PDF Copy of Whole Course

About This PDF

This PDF file is a compilation of all of the Lesson Plan, Teacher Resource, and Student Resource Word documents that make up this NAF course. Please note that there are some course files that are not included here (such as Excel files). This “desk reference” enables you to easily browse these main course materials, as well as search for key terms. For teaching purposes, however, we recommend that you use the actual Word files. Unlike PDF files they are easy to edit, customize, and print selectively.

Like all NAF curriculum materials, this PDF is for use only by NAF member academies. Please do not distribute it beyond your academy.

NAF Principles of Information Technology Lesson 1 Course Introduction Special Note to Teachers Principles of Information Technology was written originally as the first course for students in the Academy of Information Technology. Because this course covers topics that are relevant and applicable to any career, it is now available for all NAF students, regardless of academy theme. Here are some important notes for teachers in the Academies of Finance, Hospitality & Tourism, and Health Sciences who are teaching Principles of Information Technology for the first time:  You may need to modify more technical aspects of the course or make other adjustments to suit your students.  We’ve incorporated some industry examples for finance, hospitality and tourism, and health sciences, but please include additional examples appropriate for your students, as you would do with any NAF course.  This course may include activities that are duplicates of ones your students have already completed in another NAF course. Simply skip these activities or substitute others.

Lesson Overview This introductory lesson exposes students to some of the key terms and areas of knowledge that they will be studying throughout this course. They also learn about the skills they will develop that are crucial to working with information technology. Students probe their personal conceptions about information technology by judging the accuracy of a variety of statements. They acquire a sense of the course objectives by looking at examples of culminating projects created by previous students, who developed presentations about a dream personal technology system they would like to build if they had the resources. Students also set up two course tools: a general taxonomy of key terms in information technology, and a notebook they will use throughout the course. Advance Preparation  Determine how you would like students to set up notebooks for this course. We recommend you have them keep their notes and course materials in a computer-based folder, a three-ring binder, or a spiral-bound notebook.  Use the Semester Planning Table for planning purposes throughout the course. This document is included in the Course Planning Tools section of the course. All course materials can be downloaded from the NAF Online Curriculum Library.  This course requires a specific set of computer-related equipment. A summary of these requirements is listed in Required Equipment and Access Rights (available in the Course Planning Tools section of the course materials). You may want to go over this list with your school’s IT administrator before beginning this course.  Review the Summary of Annual Course Updates (also included in the Course Planning Tools section), which describes significant changes to the course since the previous year.

 If you are not an AOIT teacher, review the entire course prior to Lesson 1 in order to adapt it to your needs and to delete any duplicate activities.  Note that guidance for NAFTrack Certification procedures is not included within the lesson plans for this course. Be sure to review the course’s NAFTrack Certification Course Guide, available in the NAFTrack Certification section of the course materials. This lesson is expected to take 2 class periods.*

Lesson Framework Learning Objectives Each student will:  Infer the skills and knowledge about information technology needed to be successful in an authentic project  Identify general information technology terms with which to build a taxonomy Academic Standards  None Assessment  None Prerequisites  None

* There are several introductory activities you may want to add before the first set of course activities, depending upon your own needs and preferences. Such activities will extend the length of this lesson and may include conducting a favorite icebreaker, setting course and grading expectations, teaching classroom procedures, and having students learn each other’s names.

Instructional Materials Teacher Resources  Teacher Resource 1.1, Example: Culminating Project Presentation (separate PowerPoint file)  Teacher Resource 1.2, Answer Key: Principles of IT Anticipation Guide  Teacher Resource 1.3, Notebook: Table of Contents (separate Word file)  Teacher Resource 1.4, Key Vocabulary: Course Introduction  Teacher Resource 1.5, Bibliography: Course Introduction Student Resources  Student Resource 1.1, Anticipation Guide: Principles of IT  Student Resource 1.2, Example: Alphabetical Taxonomy  Student Resource 1.3, Taxonomy: Information Technology Terms Equipment and Supplies  One notebook per student for taking notes and holding assignments and handouts (options include three-ring binder, spiral-bound notebook, computer-based folder)  Artifacts of culminating projects from previous years (photos or video presentations)  LCD projector or computer equipment necessary to view presentation and culminating projects from previous years  Blackboard, whiteboard, or flip chart  Chart paper

Lesson Steps

Step Min. Activity

CLASS PERIOD 1

1 40 Presentation: Example of the Principles of IT Culminating Project This activity introduces students to the Principles of IT course by giving them a chance to view an example of the culminating project they will be creating during the course. It

Step Min. Activity

also focuses on the following college and career skill:  Developing awareness of one’s own abilities and performance Start the class by giving the students some overall background on the culminating project. The driving question for the project is: “How do we design a ‘dream’ personal technology system that best meets a specific purpose and budget?” Explain that the students will work in groups to decide what kind of personal technology system they are dreaming about (including a computer, network components, and devices like tablets, smartphones, and external storage). Each group has a $5,000 budget to spend on this personal technology system. The students begin by analyzing their needs and collecting data about the different parts of computer systems. Then they look at different vendors they can buy components and devices from, and they develop a spreadsheet that matches prices, components/devices, vendors, and manufacturers. Finally, students design a PowerPoint presentation featuring their choices and present it to an audience of professionals at the end of the project. Tell the students that you are going to show them a narrated PowerPoint presentation that will give them a sense of what their own projects will entail. Note that they will not be creating a narrated PowerPoint, because they will be making their presentations in person. But in the example presentation, they will hear students delivering a presentation about their dream personal technology system to a professional audience. As an alternative (or in addition) to showing the presentation included as Teacher Resource 1.1, Example: Culminating Project Presentation (separate PowerPoint file), you can show a video of a culminating project presentation from one of your previous Principles of IT classes. Show the presentation (Teacher Resource 1.1) once to give the students an overall sense of it. Then write the following question on the board:  What do you think you need to know about IT, and what skills would you need to have, in order to complete a project like this? Instruct students to write down their answers to this question as they watch the presentation and for a few minutes afterward. Then show the presentation again, this time having students look for the skills and knowledge they need to learn in the course in order to produce a successful culminating project. Tell students to pair up with a neighbor to discuss their answers to the question. Ask volunteers to share what they wrote, and then list their ideas on the board. As an option, make two lists: one for kinds of knowledge and one for skills needed. Work with the class to whittle down the list to the 10 or so most important skills and/or areas of knowledge that the students believe would be needed for this course. Have them explain their reasons for including each skill or knowledge area. Write the 10 or so items on a piece of chart paper and post the chart on the class wall. Return to this list during the course to evaluate students’ initial expectations. You can even have the class check off skills and areas of knowledge as they encounter them throughout the course. Ask students to share any final observations about the presentation they just watched. Here are some possible questions you might ask:  Does the work fit your idea of what an information technology professional would

Step Min. Activity

do? If so, how?  What strengths and knowledge do you have that would help in work like this?  What challenges would you have to overcome to do work like this? Point out to students that as they work through this course, they will gain the skills and knowledge they need to create a project like this.

2 10 Anticipation Guide: Principles of IT In this activity, students build on prior knowledge as they begin to engage with some of the topics covered in this course. Have students read the directions for Student Resource 1.1, Anticipation Guide: Principles of IT. Answer their questions about the directions. Explain that it is not important to figure out what an expert would think is the “right” answer, but rather to share what they think. Model what you mean by doing the first statement aloud with students. Next, have students complete the first two sections—“My guess” and “My reason”—for each statement of the resource. At the end of class, collect this resource and let students know you’ll be reviewing it together in the next class period. Note: If there isn’t enough class time to complete these, you may have students do so for homework. Just be clear that students should not use any reference materials to find the “right” answers for these statements—it’s really about what each student thinks on his or her own. Review the students’ responses before the next class period to get a sense of their prior knowledge for this course.

CLASS PERIOD 2

3 15 Review: Principles of IT Anticipation Guide Students practice sharing their opinions and listening to their classmates’ perspectives as they review the anticipation guide they completed in the previous class period. Pair students with a neighbor. Return Student Resource 1.1, Anticipation Guide: Principles of IT, to students and tell them to compare their responses and discuss their reasoning. Then, with the whole class, ask a couple of students to share their reasoning for each statement. Note the areas where students are in agreement and disagreement. Use Teacher Resource 1.2, Answer Key: Principles of IT Anticipation Guide, to tell students how most IT professionals would respond to these statements, but point out that some are open to interpretation. Also note that they will be learning a lot more about each of these topics throughout the course. Tell students to write down what they learned during this discussion in the “I learned” section of the resource. This anticipation guide will be inserted into each student’s course notebook, which students will prepare in the next activity.

4 15 Preparation: Course Notebook If appropriate for the type of notebook you want your students to keep, prior to class

Step Min. Activity

print enough copies of Teacher Resource 1.3, Notebook: Table of Contents (separate Word file), so that all students have a couple of pages to place in the beginning of their notebooks. To begin this activity, advise students that they will be required to keep a notebook with their work for this course. Make sure students understand that their notebook is a place where they will save important work. Tell students they will need to bring their notebook to every class and will use it to keep many kinds of work in, including:  Notes  Guides and other resources  Worksheets and other assignments  Reflections  Project plans Explain to students how to organize their notebooks in a way that works for your class. Whatever notebook structure you choose, make sure it provides students with the following:  An orderly way of keeping notes, reflections, project work, and so forth for each lesson so that they can reference their work when necessary.  A place to insert student resource pages such as reference sheets, note-taking tools, graphic organizers, and other materials that they complete during each lesson.  A means of setting up a table of contents so that they can find a page when they need it. One option is to give each student a couple of copies of Teacher Resource 1.3, Notebook: Table of Contents (separate Word file), and ask them to insert the pages at the beginning of their notebook. When students are clear on how to set up their notebook and have created a table of contents, ask them to insert their anticipation guide as the first entry in their notebook. Tell students that they need to keep all of the handouts they receive in this course, and to keep track of them via the table of contents, because they will refer back to many of them and use them for other assignments. Another important tool that students will keep in their notebooks is a taxonomy. They will complete the taxonomy in the next activity.

5 20 Taxonomy: General Course Terms As they develop a taxonomy during the first unit of this course, students discover more of what they already know about information technology and create a place to store new terms. (See The NAF Learning Handbook for more information on this strategy.) Have students begin by looking at Student Resource 1.2, Example: Alphabetical Taxonomy, to introduce them to what a completed taxonomy looks like. Explain the purpose of a taxonomy and answer any questions. Then ask students to look at Student Resource 1.3, Taxonomy: Information Technology Terms. Direct students to begin independently by thinking of terms that relate to information technology. An obvious example is the word Internet. Students will write Internet next to the letter I. Have students work for about five minutes, adding as many terms as they can think of that relate directly to information technology. They may write more than one

Step Min. Activity

term for each letter; however, they should not worry about finding a term for every letter. Now organize students in pairs. Ask them to collaborate by sharing terms in order to build their taxonomies. For example, if one student has written Internet and the other has not, the second student would add Internet to his or her taxonomy. After five minutes, ask students to leave their taxonomy on their desk and walk around the room to view each other’s taxonomies. Ask students to collect terms from their peers to bring back to their own taxonomy. Give students a couple of minutes to add the terms they collected to their taxonomies, and complete the activity with a short discussion. Call on as many pairs as time allows, asking them to share some of the words that were easy to come up with and some of the words from peers that were new to them. Tell students to insert the taxonomy into their notebook after the anticipation guide, and to follow any instructions you provided for numbering pages and adding entries to the table of contents. Inform them that from now on, they will be in charge of remembering to add resources to their notebook and to keep the table of contents up to date. This taxonomy can be used as time allows and as appropriate until the end of Unit 1. Have students continue to add relevant vocabulary terms they encounter. This taxonomy should become a solid list of basic terminology that will serve as a resource for future assignments. Adding to the taxonomy will not be explicitly suggested in the lesson plans, so please incorporate this activity at your discretion.

