CSC 1113 Introduction to Computers

LECTURE NOTES
I.

CHAPTER 1
CIYF 1.02 Section Number (ex. 1.4)

Introducing Computers and the Internet

A. Computers in daily life Lead students in a discussion about the activities they participate in that involve a computer or a computer network. Ask students to share their experiences, both good and bad, with computers in their daily lives. B. History of computers Class Exercise: If possible, show students a timeline of computer history. The PBS Web site has an excellent timeline located at http://www.pbs.org/nerds/timeline/. Ask students how much of the timeline they are already familiar with by virtue of living through the 1980s and 1990s. II. The Need for Computer Fluency CIYF 1.03

X.X A. Define computer literacy Computer literacy is the ability to use the computer and the Internet as a tool. A computer-literate individual is proficient with a few contemporary computer applications such as e-mail, word processing, and spreadsheets. Though such literacy enables students to make use of computers directly, it will not allow one to accommodate the rapid changes in technology. Ask for a show of hands of those students who believe that they are computer literate. B. Define computer fluency Computer fluency is the expansion of literacy to the level of conceptual understanding. To use computers effectively over time, people must continually expand their knowledge and upgrade their skills. This more fundamental understanding is called fluency. The term connotes the ability to synthesize, to express oneself creatively, and to manipulate the medium to achieve ones goals. Teaching Tip: Emphasize the differences and similarities between computer literacy and computer fluency. Ask for a show of hands of those students who believe that they are computer fluent. (Note: it would be interesting to return to this question at the end of the term. The basic objective of this course is to enable students to become computer fluent.) Class Exercise: Discuss the importance of computer fluency in the workforce. Ask students to think of career fields where computer fluency would not be an advantage.

CSC 1113 Introduction to Computers Chapter 1 Lecture Notes

III. What Is a Computer Anyway?

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CIYF 1.04

X.X A. Basic Definitions Spend as much time as is needed for students to master the concept of the computer as a machine that performs four basic operations: input, processing, output, and storage. Refer to Figure 1.3 to enforce this concept. B. How Computers Think Throughout history the human brain has been compared to many inventions, most recently to the computer. It is often helpful to use a computer-brain metaphor to assist students in developing a thorough understanding of computer processes. Class Exercise: Lead students in a discussion of how the computer and its processes are similar to the human brain, and how they are different. C. The Information Processing Cycle in Action: Batch vs. Interactive Processing The concepts of batch and interactive processing can be clearly explained by comparing and contrasting information systems by their mode of processing. In batch processing, transactions are processed periodically, such as daily, once a week, once a month, or the first Monday of every month. Typical examples of batch processing are the production of payroll checks or the printing of report cards at the end of a semester. On the other hand, interactive online systems process transactions in real time, as they happen, so that the database always remains current. Examples of interactive processing systems are airline reservation systems or the college registration process. Class Exercise: Engage students in a discussion about what would happen if airline reservation systems were not processed interactively, but were batch processed. D. Whats to be learned? 1. Dont let hardware scare you Encourage students to think of computers as tools that help them perform tasks. Assure them that computers are no more than appliances for the Information Age. Teaching Tip: Many students shy away from computer concepts because they believe they must be good at math. Webopedia has an excellent algorithm on baking a chocolate cake (http://www.pcwebopaedia.com/TERM/a/algorithm.html). If possible, share this algorithm with students and discuss how we use algorithms in daily life whenever we use a step-by-step procedure to solve a problem. A good group exercise would be to have students generate their own algorithms for a variety of tasks. 2. Take ethics seriously

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The Association of Computing Machinery has a section called The ACM Code of Professional Conduct in its bylaws (http://www.acm.org/constitution/bylaw15.html). Section 1 lists fundamental ethical considerations for computer professionals. After reviewing the General Moral Imperatives, lead students in a discussion of the code. Is it still valid? Are there other ethical considerations which should be addressed in the first section? Class Exercise: As a class, have students work together to create their own professional code of conduct. 3. Recognize the risks of using flawed software To grab students attention, try to add a few recent examples of software fiascoes to those listed in Figure 1.6.

The Millennium Bridge (http://www.arup.com/MilleniumBridge/). Simulations fail because of incorrect estimates for pedestrian forces. The 2000 US Presidential Election. This can be seen as a computer disaster because many problems are said to have been caused by the automated counting system. The counting system was supposed to be more accurate and easier than counting by hand, but some have said the reality is quite the opposite. The LASCAD (London Ambulance Service Computer-Aided Dispatch) Case Study (http://www.csm.uwe.ac.uk/teaching/notes/UQI101S2/lascad.htm).

