers.
·
Ensure
students discharge themselves before handling components or computers.
·
Prepare
a damaged hard drive, a power supply, and a floppy disk for demonstration
purposes (open the hard drive of floppy drive so students are able to see the
actual media).
·
Prepare
lessons on the following: the motherboard (CPU, chip set, expansion slots, I/O
connections), Memory (RAM, ROM, Cache), Input/Output Devices, Storage Devices
(fixed disk, floppy disk,
CD-ROM, DVD).
·
Prepare
any type of visual representation, i.e., Overhead, Computer graphic, of a
typical computer. Where hardware is not available, consult Resources to create
appropriate overheads, multimedia presentations, or handouts.
Teaching/Learning
Strategies
1. Review safety considerations when working
with computer internals and with electronic components.
2. Hand out and discuss copies of the Board’s
Internet Acceptable Use Policy, if it exists.
3. Students maintain a portfolio in binders
(worksheets, safe use policy, etc.) as well as electronic medium (logs,
glossary, research, comparisons, etc.)
4. Identify and discuss proper use of the tools.
5. Students design and produce a computer
disassembly log sheet form, used throughout this unit. This form may be
personalized as long as it follows certain criteria. See Appendix 1.1.3 for a
sample. Students work in groups and are encouraged to “set up” a company. A
proper logo and company name should be chosen and included on this form.
6. Give students a handout of a visual
representation of a computer system. Students start a glossary of terms
pertaining to the system. See Appendix 1.1.1 for terminology.
7. Show students the components and discuss each
one. Let students handle the components and discuss the safe handling in light
of possible damage to the electronic circuitry, (e.g., when bending IC pins) as
well as possible injury from sharp edges or points.
8. Show students how each component communicates
with the motherboard through ribbons, cables and connectors. Have students
identify pin 1 on such devices as hard drives and floppy drives and identify
the corresponding ribbon with the coloured wire.
9. Show students the difference between a PCI
and an ISA/EISA slot. If a more up-to-date motherboard is available, show the
USB port and other advanced connections.
10. Show students the interior of a hard drive,
floppy disk, and mouse. With the hard drive exposed, connect the hard drive to
a power supply. After turning on the power supply, students see the read/write
head initiating and they will notice the speed at which the hard drive turns.
At this time a discussion of RPM can be held.
11. Show students an exposed 3.5” floppy disk and
discuss the mechanics of this device.
12. Students turn on the computers, observe and
log the boot-up sequence. This is done to recognize the main steps to the boot
sequence and to show students the system boots up properly before disassembly.
13. After turning off the systems, students remove
the cases and begin disassembling the computers. While they disassemble the
computers, students make notes on where devices are connected. They label
devices and connectors, and complete the Computer Disassembly Log sheet
(Appendix 1.1.3).
14. A situation may be established in which one
student or one group of students assembles a computer and purposely omits one
of the components or does a faulty hook-up (or both). This student or group of
students, presents this computer to another student or group of students, who
are then responsible for troubleshooting the system. A discussion on work
ethics and customer service should be held at this point. Assessment may be
based on peer evaluation.
15. Students must keep their glossary of terms
updated, and at the end of this activity they submit this for evaluation.
Assessment & Evaluation of Student
Achievement
·
Ongoing
evaluation by observation allows the teacher to see if students are using the
tools safely and are able to disassemble and re-assemble a computer. Students
are evaluated on their work ethics and time spent in trouble-shooting by
completing a log sheet that clearly identifies the task and the time spent on
task (Appendix1.1.2).
·
End
this activity with a test on the assembly and reassembly of the computer
(Appendix 1.1.5).
·
To
reinforce the importance of safety when working with electronic components,
tools and electricity students complete the computer safety quiz provided
(Appendix 1.1.4).
·
The
use of appropriate terminology and ability to identify and describe internal
and external components and peripherals is assessed using the rubric (Appendix
1.1.6). This rubric is also used to assess safe work habits.
Accommodations
·
Pre-teach
vocabulary and definitions prior to and during lesson when necessary.
·
Provide
a partially completed glossary that students complete on their own or with
assistance from their peers.
·
Monitor
individual progress in identifying components and allow extra time.
·
Appoint
a ‘safety monitor’ and ‘buddy system’
·
Teachers
will consult individual student IEPs for specific direction on accommodation
for individuals.