Extensions Content Enrichment Instruct students to explore the Tech Terms Computer Dictionary website (http://www.techterms.com/) or Webopedia computer dictionary (http://www.webopedia.com/) and to look for definitions of words they have in their taxonomy. Ask students to jot down any of the definitions that they find interesting so that they can share them with the class. STEM Integration Technology: Set up your class to reduce paper and encourage student collaboration by using online tools for document sharing and classroom management. Students can access resources and upload their work to a web-based service, making it easier for you to track their progress.  Share and collaborate on documents and presentations using Google Docs or Google Slides.  Track assignments, share resources, and interact with students about their work using an online management learning service like Collaborize Classroom (www.collaborizeclassroom.com).  Take classroom discussions online, connect with other teachers, and keep students on top of their assignments with a tool like eChalk (www.echalk.com) or Edmodo (www.edmodo.com).  Upload, collect, and manage student resources, including photo and video, with services like Haiku Learning (www.haikulearning.com) and LiveBinders (www.livebinders.com).

Many of these tools are cross-platform, so students can stay connected using any type of device (desktop, laptop, tablet, or smartphone). While most paperless solutions are free, some require a small paid subscription. Check with your school or district for low-cost educator price plans.

Teacher Resources

Resource Description

Teacher Resource 1.1 Example: Culminating Project Presentation (separate PowerPoint file)

Teacher Resource 1.2 Answer Key: Principles of IT Anticipation Guide

Teacher Resource 1.3 Notebook: Table of Contents (separate Word file)

Teacher Resource 1.4 Key Vocabulary: Course Introduction

Teacher Resource 1.5 Bibliography: Course Introduction

Teacher Resource 1.2 Answer Key: Principles of IT Anticipation Guide

If someone knows how to check email and surf the web, they are pretty much computer literate.

My guess: I agree I disagree

My reason:

To be computer literate means that you understand the concepts, vocabulary, and tasks related to general computer use. Email and web browsing are part I learned: of that, but so are using productivity tools, finding your way around an operating system, and being able to troubleshoot simple computer problems.

All desktop computer systems are basically alike on the inside.

My guess: I agree I disagree

My reason:

The difference in performance and features between “low-end” and “high-end” computers has become relatively slim in recent years. Architecturally speaking, all desktop computer systems are basically alike inside, with differences in things such as the particular brand and number of CPUs and the I learned: vendor of the graphics processor, and minor details like network and audio chipset vendors. The minimum functionality of nearly every PC available today is enough for even 3D, CAD, and numerical processing applications. Major differences in architecture and design are usually apparent only in extremely high-end server systems.

Peer-to-peer networks are a great way to share all kinds of files.

My guess: I agree I disagree

My reason:

A peer-to-peer network allows any user on that network to access any files stored on other machines on the network. There are two main drawbacks to I learned: this approach. The first is that everybody can access all the files, so there is no privacy or security. The second is that peer-to-peer networks have been used to spread malware.

Open source software is the wave of the future. Soon, it won’t matter what kind of machine a person has, because everything will be translatable from one operating system to another.

My guess: I agree I disagree

My reason:

Open source software can be critical to IT because anyone can inspect and modify the source code. But proprietary software also plays a critical role. I learned: Software written for one operating system is not automatically translatable to another, regardless of whether its source is openly available.

Java is the best programming language to learn first, because it is cross-platform and very popular for website and app development.

My guess: I agree I disagree

My reason:

Java is too complex for most people as a first programming language. Starting with a more straightforward programming language, such as Python, or even I learned: learning scripting such as HTML or JavaScript, will help you build the necessary skills you need to become an effective programmer.

Most people across the globe have similar access to technology and information.

My guess: I agree I disagree

My reason:

In an ideal world, people everywhere would have unrestricted and equal access to technology. But the reality is that technology is advanced by private enterprise, which comes with a cost. Only people who can afford it have access to technology, although some governments are providing access to I learned: technology for their citizens, and the cost of available technology continues to become more affordable. Certain countries, such as China and Saudi Arabia, also place restrictions on what their citizens can access on the Internet. Only 40% of the people in the world had access to the Internet in 2015.

The best IT jobs are in Silicon Valley tech companies like Apple, Google, and Facebook.

My guess: I agree I disagree

My reason:

While a lot of jobs are in technology-focused companies, every industry and almost every company has people who are IT specialists. Whether you work I learned: on computer systems or custom software or apps or data mining, you can have a career in IT in any industry anywhere in the country.

Now that tablet computers and smartphones are so common, laptops and desktop computers will be phased out.

My guess: I agree I disagree

My reason:

While it is true that mobile computing (tablets and smartphones) has taken over many of the tasks of traditional computers such as email, gaming, and I learned: web browsing, desktops and laptops are still more useful for word processing, spreadsheets, programming, layout design, and photo and video editing, and when large amounts of data must be stored and/or manipulated.

Teacher Resource 1.4 Key Vocabulary: Course Introduction

Term Definition computer A machine that can be programmed to process information. hardware The physical equipment that makes up computer systems.

Words, numbers, symbols, images, sounds, and anything else that can be information communicated and understood.

Devices and systems used to store, process, transmit, and receive information technology information.

The communications network that can link almost any computer to any other Internet around the world using multiple telephone, cable, or radio connections as well as other computers. software A computer program or group of programs used to process information. taxonomy A categorized list of words that are related to a particular topic.

Teacher Resource 1.5 Bibliography: Course Introduction

The following sources were used in the preparation of this lesson and may be useful for your reference or as classroom resources. We check and update the URLs annually to ensure that they continue to be useful.

Print Rothstein, Andrew, Evelyn Rothstein, and Gerald Lauber. Writing as Learning: A Content-Based Approach, 2nd ed. Thousand Oaks, CA: Corwin Press, 2007.

Online “The Tech Terms Computer Dictionary.” TechTerms.com, http://www.techterms.com/ (accessed May 14 2016).

Student Resources

Resource Description

Student Resource 1.1 Anticipation Guide: Principles of IT

Student Resource 1.2 Example: Alphabetical Taxonomy

Student Resource 1.3 Taxonomy: Information Technology Terms

Student Resource 1.1 Anticipation Guide: Principles of IT

Student Name:______Date:______

Welcome to the NAF Principles of Information Technology course! Over the next few months, you’ll learn a great deal about computers and their history, the systems that allow them to operate, the software applications used on them, and the Internet, which links together hundreds of millions of computers all over the planet. You’ll also learn about issues such as Internet security and privacy, when and how to upgrade computers and software, and the ways that information technology (IT) affects people’s lives. This is a hands-on course. That means that you’ll have lots of opportunities to practice what you learn, including using software applications and trying your hand at programming. You’ll have a chance to look inside computers and see how they work. You’ll also get to meet a number of professionals in the field, offering you a great opportunity to find out more about IT careers you might be interested in pursuing. Directions: For each of the statements below, underline “I agree” if you think the statement is accurate and “I disagree” if you disagree with it. Write one reason to explain your guess.

If someone knows how to check email and surf the web, they are pretty much computer literate.

My guess: I agree I disagree

My reason:

I learned:

All desktop computer systems are basically alike on the inside.

My guess: I agree I disagree

My reason:

I learned:

Peer-to-peer networks are a great way to share all kinds of files.

My guess: I agree I disagree

My reason:

I learned:

Open source software is the wave of the future. Soon, it won’t matter what kind of machine a person has, because everything will be translatable from one operating system to another.

My guess: I agree I disagree

My reason:

I learned:

Java is the best programming language to learn first, because it is cross-platform and very popular for website and app development.

My guess: I agree I disagree

My reason:

I learned:

Most people across the globe have similar access to technology and information.

My guess: I agree I disagree

My reason:

I learned:

The best IT jobs are in Silicon Valley tech companies like Apple, Google, and Facebook.

My guess: I agree I disagree

My reason:

I learned:

Now that tablet computers and smartphones are so common, laptops and desktop computers will be phased out.

My guess: I agree I disagree

My reason:

I learned:

Student Resource 1.2 Example: Alphabetical Taxonomy

A taxonomy is a list of related terms that have been put into categories. You will develop taxonomies in this course to build vocabulary and to see the relationships among important words. Your taxonomies will also be helpful tools for the writing and reading assignments you receive. Below is a taxonomy for the topic of colors, in which the terms have been categorized alphabetically.

Can you think of any others? Go ahead and add them into the correct category.

A aquamarine, amber, azure B black, brown, beige, bronze, burgundy C cobalt, chartreuse, cream, crimson D denim E ecru, emerald F fuchsia G gold, gray H henna I indigo, ivory J jade K khaki L lavender, lilac M magenta, mauve N navy blue O ochre, olive P pink, periwinkle Q R red, rust S scarlet, silver T teal, tan, terra-cotta U ultramarine V violet, vermilion W white X Y yellow Z

Student Resource 1.3 Taxonomy: Information Technology Terms

Student Name: Date:

Think of terms related to information technology. Write them on this list in alphabetical order.

This lesson shows students the importance of being computer literate and the ways that computers impact our lives. It also provides students with a review of early technologies that led to the development of computers. Students review how modern computers came to be, from early examples to the many types that exist today. Advance Preparation For Class Period 1, you will need several computers, mobile devices, and tablets with Internet access to set up stations that provide a hands-on demonstration of information technology. See Teacher Resource 2.1, Guide: Setting Up Stations, for detailed information. This lesson is expected to take 3 class periods.