4. Computer Systems Define the term computer system using Figure 1.8 to describe the physical components of a computer and the software that runs on the computer. Teaching Tip: The concept of information overload is addressed in this section. For the first time in history we are capable of producing far more information than we as human beings have the capacity to process. Lead the class in a discussion on information overload and prompt the group for suggestions on how it might impact such things as medicine. Are we informing ourselves to death? Refer to the article Internet Hypochondria (http://www.globeandmail.com/servlet/ArticleNews/PEstory/TGAM/20030128/F ACTS28/Health/health/health_temp/1/1/6/) for interesting background information on the issue. Web Link: If you find you have extra time, encourage students to visit the freeed.net Web site located at http://www.free-ed.net/. Follow the instructions to enter the site, then choose General Course Catalog. Choose College of Career and Technology, then Department of Computer Technology. The course CompTech 101 is available for free. Encourage students to explore the course lessons and to choose one or two for completion, as time allows.

CSC 1113 Introduction to Computers Chapter 1 Lecture Notes

IV. Introducing Hardware: The Computers Physical Components

Page 4
CIYF 1.10

X.X Teaching Tip: Most students will be comfortable with the topics in this section. However, many of them will not have had the opportunity to experience legacy computing devices. If possible, try to gather together examples of old types of hardware. Keep these display pieces in a box for use in future classes. Some suggested types of old hardware are: Old motherboards Old hard drives A 5 -inch disk drive and diskette An 8-inch disk drive and floppy disk (if you can find one) An IBM PC Junior chiclet keyboard

A. Input: Getting Data into the Computer Define what is meant by input devices and show students devices from your box of hardware. Class Exercise: Since most students are already aware that input devices include keyboards and mice, ask the class for examples of other input devices. Create a list on the board of the devices they come up with. These may include those found in the text, in addition to new wireless and remote devices. B. Processing: Transforming Data into Information Define the terms central processing unit (CPU), system unit, processor and chip. Show an old motherboard and some chips if you have them in your box of hardware. Teaching Tip: Present the concept of Moores Law. In 1965, Gordon Moore (future founder of Intel) noticed that chip capacity was doubling every 18 to 24 months. Encourage students to visit the Chart of the Day Web site (http://www.chartoftheday.com/sample3.htm) to see a graphical representation of Moores Law. Lead students in a discussion about computing power and where it might be at the end of this decade. Web Link: Encourage students to visit and explore the Intel Museum (http://www.intel.com/intel/intelis/museum/INDEX.HTM) to view an illustrated lesson in how chips are made. The Intel Museum provides computer technology information and resources about the history of the microprocessor and semiconductor science. C. Output: Displaying the Information Define the terms cathode ray tube (CRT) and liquid crystal diodes (LCD) . Refer to Figure 1.11 a & b to help students distinguish between these two different types of monitors. As in the section on input devices, ask the class for examples of different types of output devices they have had experience with. Their answers may include modems, speakers, and printers.

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Class Exercise: Many people are initially put off by the cost of flat-panel monitors, but they do not cost a fortune anymore. In fact, prices have been coming down at a rapid rate. Engage students in a discussion of flat-panel monitors vs. CRT monitors. What benefits do flat-panel monitors provide over CRTs? Following are some ideas for discussion: Physical size: smaller footprint Weight: lessens risk of injury when moving equipment Power: flat-panel monitors use significantly less power than CRTs Heat output Display area: a 15-inch flat-panel has the same viewable area as a 17-inch CRT Image quality: flat-panels are flicker-free with low screen reflection Image distortion Aesthetics: Flat-panel displays look cooler