Resources
Print
Norton,
Peter. Introduction to Computers, 3rd ed. New York: Glencoe/McGraw-Hill,
1999.
Smyth,
Graham and Christine Stephenson. Computer Engineering: An Activity-Based
Approach. Toronto: Holt Software Associates, 2000. ISBN 0-921598-36-X
Video
The
Journey Inside.
Intel Corporation. Part of The Journey Inside Education kit
Contains
two videos, an instructional binder, and electronic components.
Websites
How
Things Work – http://howthingswork.com
Novell
Network Primer – http://www.novell.com/catalog/primer/primer.html
Turing
and OOT – http://www.holtsoft.com/turing/resources.html
ABRA
Electronics – http://www.abra-electronics.com\
Inside a
computer – http://secure.wesweb.com/intel/form.htm
Appendix 1.1.1
Sample Log Book
The
following log is a sample template for students to track their progress.
|
Date |
System |
Problem/Activity |
Research |
Solutions/Application |
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Appendix 1.1.2
Glossary of hardware terms
|
Component |
Function |
|
Central Processing Unit (CPU) |
|
|
BIOS (in ROM) |
|
|
SIMMs, DIMMs, 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 |
|
Appendix 1.1.3
Sample Computer
Disassembly Log sheet
Entries
in the Image (Drawing) column may be neatly hand drawn, retrieved from one of
the reference Websites, or cropped/copied/pasted from various sites. (See Note
Concerning Permissions in the Overview Resources.)
|
Component |
Label or Identification |
Location |
Orientation |
Connections |
Image (Drawing) |
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Appendix 1.1.4
Computer Safety Worksheet
1. What tools should you have on your worktable
before beginning to work on any computer?
2. What characteristic should a tool not have
when working on a computer?
3. What special process is required before
handling electronic circuit boards or ICs?
4. What type of footwear is most suitable for
working on a computer?
5. What type of clothing must be avoided
when working on a computer?
6. Describe how electronic devices and computer
circuit boards must be handled.
7. Name two special considerations when choosing
cleaning agents for computer components.
8. Why is it important not to eat or drink in
the computer lab?
9. What is the procedure to follow if chemicals
get into your eyes?
10. Why is it always important to record
settings and configurations before changing them?
11. Explain how you would ‘backup’ a file. Why is
that important? How would you create a ‘backup’?
12. Why would a ‘bootup’ or ‘system boot’ disk be
important? How would you prepare one?
Appendix 1.1.5
Computer Assembly and
Disassembly Test
1. List three safety precautions to be observed
when assembling or disassembling a computer.
2. List the steps in dissembling a computer.
3. Describe the manner to correctly remove the
CPU (in a ZIF socket).
4. Describe the manner to correctly remove the
CMOS chip.
5. Describe the correct manner to handle circuit
boards.
6. How is a video card correctly installed?
7. What is the primary difference when inserting
cards into ISA versus PCI slots?
Appendix 1.1.6
Rubric Assessing use of
correct terminology, components and safety related to components
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/ Application Terminology demonstrates
ability to use appropriate terminology to identify the components and their
function |
-
limited ability to use appropriate terminology to identify the components and
their function |
- some
ability to use appropriate terminology to identify the components and their
function |
-
considerable ability to use appropriate terminology to identify the
components and their function |
- a
high level of ability to use appropriate terminology to identify the
components and their function |
|
Knowledge/ Communication Internal
components demonstrates
ability to identify and describe the function of micro computer components |
-
limited ability to identify and describe the function of micro computer
components |
- some
ability to identify and describe the function of micro computer components |
-
considerable ability to identify and describe the function of micro computer
components |
- a
high level of ability to identify and describe the function of micro computer
components |
|
Knowledge/ External
components demonstrates
ability to identify and describe the function of external components |
-
limited ability to identify and describe the function of external components |
- some
ability to identify and describe the function of external components |
-
considerable ability to identify and describe the function of external
components |
- a
high level of ability to identify and describe the function of external
components |
|
Knowledge/ Peripherals demonstrates
ability to identify and describe the function of peripheral components |
-
limited ability to identify and describe the function of peripheral
components |
- some
ability to identify and describe the function of peripheral components |
-
considerable ability to identify and describe the function of peripheral
components |
- a
high level of ability to identify and describe the function of peripheral
components |
Appendix 1.1.6 (Continued)
|
Knowledge/ Application Thinking/Inquiry Safety demonstrates
ability to follow recognized safety procedures when working with electrical
current demonstrates
ability to apply appropriate methods to ensure grounding demonstrates
ability to use specific tools for tasks |
-
limited ability to follow recognized safety procedures when working with
electrical current -
limited ability to apply appropriate methods to ensure grounding -
limited ability to use specific tools for tasks |
-
some ability to follow recognized safety procedures when working with
electrical current -
usually applies appropriate methods to ensure grounding -
some ability to use specific tools for tasks |
-
considerable ability follow recognized safety procedures when working with
electrical current -
considerable ability to apply appropriate methods to ensure grounding -
considerable ability to use specific tools for tasks |
- a
high level of ability to follow recognized safety procedures when working
with electrical current - a
high level of ability to apply appropriate methods to ensure grounding - a
high level of ability to use specific tools for tasks |
Note: A student whose achievement is below level 1
(50%) has not met the expectations for this assignment or activity.