Lesson Framework Learning Objectives Each student will:  Identify ways that computers impact our everyday lives at home, school, and work  Define the term information technology  Explain the meaning and importance of computer literacy  Identify early technologies that helped lead to the development of computers  List key milestones in the development of computer technology  Classify modern computers into primary categories  Identify trends related to the use of IT in people’s personal and professional lives  Characterize how our society is changing because of the pervasive influence of IT

Assessment Product Means of Assessment

Reflection on the impact of IT on society and the Assessment Criteria: Information Technology student’s life (Student Resource 2.4) and Its Impact on Society and My Life (Teacher Resource 2.4)

Prerequisites  An awareness that computers are all around us and that we interact with them many times per day

Instructional Materials Teacher Resources  Teacher Resource 2.1, Guide: Setting Up Stations  Teacher Resource 2.2, Presentation and Notes: The History and Development of Computers (includes separate PowerPoint file)  Teacher Resource 2.3, Multi-Pass Instructions: The History and Development of Computers  Teacher Resource 2.4, Assessment Criteria: Information Technology and Its Impact on Society and My Life  Teacher Resource 2.5, Key Vocabulary: The Evolving Role of Information Technology and Computers  Teacher Resource 2.6, Bibliography: The Evolving Role of Information Technology and Computers Student Resources  Student Resource 2.1, Reading: The Evolving Role of Information Technology  Student Resource 2.2, Note Taking: The History and Development of Computers  Student Resource 2.3, Reading: The History and Development of Computers  Student Resource 2.4, Reflection: Information Technology and Its Impact on Society and My Life

Equipment and Supplies  Several computers, mobile devices, and tablets with Internet access  LCD projector and computer for PowerPoint presentation  Index cards  Blackboard, whiteboard, or flip chart

Lesson Steps

Step Min. Activity

CLASS PERIOD 1

1 30 This activity immerses students in the variety of ways that they already use information technology in their daily lives and gives them a framework for thinking about what information technology includes and what they will learn about in this course. The activity also focuses on the following college and career skills:  Developing awareness of one’s own abilities and performance  Working effectively with a diversity of individuals and perspectives Before class begins, set up about 10 stations around the room where groups of three students can engage in a short activity that involves some type of information technology. (You will need at least one station for every three students, so if you have 30 students, you will need at least 10 stations.) For each station, you will need to set up the required equipment and also post instructions about what students should do at the station. See Teacher Resource 2.1, Guide: Setting Up Stations, for a list of required equipment and preparation. Possible stations might include:  Use an iPad or similar tablet to take a picture of something in the classroom.  Add each group member’s name to an Excel spreadsheet.  Use a mobile device to ask Siri (or similar) a question and see if you get a correct answer.  Use Google Maps to find a location of interest.  Use Google and enter a search term that consists of several keywords, and examine the first three links returned to see how accurate they are.  Use a computer with a touch screen to get a weather update.  Make a few moves in a computer game.  Type ipconfig at the command prompt and find that computer’s IP address. If you

Step Min. Activity

are using a Macintosh or Linux computer, open a terminal window (shell) and type ifconfig. To begin the activity, ask students to share ideas about what they think the study of information technology will include. Give several students a chance to share. Be sure students realize that the scope of information technology is extremely broad and always evolving. For students who are interested in IT careers, point out that this is one of the reasons it is such a great field to pursue. Then explain to students that in this activity, they will carry out a wide variety of IT activities to gain some idea of the scope of topics they will be learning about in this course. Divide students into groups of three and assign each group to one of the stations you have prepared. Instruct groups to read the instructions for the activity at their station and then perform the activity. Explain that you will serve as time keeper and that you will ask them to move on to the next station after one minute. Point out that they will have to work quickly to complete some of the activities in one minute. (If one minute seems too short because it takes time to move around your classroom, you may want to give them 90 seconds. But you want to keep them moving fairly quickly.) After students have visited all the stations, give them a few minutes to go back and look at the work other groups did at the stations, such as pictures taken, PowerPoint slides, locations found on Google Maps, and so on. Next, ask students to work in their group to write a list of four or five elements that all the activities they performed have in common. Ask groups to share their lists, and then discuss as a class why all of these activities can be lumped into the broad field of information technology. Tell students that as they learn more about information technology, they will get a deeper understanding of how all of these technologies that are second nature to them actually work.

2 20 Reading: The Evolving Role of Information Technology This reading provides students with an overview of how information technology is used in almost every field of endeavor. To introduce the reading, choose some current event or “happening” in your community that students are likely to be familiar with (for example, any kind of rescue operation, the opening of a new supermarket, or the hospitalization of a prominent figure). Pair students, and ask pairs to make a list of ways that information technology is put to use in the event you described. When they have finished, ask for volunteers to share their list with the class. Next, instruct students to read Student Resource 2.1, Reading: The Evolving Role of Information Technology, and to make a list in their notebook of what they see as the three most significant uses of information technology. Let them know that they will need this information later in the lesson. Point out to students that this exercise will help them understand how taking Principles of Information Technology is the first step in preparing for a 21st century career.

CLASS PERIOD 2

Step Min. Activity

3 15 Review: The Evolving Role of Information Technology This activity provides an opportunity to check for understanding of the reading from the previous class period. Ask students to share with a partner what they wrote in their notebook as the three most significant uses of information technology covered in Student Resource 2.1, Reading: The Evolving Role of Information Technology. Then ask pairs to share their ideas with the class. Through this discussion, students have the chance to relate what they learned from the reading and hear the opinions of others, and you are able to judge how well they understand the course content to date. To conclude the discussion, point out to students that information technology has not always been at the forefront of people’s lives. In the next activity, they will learn how the notion of information technology has developed over time.

4 35 Presentation: The History and Development of Computers

This activity gives students a more in-depth look at the history of computers. It also develops students’ listening and note-taking skills. To prepare, make notes to guide class discussion using Teacher Resource 2.2, Presentation Notes: The History and Development of Computers. Have Teacher Resource 2.2, Presentation: The History and Development of Computers (separate PowerPoint file), ready to show as a full-screen slideshow using an LCD projector. Instruct students to use Student Resource 2.2, Note Taking: The History and Development of Computers, to take notes during the presentation. Present the slideshow. Use the notes you prepared and the questions on the slides to encourage class discussion. Another option for this presentation is to use the multi-pass method, with the slides printed and posted around the classroom. Follow the instructions in Teacher Resource 2.3, Multi-Pass Instructions: The History and Development of Computers. This presentation is duplicated as Student Resource 2.3, Reading: The History and Development of Computers. If an LCD projector is unavailable, students can read the presentation, answer the discussion questions in their notebook, and discuss their answers as a class. This student resource is also useful for review. After the presentation, divide the class into pairs or groups of three and have them compare their notes for completeness and accuracy. Invite each pair or triad to share their thoughts and questions. Point out to students that their general knowledge of how humans throughout history have performed calculations, how computers developed, and the state of modern information technology provides a foundation for understanding what they learn in the remainder of the lesson about the forces that drive technology.

CLASS PERIOD 3

Step Min. Activity

5 20 List, Group, Label: Examining the Forces That Drive Technology This activity helps students categorize the forces behind technology and innovation. To prepare for this activity, write the following questions on the board:  What trends do you see in computer evolution?  What factors drive technological innovation? To begin the activity, ask students to recall the PowerPoint presentation on technology and the history of computers. Ask students to look at the slides in Student Resource 2.3, Reading: The History and Development of Computers. Ask them to identify several technologically rich tools or gadgets. Write these on the board. Examples may include a computer, a television, a video game player, a space satellite, a robot, or an iPad. Next, organize students into groups of four or five. Give each group at least 15 index cards and ask group members to record the features of the items listed on the board that they believe technology users value most. Each card should contain one feature (for example: is fast, is portable, can hold a lot of data, has a big screen). Ask the groups to make 15 or more cards. Tell students they have five minutes to write. Finally, ask each team to group the cards into three to five categories and label the categories. Ask each group to write their categories on the board. Identify as a class the common categories. Use this discussion to reveal aspects of technology that drive innovation. Possible categories may include the following:  Speed  Efficiency  Reliability  Cost savings  Ease of use  Entertainment  Small size Conclude the activity by asking the students to briefly record in their notebook their findings regarding the forces behind innovation. This does not need to be formal writing—a basic outline will do. This will give students a chance to focus their thoughts and make notes that will help them as they complete the upcoming reflective writing activity.

6 30 Reflection: Information Technology and Its Impact on Society and My Life This exercise calls upon students to think about and articulate what they have learned in this lesson and how their newfound knowledge might impact their everyday lives or planned careers. It also focuses on the following college and career skill:  Demonstrating the ability to write effectively Using Student Resource 2.4, Reflection: Information Technology and Its Impact on Society and My Life, ask students to spend 20 minutes writing a rough draft of a short reflective piece identifying four facts they have learned about information technology and telling why these facts are important to them and society and how they use them in their everyday lives or plan to in their future career. Before students start writing, look

Step Min. Activity

together at the example and talk about how the essay is structured. Have students read the assessment criteria, and answer any questions they have. After 20 minutes, let students share their writing with a partner. Partners should exchange papers and comment on each other’s rough draft, noting what they like as well as anything that is incomplete or inaccurate. Finally, instruct students to compose their final draft as homework and to have it ready to turn in at the beginning of the next class period. Remind them to refer to the assessment criteria and to the comments they received from their peers. Assess their work using Teacher Resource 2.4, Assessment Criteria: Information Technology and Its Impact on Society and My Life. Point out to students that this lesson has provided them with a solid foundation they will build on as they learn more about information technology and computers.

Extensions Content Enrichment  Instruct students to pick one or more of the following topics to research and write a short report on: “How computers are used in . . .” o Distance learning programs to earn a college degree o Retail stores and supermarkets o Home appliances o Cars and other vehicles o The US space program o Factory robots o The military o The entertainment industry to create movies o Designing buildings o The creation of music o Hospitals o Forensic and crime scene investigation o Telecommuting (working from home) o Communicating with friends and family  Ask students to research an influential figure from the history of technology. Then ask them to take on the persona of that figure and give a short (less than five minutes) biographical speech to the class. These are some possible figures: o Charles Babbage o Alexander Graham Bell o Tim Berners-Lee o William Burroughs

o Vannevar Bush o Nolan Bushnell o Ada Byron, Countess of Lovelace o Martin Cooper o Lee de Forest o Thomas Alva Edison o John Ambrose Fleming o Bill Gates o Jaap Haartsen o Betty Holberton o Erna Schneider Hoover o Grace Hopper o Steve Jobs o Narinder Singh Kapany o Jack Kilby o Allan Marquand o Samuel Morse o John Napier o William Oughtred o Blaise Pascal o Dennis Ritchie o Jean Sammet o Wilhelm Schickard o Carol Shaw o Christopher Sholes o Richard Stallman o George Stibitz o Ken Thompson o Alan Turing o Charles Wheatstone o Konrad Zuse  Have students conduct additional research on early technology, including the Pascaline calculator, the Leibniz calculator, the ENIAC, the Colossus computer, and vacuum tubes. Students should write a one- to two-page report summarizing their findings and highlighting the early technology’s importance to the evolving role of IT in our daily lives.  Have students visit a public library to observe all the ways technology has transformed the information gathering and distribution process in recent years. Can students find a card-based catalog, or is everything computerized? How are media checkouts handled? Does a librarian stamp a book and record the patron’s information manually, or is it computerized? How do research librarians work to help patrons find information that isn’t physically available in the local library? Has the number of hard-copy books grown, or are more and more books being provided as e-books?