D. Storage: Holding Programs for Future Use Define the terms central processing unit (CPU) , system unit, processor, and chip. Show an old motherboard and some chips if you have them in your box of hardware. While you are discussing the CPU and other devices, describe the difference between an internal and an external device. Point out external and internal devices on the computers in the classroom. One of the most common sources of confusion with students in a course such as this is the distinction between RAM and disk storage. If time is short for this lecture, make sure to focus your energy on this topic above all others. One of the most effective ways to make this issue clear is by using the desk and filing cabinet analogy. Teaching Tip: Ask students to imagine RAM as desk space in their office. The more desk space they have, the more they can do at any given time. The hard drive is like their filing cabinet. It is possible to store many more files in the filing cabinet than on the desk. When they open a file from the hard drive (permanent storage) it is like opening the filing cabinet and pulling out a file. Once the file is open, it goes into RAM (temporary memory) which is like putting the file on their desk. The file remains in RAM (on their desk) until they close the file (put the file back away). E. Communications Devices Most students will be aware of the concept of computers communicating with each other. Begin with the definition of a network, and expand upon the topic by describing LANs, WANs, and the Internet. If you have an old modem in your hardware box, show it at this time. It would also be beneficial to show a PCMIA card for a laptop to illustrate how modems have changed over the years. Class Exercise: Wireless fidelity (Wi-Fi) is a very exciting way for computers to communicate. If time allows, explain to students how communications devices have evolved in the past five years. Engage students in a discussion of the possible impacts cutting the cord might have on the computer user. F. Types of Computers CIYF 1.15

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Use Figures 1.14 and 1.15 to briefly describe the various computing options available for individuals and organizations. Teaching Tip: A common misconception shared by students is the there are only two flavors of computer: Apple and IBM. Take this opportunity to explain that both Macs and PCs are personal computers regardless of who manufactured them. The term personal computer refers to a computer used by an individual. Hence, a PDA (personal digital assistant) is also considered a personal computer. V. Introducing Software: Telling the Computer What to Do CIYF 1.18

X.X A. Types of Software Teaching Tip: A critical component of this chapter is to help students distinguish between system software and application software. 1. System software Be sure students understand that system software is software that interacts directly with the computer at a very basic level. System software includes operating systems such as UNIX, Windows, MAC OS10, and Linux. Included in the systems software category are compilers and utilities for managing system resources. 2. Application software By contrast, application software programs allow the end user to perform a specific task. Applications software packages are also called end-user programs. Class Exercise: Enforce the differences between applications software and systems software by giving examples of each, and have the students categorize the examples into systems or applications categories. VI. The Internet CIYF 1.21

X.X A. If you have an active Internet connection in the classroom, show students Hobbes' Internet Timeline Copyright (c) 1993-2002 by Robert H Zakon. (http://www.zakon.org/robert/internet/timeline/ ). Teaching Tip: Another point of confusion for most students at this level is the difference between the Internet and the World Wide Web. Explain to students that the World Wide Web is a subset of the Internet. Encourage students to visit the Webopedia site The Difference Between the Internet and the World Wide Web (http://www.webopedia.com/DidYouKnow/Internet/2002/Web_vs_Internet.asp) for a more in-depth discussion of the topic.

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Class Exercise: There are a variety of ways to access the Internet. Ask students to discuss the various methods by which they access the Internet. Does the school provide access for students? VII. Chapter Review CIYF 1.23

X.X Web Link: Refer students to www.prenhall.com/ciyf2004 for a review of the chapter, to answer the questions, and to complete the exercises and Web research questions. Takeaway Points: Ask students to recall the objectives identified at the beginning of this lesson. Tie the initial objectives with the essential lecture points that met the objectives. Objective: Explain the importance of computer fluency . Computer fluency refers to the ease with which people are able to navigate the digital world successfully. Computerliterate people are able to adapt to new computer technologies with ease and grasp the risks as well as the benefits of these new technologies. Objective: Define the word computer and name the four basic operations in the information processing cycle. A computer is a machine that, under a programs direction and control, performs the following four operations: input, processing, output, and storage. These four operations are called the information processing cycle. Objective: Give an example of the information processing cycle in action . In batch processing, the four basic computer operations are performed in a rigid sequence: input, processing, output, and storage. In interactive processing, the user can initiate and repeat information processing cycles without beginning a new session for each one. Objective: Explain why responsible computer usage always involves ethical considerations. Responsible computing requires that you understand the limitations and risks of using the computer, as well as the potential that computer misuse could subject others to harm. Objective: Provide examples of hardware devices that handle input, processing, output, and storage tasks. In a typical desktop personal computer, a keyboard and a mouse provide input capabilities, while the processing is done by the microprocessor (CPU) and RAM (random access memory). You see the results (output) on a monitor, and you typically use a hard disk for long-term storage. Objective: Explain the difference between system software and application software. System software refers to the programs that help the computer function properly, such as the operating system and system utilities. Application programs enable users to perform useful tasks. Objective: List the most popular Internet services. Popular Internet services include email, the Web, instant messaging systems, e-commerce, peer-to-peer data exchange networks, and FTP.