Activity
2: Computer Assembly and Testing
Time: 480 minutes
Description
Students
develop the skill to properly handle computer components, correctly assemble
computer systems, configure the fixed disk in a computer system, and prepare it
for an operating system. Students build upon the knowledge and skills
introduced in Activity 1 so they can reassemble and test a computer system.
This activity allows the students to develop the required skills and problem
solving processes to eventually independently troubleshoot, recommend computer
configurations, and meet an identified need in the final activity.
Strand(s) & Learning
Expectations
Strand(s): Theory and Foundation,
Skills and Processes
Overall
Expectations
TFV.01 -
describe current hardware and software products;
TFV.03 -
identify required procedures for the safe handling of electronic components.
Specific
Expectations
TF1.02 -
explain the function of computer peripherals (e.g., mouse, keyboard, screen,
printer, multimedia devices);
TF1.11 -
explain the correct procedure for handling components that use electrical
power;
SP1.03 -
properly set up and configure computer systems;
SP1.13 -
maintain a glossary of computer terms and acronyms.
Prior Knowledge &
Skills
·
Hardware
and peripheral familiarization from Activity 1
·
Personal
computer skills learned from general use of a computer
Planning Notes
·
A
distinction is made here between an operating system and a platform: DOS being
the OS and Windows being an example of a platform. If an older system is used,
one without a CD-ROM for instance, it is advisable to use DOS 6.22 and Windows
3.1.
·
Inventory
the hardware available for any hands-on or demonstrative activities.
·
Test
equipment required for demonstrations and student activities. Experienced
students may assist in the testing procedure and equipment setup.
·
Ensure
students remove acrylic or wool sweaters before handling components of
computers.
·
Ensure
students discharge themselves before handling components or computers.
·
Prepare
a lesson on magnetic and optical storage devices and how they operate.
·
Prepare
a lesson on the need for and the procedure of formatting a disk, including
notes on Partitions, Boot Sector, File Allocation Table, Root Directory, and
Data Area. A review of bits and bytes may be in order before discussing storage
capacity.
·
Copies
of Appendix 1.2.1 – Hard drive glossary of terms.
Teaching/Learning
Strategies
1. Review
the safety considerations when working with computer internals and with
electronic components.
2. Hand out a copy of the Glossary of Terms
(Appendix 1.2.1). As students progress through this activity, they fill in the
definitions for each of the terms listed. This is submitted for evaluation at
the end of the activity.
3. After teaching a lesson on magnetic and
optical storage devices (operation, access time, transfer rate, speed),
students research the Internet and do a comparison of various devices, by brand
name and capacity rating. Students include such devices as Hard Drives, CD-ROM,
CD-R/W, and DVD. This chart is kept as part of their portfolio. See Appendix
1.2.3.
4. Students re-assemble the computer either
individually or in groups. A peer evaluation/inspection is completed. If
inspection is passed, students boot the computer, and observe/log the boot
sequence looking for errors or inconsistencies.
5. If the boot-up was not successful, students
record any error message that was generated by the computer and write down
their observations. They then proceed to trouble-shoot.