STEM Integration  Science: Have students interview a scientist or a science teacher about how computers have impacted his or her work. Students should ask the person they interview, “Would you be able to perform your job without computers? If not, why?” Tell students to prepare a short magazine-style interview with their findings.  Technology: Ask students to take an in-depth look at how IT affects a specific aspect of our society. They will present their research findings to the class in a three-minute presentation. Students should create a story presentation summarizing their findings using an online storytelling tool like Simplebooklet (www.simplebooklet.com), UtellStory (www.utellstory.com), or Narrable (www.narrable.com). Students should include speaker notes to use when they present their slides. Possible topics for students to explore are: o 24-hour news cycles o Accessibility of information o Dating and meeting new friends o Decreased attention spans o Online shopping o Freedom of speech o Identity and data theft o Publishing of news leaks and classified information o Job security (increase and/or decrease) o Working from home versus working in an office o Music and movie distribution o Pollution (disposal of CRTs, printer/toner cartridges, and so on) o Privacy issues o Sociability and isolation o Spread of political/religious ideas around the world o Warfare techniques o Remote surgery  Technology: Ask students to consider if they have ever been cyberbullied or have ever cyberbullied anyone. Ask them to think about why cyberbullying has become more commonplace because of the Internet. If they have trouble coming up with an answer, ask them what the difference is between bullying someone in person to their face and doing it through the Internet. Have students discuss options for how to prevent and curb cyberbullying at your school. Students should then work in groups of two or three to create public-service posters addressing this issue. If students have Internet access, consider asking them to make their poster using an online graphic design tool like Canva (www.canva.com) or CollageIt (www.collageitfree.com).  Technology: Invite a member of your local news media to speak about how news is gathered and delivered now versus how it was done in years past. If you cannot find a guest speaker who is able to address the class in person, consider hosting a videoconference with the speaker. Additional Cross-Curricular Ideas  Art: Have students prepare a poster or PowerPoint presentation focusing on the design element of personal computers. Tell the students to show what personal computers looked like when PCs were first marketed and how they look now. How have they changed? Ask students to show what they predict computers will look like 10 or 20 years from now.

 Law/Civics: Ask the students to define identity theft. Then have them research identity theft. What causes it? What personal information does a person need to obtain to acquire credit cards in another person’s name? Have the students research the legal aspects of identity theft; in particular, what laws help protect citizens.  Social Studies: There are many toxic elements that go into the manufacturing of electronic devices. E-waste is the result of discarding these devices. Aside from the sheer size of components like monitors and system units that stack up in landfills, the toxic elements can get into a water supply and introduce poisons to a community’s drinking water. Have students research e-waste in terms of what it is and how it impacts a community. Then have them research what the United States has done with e-waste (quite commonly, we have shipped our waste overseas to countries who are willing to, for a fee, bury it). They should also examine methods that responsible companies are using to properly recycle and/or dispose of such waste. Have them write a brief report describing their findings.

Teacher Resources

Resource Description

Teacher Resource 2.1 Guide: Setting Up Stations

Teacher Resource 2.2 Presentation and Notes: The History and Development of Computers (includes separate PowerPoint file)

Teacher Resource 2.3 Multi-Pass Instructions: The History and Development of Computers

Teacher Resource 2.4 Assessment Criteria: Information Technology and Its Impact on Society and My Life

Teacher Resource 2.5 Key Vocabulary: The Evolving Role of Information Technology and Computers

Teacher Resource 2.6 Bibliography: The Evolving Role of Information Technology and Computers

Teacher Resource 2.1 Guide: Setting Up Stations

Directions: Use the table below to gather the equipment you will need and to prepare the stations for the hands-on activity in Class Period 1. You may want to add some of your own activities or alter these, depending on the equipment you have available. Adapt the activity instructions in the left column below as needed and then post the instructions at each station.

Activity Instructions Required Equipment Preparation

Use an iPad or similar tablet to take a Tablet with camera None. picture of something in the classroom. Save the picture.

Watch a video clip. Tablet, smartphone, or Choose a video clip that is computer with Internet shorter than a minute, such as access a news clip, and give students the URL.

Add the first and last name of each Computer with Excel or Open an Excel spreadsheet. group member to the Excel similar software installed Label column A “First Name” spreadsheet. and column B “Last Name.”

Use a mobile device to ask Siri (or iPhone with Siri or similar None. similar) a question and see if you get device with personal digital a correct answer. assistant

Use Google Maps to find a location of Computer or tablet with Open Google Maps in a interest in Maps view and Satellite Internet access browser. view.

Use Google to run a search on a Computer or tablet with Open Google.com in a phrase containing multiple keywords. Internet access browser. Examine the first three links returned. How closely do these links match the search terms that were entered?

Find the price of an information Computer or tablet with Open Amazon.com in a technology device on Amazon.com. Internet access browser.

Use a computer with a touch screen Computer with touch On Windows 8, the weather to get a weather update. screen OS such as should be available on the Live Windows 8 Tiles menu.

Make a few moves in a computer Computer with simple game Open the game you have game. suitable for ninth graders chosen on the computer. installed (should be the type of game where each group can make one move)

Activity Instructions Required Equipment Preparation

Add a new slide to a PowerPoint Computer with PowerPoint Create a PowerPoint presentation. The slide should tell or similar software installed presentation and write “What I what you like best about information Like Best about Information technology. Technology” on the first slide.

Type ipconfig at the command prompt Computer with Internet Open a command prompt and find your computer’s IP address access window on the computer. (if you are on a Macintosh or Linux computer, use ifconfig).

Teacher Resource 2.2 Presentation Notes: The History and Development of Computers

Before you show this presentation, use the text accompanying each slide to develop presentation notes. Writing the notes yourself enables you to approach the subject matter in a way that is comfortable to you and engaging for your students. Make this presentation as interactive as possible by stopping frequently to ask questions and encourage class discussion.

Presentation notes

In this presentation, you will explore a few of the early technologies and tools that helped pave the way for modern computers. You’ll then look at some key milestones in computer development.

Presentation notes

The word computer includes many devices that process and store information. Basically, a computer is a machine that uses hardware and software to respond to and execute instructions. It gathers, processes, and stores information.

Presentation notes

The first counting tools were people’s own fingers. The word digit can refer to a finger (or toe) or to a single character in a number system. Bones with carved notches have been found in Europe, dated between 30,000 to 20,000 BCE. One had notches in groups of five—early evidence of the tally system. The tally system is still in use today, making it one of humankind’s most enduring inventions. When you use objects instead of fingers to count, you can store results for later reference. The number shown on the slide is 17.

Presentation notes

It is believed that the abacus was invented around 3,000 BCE in Babylonia. Others say that the Chinese invented the abacus. (The model shown on this slide is Chinese.) Early versions used small stones or pebbles lined up in columns in the sand. A modern abacus has rings or beads that slide over rods in a frame. The word calculate is derived from the Latin word for pebble. A standard abacus can be used to perform addition, subtraction, division, and multiplication.

Presentation notes

A punch card is a piece of stiff paper that has predefined positions on it. Data is represented by the presence or absence of a hole in each predefined position. Punch cards were first used in the early 19th century to store information for textile looms and player pianos. They were used later to compute the 1890 census. From the 1900s into the 1950s, punched cards were the primary medium for data entry, data storage, and processing in institutional computing. By 1937, IBM printed five to ten million punch cards every day. During the 1960s, as more capable computers became available, magnetic tape gradually replaced the punch card as the primary means for data storage. Today punch cards are mostly obsolete, except for in a few legacy systems.

Presentation notes

Charles Babbage designed a steam-powered calculator called the Difference Engine in 1821. The purpose of the Difference Engine was to compile mathematical tables. Babbage received British government funding for his project, but when his attempts to build the machine failed, the project was canceled in 1842. The photo on this slide shows a reproduction of the Difference Engine. His next idea was the Analytical Engine (1856), designed to perform any kind of mathematical calculation. The Analytical Engine used punched cards. Babbage died before the Analytical Engine could be completed, although part of it was built by Babbage’s son in 1910. The entire machine would have used 25,000 parts and weighed three tons. Image retrieved from http://commons.wikimedia.org/wiki/File:050114_2529_diff erence.jpg and reproduced here under the terms of the Creative Commons Attribution ShareAlike 1.0 license. Original photograph by Joe D.

Presentation notes

The Analytical Engine utilized logic based on conditions or situations, a characteristic of today’s computers. This meant that while the machine was running, different results could be achieved based on the conditions the machine detected. The Ada programming language is named after Ada Byron.

Presentation notes

During World War II, Konrad Zuse, a German engineer, created a series of computers: the Z1, Z2, Z3, and Z4. The Z3 was the first fully programmable, digital computing machine. The photo on this slide shows a reconstructed model of Zuse’s Z1 machine.

Presentation notes

In 1943, the British built the first “Colossus” computer. These machines were used to decipher encrypted teleprinter messages sent by the Germans during World War II. While optically reading a paper tape, the machine applied programmable logic to every character in an encrypted message and then counted how many times the logic function was determined to be “true.” The photo on this slide shows the Colossus Mark II. Notice the slanted control panel on the left and the paper tape on the right. Colossus used vacuum tubes to remember its program. The tube was either on or off (binary). Since valves were the size of a lightbulb, the memory of the Colossus filled an entire room and generated a lot of heat. It was destroyed after World War II. Information about Colossus was not available to the general public until the late 1970s, after the Official Secrets Act ended in 1976.

Presentation notes

In 1958, Texas Instruments built the first integrated circuit as the key component in computer memory and processing instructions. Integrated circuits replaced the room of vacuum tubes. Although this first circuit had some problems, the idea was groundbreaking. By making all the parts out of the same block of material and adding the metal needed to connect them as a layer on top of it, there was no more need for individual discrete components. No more wires and components had to be assembled manually. The circuits could be made smaller and the manufacturing process could be automated. The microchips with a “window” (middle photo) were a special type of permanent memory chip that could be programmed but then “erased” and reused by shining ultraviolet light through the window for a few minutes. Most modern chips do not have this window. Over time, integrated circuits have continued to get smaller in size but larger in capacity. The microprocessor in modern-day computers is an integrated circuit that processes all information in the computer. It keeps track of what keys are pressed and if the mouse has been moved. It counts numbers and runs programs, games, and the operating system. Integrated circuits are also found in almost every modern electrical device, including cars, television sets, MP3 players, and cell phones. Images retrieved from wikipedia.org and reproduced here under the terms of the GNU Free Documentation License: http://commons.wikimedia.org/wiki/Commons:GNU_Free _Documentation_License.

Presentation notes

Until the mid-1970s, computers were used only by the government, scientists, large companies, universities, and research organizations. The Altair, designed for hobbyists, was sold by mail order beginning in 1975. The Altair’s computing results were displayed as patterns of small red lights on the front panel. Since there was no keyboard or screen, information was entered by clicking switches on the front of the machine. Hobbyists added keyboards, teletype printers, a television display, and paper tape or audio cassette interfaces to make the machines more usable. Early programming was done in assembler code or a language called BASIC. Floppy disks and hard drives weren’t available for these machines until two or three years later. The Altair was sold as a kit that the customer had to assemble. The kit was about $600. The floppy disk box shown underneath the main CPU box was not part of the original Altair 8800a but was an option available two years later.

Presentation notes

The Apple I was marketed as a fully assembled circuit board containing about 60+ chips. However, to make a working computer, users still had to add a case, power supply transformers, a power switch, a keyboard, and a video display. The Apple II had 4KB of standard memory, expandable to 8KB or 48KB using expansion cards. Apple I image retrieved from wikipedia.org and reproduced here under the terms of the GNU Free Documentation License. A copy of the license is available at http://commons.wikimedia.org/wiki/Commons:GNU_Free _Documentation_License.

Presentation notes

The photo shows an early IBM PC. The first IBM PC came equipped with 16KB of memory, expandable to 256KB. The PC came with one or two 160KB floppy disk drives and an optional color monitor. The PC was different from previous IBM computers because it was the first computer to be built from off-the- shelf parts (called open architecture). Also, it was the first IBM computer to be marketed by outside distributors (Sears & Roebuck and ComputerLand). PC image retrieved from wikipedia.org and reproduced here under the terms of the GNU Free Documentation License. A copy of the license is available at http://commons.wikimedia.org/wiki/Commons:GNU_Free _Documentation_License.

Presentation notes

A wide range of personal computers is available; the size and shape of a computer is known as its form factor. Desktop computers can be stand-alone tower models, or the computer can be built into the monitor. Laptops were the first portable computers. Tablet PCs may use virtual keyboards and handwriting recognition for text input through the touch screen. All tablet personal computers have a wireless adapter for Internet and local network connection. The iPad is the most well-known tablet PC. Smartphones usually allow the user to install and run advanced applications. They run complete operating system software, providing a platform for application developers. The next level of mobile phones beyond smartphones have been called “nirvana phones.” These smartphones can be docked with an external display and keyboard to create a desktop or laptop environment.

Presentation notes

As PCs have become more powerful over the past 30 years, the description of what a workstation is and what a PC is has continually shifted. Workstations are PCs with high-speed processors, lots of storage, and special equipment, such as hardware to enable extensive graphics capabilities. Workstations are commonly used by professionals such as engineers, scientists, and video editors. Complex capabilities (such as multitasking and the ability to allow multiple users access to the computer at the same time) that were once reserved for scientific and engineering fields have become an integral part of all PCs. Today, scientists and graphics professionals are the main users of workstations, which are much more powerful and more expensive than a basic modern PC. High-speed processors and graphics chips require larger power supplies and better cooling than that available in a typical laptop. The computer-generated movie Toy Story was made on a set of Sun (Sparc) workstations.

Presentation notes

A server is a computer that provides services over a network. It is usually dedicated to a special purpose. For example, a file server is dedicated to storing files and making them available to other people on the network. A print server manages one or more printers; a database server processes database queries. There are also web and email servers. Servers are typically put in tall racks with other servers. The racks or server rooms require extra cooling because the servers are on all the time.

Presentation notes

Supercomputers have become indispensable tools in cutting-edge scientific research. These machines are valued for their ability to solve problems critical to national interests in areas like defense, energy, and finance. Governments use supercomputers for tasks such as high-tech military and space programs. Supercomputing technology is also a part of mainstream business. Oil and gas companies use it to find reservoirs. Wall Street traders use it for the quickest automated trades. Meteorologists use supercomputers for weather forecasting. Legacy supercomputers are very large, with many processors inside. In 2011, IBM supercomputer “Watson” beat two of Jeopardy’s best champions in a two-day match. In June 2012, IBM’s “Sequoia” supercomputer, based at the Lawrence Livermore National Laboratory, reached 16 petaflops (quadrillions of calculations per second), setting the world record. In June 2013, the Chinese supercomputer Tianhe-2 surpassed the Sequoia and other machines with 33.86 petaflops, using a total of 3.12 million computer processing cores. The Sequoia used 1.5 million cores. In March 2013, Blue Waters opened up to the science community at large. It is the first system of its kind to sustain one-petaflops performance—one quadrillion calculations per second—on a range of science and engineering applications. The project was developed at the National Center for Supercomputing Applications, at the University of Illinois at Urbana- Champaign.

Presentation notes

Computers came into widespread use relatively recently—mostly in the last two decades of the 20th century up until today. But as you’ve seen, their history goes back more than 5,000 years to the abacus. From a simple calculator made from beads and wires, to the complex world and number of devices available today, the computer plays an important role in our daily lives. The difference between an ancient abacus and a modern computer seems vast, but the principle—making calculations faster than the human brain—is nearly the same. What might the next generation of computers look like and be able to do?

Teacher Resource 2.3 Multi-Pass Instructions: The History and Development of Computers

These instructions apply if you choose to print out the corresponding student resource reading pages and post them around the room. It’s important to print the student reading pages rather than the PowerPoint slides, because the student pages include notes that contain further important information for students to consider about each key concept. Instruct the students to make several passes around the room, each time noting the information described below.

First Pass: Survey (5 minutes)  Read the title and introduction, and note the sections of the presentation.  Examine the illustrations: Have you seen any of these elements before? Do you own any of them? Have you heard of any of the people mentioned here before?  Read the headings to see how the presentation is organized.  Paraphrase the information acquired. What information has been the most surprising to you? Second Pass: Size Up (15 minutes)  Identify key concepts by using titles and headings, visuals, bold print, italics, and/or color codes. Have you encountered any of the older computers or concepts mentioned before?  Generate questions about key concepts in technology and computer history, and answer them by looking at the slides.  Paraphrase key concepts. How have computers changed over time? How has people’s use of computers changed? Can you predict how their use might change in the future?

Third Pass: Sort Out (10 minutes)  Answer student-generated questions and reinforce key concepts.

Teacher Resource 2.4 Assessment Criteria: Information Technology and Its Impact on Society and My Life

Student Name:______

Date:______

Using the following criteria, assess whether the student met each one.

Met Partially Didn’t Met Meet

The essay clearly sets forth how the information technology features identified impact the student’s life, □ □ □ with examples presented to support the statements.

The essay clearly sets forth how the IT features identified impact society, with examples presented to □ □ □ support the statements.

The writing demonstrates an understanding of the material presented in the course thus far. □ □ □

The essay is organized in a logical manner, with an introduction, a paragraph that supports each point, and □ □ □ a conclusion.

The essay is neat and uses proper spelling and grammar. □ □ □

Additional Comments:

______

Teacher Resource 2.5 Key Vocabulary: The Evolving Role of Information Technology and Computers

Term Definition abacus An instrument used to perform calculations by sliding rings or beads along rods inside a frame. attention span The length of time a person can concentrate on a single activity, idea, or task. binary number system A system with two numeric values of 0 and 1, which are also referred to as off or on. computer An instrument or machine that gathers, processes, and stores information. computer cluster A group of computers working together to share resources. decimal number system A system with 10 numeric values, 0 through 9. digit A single character in a number system. digital Describes something that relies on an electronic signal (electrical pulse) used to transmit information in the form of binary digits. form factor The size and shape of a computer or device. integrated circuit A group of tiny transistors and electric wires built on a silicon wafer, or chip. isolation The separation of a person from the rest of a group or society. mainframe computer A large, multi-user computer commonly used in large businesses and government agencies; more powerful than a minicomputer. microcomputer A single-user computer that comes in many forms, such as a desktop model, a portable laptop/notebook, or a handheld computer; also called a personal computer.

Term Definition minicomputer A midsize, multi-user computer; more powerful than a workstation or personal computer but less powerful than a mainframe computer. news cycle The length of time between the end of one news broadcast or delivery and the beginning of the next. notebook/laptop computer A small, lightweight, portable microcomputer with an attached flat screen. personal computer A computer designed to be used by one person at a time; the acronym PC is sometimes used to refer to IBM PCs and “compatibles” to distinguish them from Apple computers. punch cards Wooden or cardboard pieces with punched holes in predefined positions; used to store and process information in early calculating and computer devices. smartphone A device that integrates a cell phone with the features of a PC, such as the ability to store information, receive email, and install programs. supercomputer The largest, most powerful type of computer; generally used in scientific, engineering, and military fields, including space programs and weather forecasting. tally system A system that uses marks or sticks for counting. terminal A device or computer connected to a multi-user computer such as a minicomputer or mainframe computer. vacuum tube An early form of electrical memory using glass bulbs. workstation A single-user computer more powerful than a microcomputer; commonly used by engineers, scientists, and graphic artists.

Teacher Resource 2.6 Bibliography: The Evolving Role of Information Technology and Computers

Print White, Ron. How Computers Work, 9th ed. Indianapolis, IN: Que Publishing, 2007.

Online “2010 Copiapó Mining Accident.” Wikipedia, http://en.wikipedia.org/wiki/2010_Copiapó_mining_accident (accessed May 16, 2016). Ayers, Sheldon. “The Cultural Impact of Computer Technology.” Yale-New Haven Teachers Institute, http://www.yale.edu/ynhti/curriculum/units/1999/7/99.07.07.x.html (accessed May 16, 2016). Basel Action Network (BAN), http://www.ban.org/ (accessed May 16, 2016). “Bell Artifacts Collection.” Microsoft.com, http://research.microsoft.com/en- us/um/people/gbell/cybermuseum_files/bell_artifacts_files/artifacts.htm (accessed May 16, 2016). Bellis, Mary. “Putting Microsoft on the Map: History of the MS-DOS Operating Systems, IBM & Microsoft.” About.com, http://inventors.about.com/od/computersoftware/a/Putting-Microsoft-On-The-Map.htm (accessed May 16, 2016). “Colossus Computer.” Answers.com, http://www.answers.com/topic/colossus-computer (accessed May 16, 2016). “Computer Dictionary and Glossary.” Computer Hope, http://www.computerhope.com/jargon.htm (accessed May 16, 2016). Computer History Museum, http://www.computerhistory.org/ (accessed May 16, 2016). “ENIAC: Celebrating Penn Engineering History.” The School of Engineering and Applied Science, University of Pennsylvania, http://www.seas.upenn.edu/about-seas/eniac/ (accessed May 16, 2016). Eulenstein, Olaf. “The Importance of Technology in a Changing World.” EzineArticles.com, http://ezinearticles.com/?The-Importance-of-Technology-in-a-Changing-World&id=3945739 (accessed May 16, 2016). “Exhibits.” IBM Corporate Archives, http://www-03.ibm.com/ibm/history/exhibits/ (accessed May 16, 2016). Fernandes, Luis. “Abacus: The Art of Calculating with Beads.” The Abacus, http://www.ee.ryerson.ca/~elf/abacus/ (accessed May 16, 2016). Greenia, Mark. “The History of Computing: An Encyclopedia of the People and Machines That Made Computer History.” Lexicon Services Publishing, http://www.computermuseum.li/Testpage/01HISTORYCD-WELCOME!.HTM (accessed May 16, 2016). “Career Explorations.” Bureau of Labor Statistics, US Department of Labor, http://www.bls.gov/k12/students.htm (accessed May 16, 2016). “Image Gallery.” IBM News Room, http://www-03.ibm.com/press/us/en/photos.wss (accessed May 16, 2016).