6. Once system has booted correctly and is
working, students proceed in developing a troubleshooting process with the
introduction of ‘controlled faults.’ These controlled faults are the removal of
items in the computer (CPU, RAM, etc.) and the logging of observed computer
problems and error messages. A table as in Appendix 1.2.7 would be completed.
7. Upon successful boot-up various tests are
conducted: boot-up without keyboard, without a video card, without RAM, or
ribbons connected to the wrong pin configuration (on hard drive or floppy
drive). Students write down their observations and any error messages the
computer generates. This becomes part of their trouble-shooting guide. This
task could be more structured to ensure it results in meaningful activity.
8. After a lesson on the types of interface
(IDE, ESDI, SCSI), students continue their research on the Internet and
complete the cost comparison chart.
Assessment &
Evaluation of Student Achievement
·
The
purpose of the assessment is to see if students are using the tools safely and
properly as well as to see if the students are able to assemble a computer.
Therefore, assessment should be done throughout this activity. Students are
assessed at the end this activity with a quiz on terminology and procedures
(Appendix 1.2.6).
·
The
Hard Drive Worksheets are to be completed and assessed to ensure students are
able to identify the part of a hard drive and basic operating principles
(Appendix 1.2.4, 1.2.5).
·
A
rubric may be used to assess the appropriate use of terminology and ability to
prepare a hard drive.
Accommodations
·
Students
with physical dexterity problems assemble a computer by directing a peer to
install a component in a particular location.
·
Have
a ‘shop computer’ available for students to practise alignment of male/female
plug-ins or connectors and learn to recognize symbols to aid in the assembly of
components (e.g., trapezoidal shape of plug-ins, international symbols).
Resources
Print
Norton, Peter. Introduction to Computers.
3rd. ed. New York: Glencoe/McGraw-Hill, 1999.
Smyth, Graham and Christine Stephenson. Computer
Engineering: An Activity-Based Approach. Toronto: Holt Software Associates,
2000. ISBN 0-921598-36-X
Video
The
Journey Inside.
Intel Corporation. Part of The Journey Inside Education kit
Contains
two videos, an instructional binder, and electronic components.
Appendix 1.2.1
Sample Template for Hard
Drive Glossary of Terms
|
Terms |
Definition |
|
Access
Time |
|
|
Boot
Record |
|
|
Cluster |
|
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Cylinder |
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Data
Area |
|
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Data
Transfer Rate |
|
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Directory |
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ESDI |
|
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FAT |
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Formatting |
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Hard
Disk |
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IDE |
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Land |
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Magnetic
Storage |
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Pit |
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Read/Write
Head |
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Sector |
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Track |
|
Appendix 1.2.2
Assessing terminology and
preparation of hard drive
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/ Terminology |
-
limited ability to use appropriate terminology to identify storage devices
and its function |
- some
ability to use appropriate terminology to identify storage devices and their
function |
-
considerable ability to use appropriate terminology to identify storage
devices and their function |
- a
high level of ability to use appropriate terminology to identify all storage
devices and their function |
|
Application Thinking/Inquiry Preparing
the hard drive |
-
limited ability to follow recognized procedures for preparing a hard drive |
- some
ability to follow recognized procedures when preparing a hard drive |
-
considerable ability to follow recognized procedures when preparing a hard
drive |
- a
high level of ability to follow recognized procedures for preparing a hard
drive |
Note: A student whose achievement is below level 1
(50%) has not met the expectations for this assignment or activity.
Appendix 1.2.3
Storage Medium Comparison
Chart
|
Device |
|||||
|
Magnetic/ Optical |
Interface |
Capacity in Mb/Gb |
Transfer Rate in Mb/Sec |
Seek time in msec. |
Price (optional) |
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Appendix 1.2.4
Hard Drive Worksheet 1
During
hard drive disassembly, complete the following table for all the hard drive
components, in each category.
|
Hard
Drive Component |
Image/diagram |
Connections |
Function |
|
R/W
head |
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Head
Actuator motor |
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Platter |
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Spindle |
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Spindle
motor |
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R/W
head arm |
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R/W
head arm pivot |
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Cast
casing |
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Air
filter |
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Data
connector |
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Power
connector |
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RPM
detector |
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Appendix 1.2.5
Hard Drive Worksheet II
Label the
parts of a HARD DRIVE on the following pictures (add arrows to indicate
specific parts)
Appendix 1.2.5 (Continued)
Appendix 1.2.6
Quiz
10/ 1. What does DATA RATE mean? Compare 3 types
of hard drives for their data rates noting the major identifying
characteristic.