“Impact of New Computer Systems on Employment.” Department of Computer Science and Engineering, University of Notre Dame, http://www.nd.edu/~kwb/nsf-ufe/myers.html (accessed May 16, 2016). “Information Technology.” Wikipedia, http://en.wikipedia.org/wiki/Information_technology (accessed May 16, 2016). Kopplin, John. “An Illustrated History of Computers.” Computer Science Lab, http://www.computersciencelab.com/ComputerHistory/History.htm (accessed May 16, 2016). “Occupational Outlook Handbook, 2014–2015 Edition.” Bureau of Labor Statistics, US Department of Labor, http://www.bls.gov/ooh/ (accessed May 16, 2016). Oracle Education Foundation. “Computer Chronicles: From Stone to Silicon.” ThinkQuest Library, http://wayback.archive-it.org/3635/20130913053622/http://library.thinkquest.org/22522/ (accessed May 16, 2016). Redshaw, Kerry. “Pioneers.” KerryR.net, http://www.kerryr.net/pioneers/index.htm (accessed May 16, 2016). Sanford, Glen. “apple-history.” http://www.apple-history.com/ (accessed May 16, 2016). ScienCentral and the American Institute of Physics. “Transistorized!” PBS.org, http://www.pbs.org/transistor/index.html (accessed May 16, 2016). Srivastava, Swapnil. “What Is Information Technology?” Buzzle.com, http://www.buzzle.com/articles/what- is-information-technology.html (accessed May 16, 2016). “Technology and Society.” Wikipedia, http://en.wikipedia.org/wiki/Technology_and_society (accessed May 16, 2016). “Triumph of the Nerds: A History of the Computer.” PBS.org, http://www.pbs.org/nerds/timeline/ (accessed May 16, 2016). University of Cambridge. “NRICH: Enriching Mathematics.” NRICH, http://nrich.maths.org/frontpage (accessed May 16, 2016). “Valuable Resources on IBM’s History.” IBM Archives, http://www-03.ibm.com/ibm/history/index.html (accessed May 16, 2016). Ward, Jack. “The Transistor Museum.” http://semiconductormuseum.com/Museum_Index.htm (accessed May 16, 2016). “Who Was Charles Babbage?” Charles Babbage Institute, University of Minnesota, http://www.cbi.umn.edu/about/babbage.html (accessed May 16, 2016).

Student Resources

Resource Description

Student Resource 2.1 Reading: The Evolving Role of Information Technology

Student Resource 2.2 Note Taking: The History and Development of Computers

Student Resource 2.3 Reading: The History and Development of Computers

Student Resource 2.4 Reflection: Information Technology and Its Impact on Society and My Life

Student Resource 2.1 Reading: The Evolving Role of Information Technology

On August 5, 2010, the San Jose copper-gold mine in Chile collapsed, leaving 33 miners trapped 2,300 feet below ground. Sixty-nine days later, more than one billion people around the world applauded as they watched (via streaming live video) the rescue unfold. Each one of the 33 miners was pulled from the ground alive. This amazing feat has been considered one of the most successful rescue stories of the century and, undoubtedly, the technological innovations of our day helped to save these miners’ lives. From robotic cameras and GPS navigation systems to heart rate and temperature monitors, the importance of information technology to the rescue mission cannot be denied. The Chilean miners’ rescue story is just one example of the importance of information technology to our world today and provides a framework to comprehend the immense scope of how technology is used. From the common cell phone, which allowed the trapped miners to communicate with the world above, to the amazingly complex NASA-engineered capsule that safely carried the 33 men to the surface, technological innovations of all kinds have become an integral part of our lives.

What Is Information Technology? Information technology (IT) is a broad topic that deals with all aspects of managing and processing data with computerized systems. This term relates to all of the types of technology used to create, store, retrieve, process, and share information in all kinds of formats. Think of information technology as the “engine” that drives the systems we use to learn, solve problems, and communicate. Information technology has become intertwined with our daily activities. In fact, it’s hard to separate the two. Obviously, items like computers and cell phones are an indispensable part of our culture, and we depend on them for supporting us in just about everything we do. But what about some of the technological advancements that we may not think about on a day-to-day basis, like geographic information systems (GIS) and magnetic resonance imaging (MRI)? To what extent are these innovations a part of our lives and our world?

Information Technology in the World Today The scope of information technology is very wide. On one level, the term information technology describes an industry that uses computers, networking, and other equipment to process, store, retrieve, and protect information; on another, it has grown to include everything that delivers information to a user. The term encompasses nearly all fields of work and affects just about every organization, business, and individual. A quick look at the following examples will enable you to see how information technology has become an essential part of industry.  The business and finance worlds rely on technological advancements to help manage huge amounts of data and information. Companies depend on computer technology to assist them with such things as data processing, bookkeeping, and inventory tracking. Businesses of all sizes have increased productivity, become more cost effective, and seen larger profits as a result of technological advancements.  The medical industry uses information technology to assist with many day-to-day activities and procedures. Electronic medical record (EMR) systems are now in place in many health care facilities. EMR systems store patient data and medical history, and this helps to direct medical decisions when a patient enters the health care system. Aside from EMR systems, doctors use information technology to help them diagnose and cure diseases, too. Doctors also use

information technology to track patient medications and to submit prescriptions to nearby pharmacies. They use laser medicine and MRI, and they even have special computer software to help them perform surgeries. All of these IT advancements are allowing hospitals to improve the quality of care and extend the lives of their patients. Through data mining, medical researchers are searching for trends in patient data in hopes of identifying cures for diseases such as cancer and diabetes.  Construction engineering also relies on specific technological systems. Today nearly all project information is entered into software tools that store, analyze, compute, and then help to inform most decisions about a project. Advancements in this area help determine whether a building can withstand an earthquake or whether its aging infrastructure should be redesigned. Further, buildings can be constructed virtually so that people can view the outsides and insides of them and make aesthetic and ergonomic changes before any physical construction takes place. Society has benefited from this industry’s technological innovations in that they have created safer living and working conditions for the world.  The hospitality and tourism industry relies on various types of technology. Both tourists and tourism businesses benefit from continuous communications and streamlined guest experiences, from reservations to checkout. Many hospitality and tourism businesses are large and dispersed around the globe, so they rely upon complex computer systems to streamline their operations. From marketing and advertising via a company’s own website to online ordering, booking systems, and customer reviews, the Internet has drastically changed tourism in the 21st century.  Geological science uses technology to aid in the collection and analysis of demographic data, weather reports, and more. Weather forecasters are able to predict more accurately the state of the atmosphere for a specific location and time. Satellite-based communication systems can give warning of tsunamis, earthquakes, and other extreme weather conditions and then convey this information to warning centers using real-time technology. Droughts can be mapped so that planners are warned years ahead of time. Animal migrations can be mapped and studied, as well.  Agriculture technology now incorporates advanced mapping instruments such as geographical information systems (GIS) and global positioning systems (GPS) to provide information regarding the land and water in a specific area. Farmers have computers linked to solar-powered weather stations that can provide important information about wind speed, humidity, and air and soil temperatures. Some tractors and plows are even equipped with global positioning systems! As you can see from the examples above, information technology is an integral part of just about every industry. In fact, industries have become dependent upon the efficiency and accuracy of information technology. Technology has increased business production, reduced costs, and improved processing and distribution, in general. Information technology has become inseparable from our daily activities. It drives our world and has changed the way people and organizations accomplish tasks forever. No matter what career path you choose, a solid background in information technology will put you at an advantage. By taking Principles of Information Technology, you are taking a first step toward equipping yourself with the IT skills you will need to succeed. One of the main goals of this Principles of IT course is to help you become computer literate. Being computer literate means that you understand the concepts, vocabulary, and tasks related to general computer use—the essential knowledge of the basic principles at the heart of everything we do with computers. This foundation will prepare you to build additional information technology skills throughout your life.

Student Resource 2.2 Note Taking: The History and Development of Computers

Student Name:______Date:______

Directions: As you watch the presentation “The History and Development of Computers,” note the important events or advancements in computer technology in chronological order in the boxes below, writing just one word or short phrase in each box. If you need more boxes, use the back of this worksheet. The first box is filled in for you as an example.

Tally system

Student Resource 2.3 Reading: The History and Development of Computers

In this presentation, you will explore a few of the early technologies and tools that helped pave the way for modern computers. You’ll then look at some key milestones in computer development.

Charles Babbage designed a steam-powered calculator called the Difference Engine in 1821. The purpose of the Difference Engine was to compile mathematical tables. Babbage received British government funding for his project, but when his attempts to build the machine failed, the project was canceled in 1842. The photo on this slide shows a reproduction of the Difference Engine. His next idea was the Analytical Engine (1856), designed to perform any kind of mathematical calculation. The Analytical Engine used punched cards. Babbage died before the Analytical Engine could be completed, although part of it was built by Babbage’s son in 1910. The entire machine would have used 25,000 parts and weighed three tons. Image retrieved from http://commons.wikimedia.org/wiki/File:050114_2529_difference.jpg and reproduced here under the terms of the Creative Commons Attribution ShareAlike 1.0 license. Original photograph by Joe D.

The photo shows an early IBM PC. The first IBM PC came equipped with 16KB of memory, expandable to 256KB. The PC came with one or two 160KB floppy disk drives and an optional color monitor. The PC was different from previous IBM computers because it was the first computer to be built from off- the-shelf parts (called open architecture). Also, it was the first IBM computer to be marketed by outside distributors (Sears & Roebuck and ComputerLand). PC image retrieved from wikipedia.org and reproduced here under the terms of the GNU Free Documentation License. A copy of the license is available at http://commons.wikimedia.org/wiki/Commons:GNU_Free_Documentation_License.

Supercomputers have become indispensable tools in cutting-edge scientific research. These machines are valued for their ability to solve problems critical to national interests in areas like defense, energy, and finance. Governments use supercomputers for tasks such as high-tech military and space programs. Supercomputing technology is also a part of mainstream business. Oil and gas companies use it to find reservoirs. Wall Street traders use it for the quickest automated trades. Meteorologists use supercomputers for weather forecasting. Legacy supercomputers are very large, with many processors inside. In 2011, IBM supercomputer “Watson” beat two of Jeopardy’s best champions in a two-day match. In June 2012, IBM’s “Sequoia” supercomputer, based at the Lawrence Livermore National Laboratory, reached 16 petaflops (quadrillions of calculations per second), setting the world record. In June 2013, the Chinese supercomputer Tianhe-2 surpassed the Sequoia and other machines with 33.86 petaflops, using a total of 3.12 million computer processing cores. The Sequoia used 1.5 million cores. In March 2013, Blue Waters opened up to the science community at large. It is the first system of its kind to sustain one- petaflops performance—one quadrillion calculations per second—on a range of science and engineering applications. The project was developed at the National Center for Supercomputing Applications, at the University of Illinois at Urbana-Champaign.

Student Resource 2.4 Reflection: Information Technology and Its Impact on Society and My Life

Directions: This assignment will help you think about what you have learned so far about information technology. Choose four things that you have learned, and explain why they are important to you and/or how you use them in your everyday life or plan to in your future career. What part of information technology has made the biggest impact on your life? And what part of information technology has had the biggest impact on society? Feel free to look back over your readings and notes when answering this question, and give examples when you are explaining your answers. Before you begin, read the assessment criteria, and make sure you understand how your work will be assessed. Also study the example essay on the next page of this resource and use it as a guide as you write your essay.

Think carefully about the different aspects of information technology when making your choices. Be sure that you give reasons and examples explaining why these things have made (or will make) the biggest impact on your life. Also mention the parts of information technology that have an impact on society as a whole. Explain your selections and include relevant examples. Consider whether and how this has changed the way people live. Other points to mention include the types or groups of people who have been the most affected, the pros and cons of the technology, and how things look for the future. Before you start writing, study the example on the following page. Look at how it is structured and how the ideas are presented. Then use the example as a guide as you write your essay. Organize your writing as you would a traditional essay:  Begin with an introduction telling what you are writing about.  Include one paragraph for each of the four things you have learned, focusing on the reasons you chose them.  Close the essay with a conclusion that recaps your main points and restates the purpose of the essay (to tell which aspects of information technology are most important in your life and which have had the biggest impact on society).

Make sure your essay meets or exceeds the following assessment criteria:  The essay clearly sets forth how the information technology features you have identified impact your life, with examples presented to support the statements.  The essay clearly sets forth how the IT features you have identified impact society, with examples presented to support the statements.  The writing demonstrates an understanding of the material presented in the course thus far.  The essay is organized in a logical manner, with an introduction, a paragraph that supports each point, and a conclusion.  The essay is neat and uses proper spelling and grammar.

Example: The Impact of Multimedia on Society and My Life Multimedia has and will continue to have an impact on my life and society as a whole in four ways. First, multimedia includes a number of different kinds of enjoyable media. Second, multimedia is a good way to learn new things. Third, it is something people—including me—like to do with their free time. Lastly, making multimedia is interesting and challenging. Multimedia combines different kinds of media that people use every day. I use music, video, text, and pictures almost every day. For example, I listen to my favorite band, watch videos of them, and read song lyrics on their website. Like many people, I access multimedia through both my smartphone and my laptop at home. It is this almost-constant access that allows me and my friends to enjoy exciting combinations of media. I also use multimedia as a way to learn new things. For example, making a tamale is very hard to learn by reading an article. However, I went on YouTube and watched a video that showed how to put a tamale together and caught on right away. With multimedia, I can easily understand concepts and procedures that were difficult for me before. And it’s not just learning to cook! People can search for videos and podcasts that explain a wide variety of topics. You can find videos discussing home repair projects, crafting how-tos, and step-by-step auto repair. If there’s something you want to learn, someone has probably already posted a video about it on YouTube. Never before has it been so easy to learn something new. Access to all of this information must be a good thing for society. Multimedia is also very entertaining. For example, I love to come home from school and play video games on my Wii. The combination of the sound, video, graphics, and text keeps my interest longer than watching a movie or reading a book. Entertaining video games, movies, and music are all types of multimedia that are also important to society. People are always talking about what movie they just saw or what new music video they currently love. Because multimedia is so enjoyable, it’s a great and easy way for people from different backgrounds to connect. A final way multimedia is important to both me and society is that it is interesting and challenging to create. One of my favorite hobbies is creating multimedia presentations on my computer. For example, I put together text, pictures, charts, and music for school reports. Another example is that I created a multimedia scrapbook for my parents’ anniversary using their wedding pictures and the song they first danced to. Everyone has quick access to these really great multimedia tools. These tools also help people save time. Imagine how long it would have taken me to create the scrapbook for my parents if I hadn’t had access to digital photos and an online program to produce the scrapbook for me? In conclusion, multimedia has an important place both in my life and in society at large. I expect it will continue to be important in my life, both at school and when I get a job. I already use computers nearly every day at school and for homework. I find it exciting to look to the future and the new multimedia technologies that will certainly develop.

This lesson introduces students to the research strategies they’ll need to be successful using the World Wide Web in this course and in their daily lives. Students learn to identify information resources and use browsers to navigate web pages. They also learn how to evaluate the credibility of the information they find and how to improve search engine results. This lesson is expected to take 3 class periods.

Lesson Framework Learning Objectives Each student will:  Differentiate between different types of information resources on the Internet*  Demonstrate the ability to use web browser tools to navigate and work with web pages  Evaluate the credibility of information published on websites *This is one of the 16 key learning objectives assessed by the NAFTrack Certification end-of-course exam for this course. Academic Standards The relevant Common Core State Standards are too extensive to list here but are an important basis for this lesson. For details, please refer to the separate document “Correlations to the Common Core Standards” (available in the Course Planning Tools section of the course materials).  Identify information about the Internet, the World Wide Web and Web sites and be able to use a Web browsing application (IC3 GS4 2012, Living Online)  Understand how content is created, located and evaluated on the World Wide Web (IC3 GS4 2012, Living Online)  Plan strategies to guide inquiry (ISTE NETS for Students 2007, 3a)  Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media (ISTE NETS for Students 2007, 3b)

 Evaluate and select information sources and digital tools based on the appropriateness to specific tasks (ISTE NETS for Students 2007, 3c) Assessment

Assessment Product Means of Assessment

Analysis about the reliability of various web Assessment Criteria: Web Page Evaluation pages (Student Resource 3.5) (Teacher Resource 3.1)

Prerequisites  Working knowledge of how to use a computer keyboard and mouse and familiarity with general Windows operating system features  Prior experience “surfing the web,” although the ability to identify and use all of its tools and features effectively is not required

Instructional Materials Teacher Resources  Teacher Resource 3.1, Assessment Criteria: Web Page Evaluation  Teacher Resource 3.2, Key Vocabulary: Online Research Strategies  Teacher Resource 3.3, Bibliography: Online Research Strategies Student Resources  Student Resource 3.1, Reading: Internet Basics  Student Resource 3.2, Exploration: Browser Features  Student Resource 3.3, Note Taking: Evaluating the Reliability of Web Pages  Student Resource 3.4, Reading: Evaluating the Reliability of Web Pages  Student Resource 3.5, Evaluation: Web Page Reliability Equipment and Supplies  Computers with Internet access (see Required Equipment and Access Rights, in the Course Planning Tools section of the course, for full details about this course’s technology requirements)  Blackboard, whiteboard, or flip chart

Lesson Steps

Step Min. Activity

CLASS PERIOD 1

1 10 Think, Pair, Share: Finding Reliable Websites This opening activity is designed to get students thinking about the importance of using reliable websites when doing research. Before class begins, write the following question on the board:  If you were going to write a biography of Mark Zuckerberg, the founder of Facebook, what website would you go to first to find reliable information? Why? Give students a minute to think about their answer, and then ask them to share their idea with a partner. Next, ask pairs to share their answers with the class. Answers will likely vary, including ideas such as Facebook, Wikipedia, news sites, and more scholarly sites. Allow students to defend their answers, and talk about why some sources might be more reliable than others. To conclude the activity, tell students that they will have a chance to look at some of these sites during the lesson and draw their own conclusions about whether the site is a reliable source. Point out to students that learning how to determine if a website is reliable is a skill that is especially important for all of the research that they will be expected to do in high school and college.

2 10 Reading: Internet Basics This short reading provides students with conceptual information about what the Internet is and what the World Wide Web is. Refer students to Student Resource 3.1, Reading: Internet Basics. Before students begin reading, ask them to call out what they see as the key terms they will learn about in the reading. Students are likely to note the terms that are in italics. Explain to students that even though they might already be familiar with these terms, they are likely to learn something new in the reading. Ask students to read the passage and then to write one sentence below the reading that tells something new that they learned in the reading. When students have finished, have them share with a partner the sentence they wrote, and then ask pairs to share sentences with the class. Answer any questions students have about the Internet, the World Wide Web, browsers, and HTML.

3 30 Online Research Lab: Internet Basics

This research lab introduces students to Internet-based research techniques. For most students, the first part of this lab will be a review of information they have learned in the past, but it will familiarize them with correct names of tools, features, and activities related to web browsing and research. The lab also reinforces best practices for

Step Min. Activity

Internet use. This activity focuses on the following college and career skill:  Prioritizing and completing tasks without direct oversight Note: Every effort has been made to use long-lived and reputable websites in the online exercises. However, prior to this class, you should work through the student exercises to make sure all URLs are still accurate and functioning. Also, the exercises assume the use of the Windows operating system and Internet Explorer 10 or 11. If you are using Macintosh computers or other browsers, such as Chrome, Firefox, or Safari, please adapt the exercises accordingly. Divide students into pairs and refer them to Student Resource 3.2, Exploration: Browser Features. Go over the resource as a class, and make sure all students are logged on to their computers and able to access the Internet. Also remind students of the school’s rules for appropriate computer use, explaining that when they do web searches, a “trail” is left on school district servers. As a result, students are not anonymous and their activities are not hidden when they are using the Internet at school. Circulate to make sure all students are progressing through the exercise. You may need to guide them if they are using a browser that doesn’t have a menu bar. Close the class period by reviewing what students learned during the lab. This review gives students a chance to ask any lingering questions they may have and will prepare them to focus once more on online research techniques during the next class period. At the end of this exercise, you may want to provide students with a checklist they can use to evaluate websites. You can download such a document from http://www.schrockguide.net/critical-evaluation.html. To gauge student understanding, you may find it useful to collect and mark this assignment for credit/no credit. Tell students that these skills of going online and operating their web browsers to navigate to websites are the first steps in becoming proficient Internet users.

CLASS PERIOD 2

4 20 Reading: Evaluating the Reliability of Web Pages This activity introduces students to strategies they can use to determine if web pages that they are using for research are reliable. This activity also focuses on the following college and career skill:  Prioritizing and completing tasks without direct oversight To begin, read aloud the following scenario to students:  Hector’s teacher gives the class an assignment to research and write an essay on the history of the Internet. Hector does a Google search for “history of the Internet,” which yields thousands of results. Hector looks at just a few results: a page from the University of Illinois, a Wikipedia entry, and a personal blog. Hector wants to make sure that the web pages he uses for research are reliable. Ask students to share with a partner two things that they think Hector should look for to determine if the web pages he is using for research are reliable. Then ask pairs to

Step Min. Activity

share with the class their ideas about what makes a web page reliable. Create a list of ideas on the board. Refer students to Student Resource 3.3, Note Taking, Evaluating the Reliability of Web Pages, and Student Resource 3.4, Reading: Evaluating the Reliability of Web Pages. Explain to students that the reading contains information about how to determine the reliability of the web pages that they use for research. Instruct them to use the note- taking resource as they read, and to write down the important questions for each category that they should ask themselves as they determine the reliability of a web page. Look at the example questions in the Authority and Objectivity categories, and answer any questions students have about how to proceed. When they have completed the reading, have students check their notes for accuracy and completeness with a partner. Explain to students that the ability to determine the reliability of a web page or website is a critical skill that they will need during school, their careers, and their personal life. Tell them that throughout the course, if they are unsure about the reliability of a page that they are using for research, they should ask you.