10/ 2. What is meant by SEEK TIME? Compare 3 types
of hard drives for their seek times noting the major identifying
characteristic.
4/ 3. A HARD DRIVE spinning at 7200 RPM is comparable
to what land speed?
4/ 4. What is a FILE? How is it identified on
the HARD DRIVE?
4/ 5. What does the term CAPACITY mean? Provide
a simple formula to determine the CAPACITY.
8/ 6. What is the following? Label all the
elements correctly.
6/ 8. Explain the term PARTITIONING. How would
you perform this task on a hard drive?
Appendix 1.2.7
Boot sequence fault
analysis
|
Item
removed |
Fault
detected or observed |
|
CPU |
|
|
RAM |
|
|
ROM
(CMOS) |
|
|
Hard
drive |
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|
HD
cable reversed |
|
|
Floppy
drive |
|
|
FD
cable reversed |
|
|
HD
controller |
|
|
Video
card |
|
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Keyboard |
|
|
Mouse |
|
Activity
3: Computer Upgrading
Time: 240 minutes
Description
Students
are given the opportunity to upgrade a computer system, to install an operating
system and application software, and to optimize the performance of the
computer system. The activity is set up as a repair shop/customer service area
of a computer store. Students take on the role of both repair technicians and
customers. As customers, students specify the application of the computer. As
technicians, students recommend the appropriate hardware, operating system, and
software to meet the needs of the customer.
Strand(s) & Learning
Expectations
Strand(s): Theory and Foundation,
Skills and Processes
Specific
Expectations
TF1.04 -
identify current software products, their uses, and their hardware
requirements;
TF1.05 -
specify criteria for the selection of hardware;
TF1.06 -
explain the hierarchical structure used to organize directories and files;
TF1.11 -
explain the correct procedure for handling components that use electrical
power;
SP1.02 -
cost out computer systems accurately, including all components and peripherals;
SP1.08 -
install and update virus-checking software;
SP1.09 -
properly install and configure software upgrades;
SP1.11 -
perform backup procedures effectively;
SP1.14 -
prepare storage media for use;
SP2.04 -
maintain service logs effectively using a database and/or word processor;
SP2.05 -
develop installation and service procedures;
SP2.06 -
demonstrate ability to follow peer-developed installation or service
procedures.
Prior Knowledge &
Skills
·
Hardware
and peripheral familiarization from Activities 1 and 2
·
Ability
to develop and follow instruction sheets and maintain logs developed in
Activities 1 and 2
·
Personal
computer skills learned from general use of a computer
Planning Notes
·
Collect
flyers and brochures from computer stores, advertising computer systems with
different configurations.
·
Prepare
of a variety of upgrade or add-on cards such as video, sound, modem, scsi
(these upgrades do not need to be the very latest technology – this simulation
exercise can be successful with parts
from 486 models).
·
Check
availability of licensed software (see previous comments).
·
Research
local repair costs and labour costs for computer systems.
·
Create
scenarios with various computing needs such as:
·
a
system that allows the user to do word processing, e-mail/Internet research,
network conferencing;
·
a
system that allows the user to do 3-D image creation and editing;
·
a
system used by a small business that allows the user to do accounting, produce
invoices, e-mail, produce advertising materials.
Teaching/Learning Strategies
1. Hand out copies of advertising flyers.
Discuss the various computer systems, configurations, prices, and warranties
available.
2. Have the students research websites of
computer resellers to verify specifications and costs of systems and components.
3. Present students with different scenarios
(Appendix 1.3.1) In groups, the students identify the characteristics of the
system to meet a particular need.
4. Have the students conduct a comparison of
purchasing complete systems vs. purchasing components to build a custom system
to meet specific customer needs.
5. Encourage students to keep a journal in which
they enter the steps of installing these components, as well as any problems
they encounter and the solutions required.
6. Students should have an opportunity to
install such components as mice, printers, soundcards, modems, and, where
possible, different types of video cards on ‘shop computers.’
7. Students recommend an operating system, virus
checking software, and application software packages to meet the needs of the
customer (Appendix 1.3.2).
Assessment &
Evaluation of Student Achievement
Student
ability to recommend a computer system and appropriate software is assessed
using a rubric (Appendix – 1.3.3) and the proposal evaluation form (Appendix –
1.3.4).
Accommodations
·
Have
a variety of communication accommodations available for students who have
difficulty expressing themselves in a verbal format, such as, signing, bliss
board, etc. Consult with the Special Education resource department to ensure
that the accommodations are appropriate to the exceptionalities of particular
students.
·
Check
the students’ OSR and IEP to effectively provide suitable accommodations
specific to the needs of the student.
·
Allow
time for students with difficulties (e.g., nervousness) to develop presentation
skills and ensure that such students are paired with individuals that are
sensitive and can assist in the presentation.
Resources
Print
Glover,
Thomas J. and Millie M. Young. Pocket Pcref, 10th ed. Sequoia Publishing,
2000.
ISBN 1-885071-27-2
Minasi,
Mark. The Complete PC Upgrade and Maintenance Seminar In A Box. SYBEX,
2000.
ISBN 07821-2706-1
Websites
Websites
of the Board’s computer provider
Computer
assembly sites – http://oakroadsystems.com/tech/hd-partn.htm
http://www.pcmech.com/build.htm
Operation
of computer and components – http://www.karbosguide.com/index2.htm
ABRA
Electronics – http://www.abra-electronics.com
Appendix 1.3.1
Meeting Customer Needs
Research
the system that you recommend to the clients identified below:
CLIENT
“A”- snowbird
·
Not
computer literate and would like to create personal letters and customized
cards
·
Communicates
electronically with family in another province
·
Resides
six months of the year in Ontario and six months in Florida
·
Visually
challenged
·
Budget
- $1700
CLIENT
“B”- starting a home based business
·
Requires
the ability to send and receive faxes
·
Regularly
checks customer websites
·
Produces
‘legal quality’ contracts on legal size paper
·
Does
own accounting
·
Creates
cheques and invoices
·
Electronically
stores large customer files
·
Produces
own marketing materials
·
Budget
- $2500
CLIENT
“C” travelling sales representative
·
Works
out of vehicle
·
Travels
nationally
·
Needs
to create transferable files
·
Sends
and receives information (text and drawings)
·
Requires
navigating system
·
Required
to produce “legal quality” documents
·
Requires
portable power considerations
·
Required
to input and transmit digital images
·
Likes
to watch movies when on the road
·
Budget
– dependent upon return on investment
Appendix 1.3.2
Recommendation Form
|
Item |
Specifications |
Cost |
Ease of use |
|
Internal
Components |
|
|
|
|
External
Components |
|
|
|
|
Peripherals |
|
|
|
|
Operating
system |
|
|
|
|
Application
Software |
|
|
|
|
Virus
checker and security |
|
|
|
|
Energy
considerations |
|
|
|
|
Durability
considerations |
|
|
|
Appendix 1.3.3
Rubric to assess upgrading
and software installation
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Communication Application Upgrading |
-
limited ability to recommend upgrades that meet client needs |
- some
ability to recommend the upgrades that meet client needs |
-
considerable ability to recommend the upgrades that meet client needs |
- a
high level of ability to recommend the upgrades to meet client needs |
|
Application Installing
and configuring software |
-
limited ability to follow recognized procedures for installing software |
- some
ability to follow recognized procedures when installing software |
-
considerable ability to follow recognized procedures when installing software |
- a
high level of ability to follow recognized procedures when installing
software |
Note: A student whose achievement is below level 1
(50%) has not met the expectations for this assignment or activity.
Note: Each category can be assessed on
separate short sight passages over a period of time. Using the same rubric, the
student’s progress can be recorded and measured, from diagnostic to formative
to summative evaluation, using different colours for each assessment. The
length of the sight passage may be more than one or two pages, as long as the
length and level of difficulty are consistent among assessments.
Appendix 1.3.4
Proposal Assessment Chart
(1= limited, 2=
moderate, 3= considerable, 4= thorough)
|
Criteria |
1 |
2 |
3 |
4 |
|
Evidence
of Thorough Research |
|
|
|
|
|
Contribution
to Group |
|
|
|
|
|
Multimedia
Use and Presentation |
|
|
|
|
|
Meets
Client Needs |
|
|
|
|