5 30 Analysis: Web Page Evaluation

In this activity, students use what they have learned about web page evaluation to analyze the reliability of web pages for research. Note: Every effort has been made to use long-lived and reputable websites in the Internet exercises. However, prior to this class period, you should work through the student exercises to make sure all the URLs are still accurate and functioning. Explain to students that they will be looking at some sites that might have suitable information for a biography of Zuckerberg and evaluating whether they are reliable sources, based on what they have learned so far in this lesson. Ask students to work in pairs, and refer them to Student Resource 3.5, Evaluation: Web Page Reliability. Go over the resource as a class and make sure students know what is expected of them. Talk about the kinds of information they should include in their paragraph describing which web pages they think are the best sources. Remind them that their paragraph needs to provide both solid reasons and examples. Go over the assessment criteria at the end of the resource and answer any questions students have about how their work will be assessed. Point out that working in pairs like they are on this assignment is a good way to evaluate the reliability of websites, because they might have different perspectives and see things that their partner doesn’t see. Tell students that they have the rest of this class period and about 30 minutes in the next class period to conduct their analysis, fill out the chart, and write their paragraph. Then instruct students to get right to work accessing the websites and conducting their analysis. Circulate while students are working, and answer any questions. At the end of the class period, advise students that they should have most of their chart filled in, so that they can devote time in the next class period to writing a solid paragraph.

Step Min. Activity

CLASS PERIOD 3

6 50 Analysis: Web Page Evaluation (Continued)

In this activity, students complete their analysis of web page reliability. This activity also focuses on the following college and career skill:  Demonstrating the ability to write effectively Instruct students to meet with their partner and get right to work completing their evaluation of web sources that provide information about Mark Zuckerberg and writing their paragraph that tells which web pages they think are the best sources. Answer any questions students have about completing the assignment. When students have completed their work, ask pairs to share what was challenging about determining the reliability of a web page. Write the criteria students have been working with on the board:  Authority  Accuracy  Objectivity  Up-to-Date Information  Value Then ask pairs to meet with other pairs in groups of six. Instruct groups to have each pair read the paragraph they wrote aloud, while the other group members think about whether the sources cited as best sources measure up to the criteria listed on the board. Instruct group members to ask each other questions and agree or disagree with each other. After groups have finished sharing among themselves, reconvene the class. Collect students’ work and assess it using Teacher Resource 3.1, Assessment Criteria: Web Page Evaluation. To conclude the activity, answer any questions students have about why one source might be better than another. Point out that there is not necessarily one right answer to what the best source of information is, but they should always think about the criteria listed on the board when making choices about what sources to use for research.

Extensions Content Enrichment  Ask students to research different types of specialized (topical) search engines and design one of their own. Ask the students these questions: What subject areas might benefit from a specialized search engine? What sites might you include in it? Who would use the search engine? One example of a specialized search engine is the Labyrinth (https://blogs.commons.georgetown.edu/labyrinth/). It is a search engine devoted to medieval

studies and is used by students and scholars who need or want to know more about medieval Europe.  Give students a list of suggested readings and have them write a paragraph in their notebook summarizing the reading they choose. A good summary should state the main points of the reading, give the student’s opinion of the topic covered, and put it into a broader context. o Barker, Joe, and John Kupersmith: “Finding Information on the Internet: A Tutorial.” UC Berkeley Library, http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/FindInfo.html o Hendersen, John: “The ICYouSee Guide to Critical Thinking about What You See on the Web.” ICYouSee.org, http://www.icyousee.org/think/think.html  Though not “old” in a technical sense, the Internet has an interesting and largely unknown history. Ask students to read the article about the history of the Internet on this page: http://www.internetsociety.org/internet/what-internet/history-internet/brief-history-internet-related- networks. Then have them respond to the following prompts in their notebook, based on the key points from the reading. o I know that I know… o I know that I need to find out… o I think… o I wonder… o I believe…  Ask the students to look up several pieces of information on Wikipedia. Now ask them if Wikipedia is a reliable source. Specifically, have them think about and answer the following: o Who are the contributors to the Wiki pages they explored? Do these contributors have expertise in the area being discussed? o Does Wikipedia have an adequate means of checking the content that someone has posted? o Is the information on the pages kept up-to-date? o Would your teachers allow you to reference Wikipedia as a citation when doing a research paper? Why or why not? o Visit the site http://scholar.google.com. Search for a term similar to what you entered in Wikipedia. Are the links found at Google Scholar more or less reliable than the information found through Wikipedia? o Look at a few of the links you obtained from Google Scholar. Do any of these articles have citations for information from Wikipedia? STEM Integration  Math: Have students research how IP addresses work. Ask them to make a chart showing their findings.  Technology: Ask students to choose a topic of interest to them that they would like to research using a search engine. For example, they might choose a topic they need to research for one of their other classes. Instruct them to do part of the research using a laptop or desktop computer and another part of their research using a tablet computer such as a Chromebook or an iPad. When they have completed their research, ask them to make a list of similarities and differences they noted when using search engines in different hardware environments. Additional Cross-Curricular Ideas  History: Have students write a short essay about the history of one aspect of the early days of the Internet, such as early users, early technologies, and so on. They should tell how their topic originated and provide perspective for the current situation. Ask them to explain how the situation

of the past relates to that of today. (For example: Who were the earliest users? What did they use the Internet for? How did they access it? Do they still use it?)  Social Studies: Have students research how the growth of information on the web has led to declines in traditional publishing (books, magazines, newspapers). Has this led to a decreased demand on forestry products?

Teacher Resources

Resource Description

Teacher Resource 3.1 Assessment Criteria: Web Page Evaluation

Teacher Resource 3.2 Key Vocabulary: Online Research Strategies

Teacher Resource 3.3 Bibliography: Online Research Strategies

Teacher Resource 3.1 Assessment Criteria: Web Page Evaluation

Student Names:______

Date:______

Using the following criteria, assess whether the students met each one.

Met Partially Didn’t Met Meet

The answers to the web page evaluation questions are clear and reflect the critical thinking necessary to evaluate □ □ □ whether resources are reliable for research.

The paragraph explaining which web pages would be the best sources is sensible and demonstrates an □ □ □ understanding of the concept of web page evaluation.

The paragraph explaining which web pages would be the best sources is well organized and provides at least one □ □ □ example.

The assignment is neat and uses correct spelling and grammar. □ □ □

Additional Comments:

______

Teacher Resource 3.2 Key Vocabulary: Online Research Strategies

Term Definition

Cascading Style Sheets A language used in conjunction with HTML to format the text on a web page. (CSS) Most often, a single CSS file will be used by all HTML pages of a website. home page The “starting” page for a website. Usually this is the “top” level of the domain (such as www.cnn.com) as opposed to a lower-level page on the site (such as www.cnn.com/world, which would take users to a world news page). hover text Words or phrases that display in a small box on the screen when the mouse cursor is positioned over certain icons, images, or text. Hover text that appears when the cursor is held over a button or other user interface element is typically called a tooltip. Positioning the mouse to display hover text is called a mouseover. hyperlink Text on a web page that has been embedded with information that, when clicked, will take a user to a different location, either within the same page or elsewhere on the Internet. hypertext Text that has been embedded with instructions to take a web page viewer to additional information.

Hypertext Markup The language used to create hypertext for web pages. Language (HTML)

Hypertext Transfer Protocol The set of rules that controls the transfer of web pages. It is a protocol that (HTTP) allows web browsers to talk to web servers.

Internet A huge network that links together millions of computers and networks around the world. keyword A word or phrase used to begin an Internet search. Typically these are nouns. metasearch engine A search engine that searches other search engines. navigate To move around inside a web page or from one page or website to another; also known as surfing. search engine A service that allows a user to enter keywords or phrases related to a topic to retrieve a list of websites that match those keywords.

Term Definition security certificate A document sent from a secure website to your web browser to inform you that you can trust the website. site map A map of a website showing how all the pages are related (linked) to one another. uniform resource locator The address for a resource, which is often a web page. Web pages typically (URL) begin with http:// (or https:// for secure pages), which can usually be omitted when typing the URL into the address bar. web browser A software application designed to help users read and navigate through websites and pages on the World Wide Web. web page A document that is written in HTML and displayed on the web. website A collection of related web pages.

World Wide Web (WWW) A reference to the way information is stored and distributed on the Internet. The web gets its name from the complex web of connections it creates between computers worldwide.

Teacher Resource 3.3 Bibliography: Online Research Strategies

Online “Basic Search Help.” Google Inside Search, https://support.google.com/websearch/answer/134479 (accessed May 17, 2016). “Computer Hope Dictionary and Glossary.” Computer Hope, http://www.computerhope.com/jargon.htm (accessed May 17, 2016). “Critically Analyzing Information Sources.” Olin & Uris Libraries, Cornell University Library, http://guides.library.cornell.edu/criticallyanalyzing (accessed May 17, 2016). “Evaluating Web Pages: Techniques to Apply & Questions to Ask.” Teaching Library Internet Workshops, UC Berkeley, http://lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html (accessed May 17, 2016). “Evaluating Web Sites: Criteria and Tools.” Olin & Uris Libraries, Cornell University Library, http://olinuris.library.cornell.edu/ref/research/webeval.html (accessed May 17, 2016). “Evaluating Web Sites.” University of Maryland, http://www.lib.umd.edu/ues/guides/evaluating-web (accessed May 17, 2016). “History of the Internet: A Brief History of the Internet & Related Networks.” Internet Society, http://www.internetsociety.org/internet/what-internet/history-internet/brief-history-internet-related-networks (accessed May 17, 2016).

Student Resources

Resource Description

Student Resource 3.1 Reading: Internet Basics

Student Resource 3.2 Exploration: Browser Features

Student Resource 3.3 Note Taking: Evaluating the Reliability of Web Pages

Student Resource 3.4 Reading: Evaluating the Reliability of Web Pages

Student Resource 3.5 Evaluation: Web Page Reliability

Student Resource 3.1 Reading: Internet Basics

The Internet is a huge network that links together millions of computers around the world. The Internet as we know it has been accessible to the general public only since 1993. Before then, Internet use was primarily limited to university researchers, the US government, and the military. Some people use the terms Internet and World Wide Web (WWW) interchangeably, but the web, as it is often called, is not the Internet:  The Internet is the network (computers and computer resources along with the connections between them) that transports multiple forms of information, including web pages, email messages, instant messages, audio (including phone calls), and data files.  The World Wide Web consists of all the public websites connected to the Internet worldwide, as well as all the files that those websites store. The World Wide Web gets its name from the complex web of connections created between computers worldwide. The web uses HTTP (Hypertext Transfer Protocol), one of the standards used to transport data on the Internet, to send web pages from the server where they are stored to the web browser requesting them. A website is a collection of web pages that are all linked together. Web pages are written in a special language called Hypertext Markup Language (HTML). HTML tells web browsers what text or graphics should look like when they display. An important feature of HTML is hyperlinks, which are used to connect one document to another, or one location in a document to another location in the same document. Clicking a hyperlink (or link for short) enables you to jump to a different location on a web page, to move to another page on the same site, or to go to an entirely different website. Moving, or navigating, from one web page to another is referred to as browsing or surfing. Many web pages today combine HTML and Cascading Style Sheets (CSS); the CSS code describes how the text and any images should be formatted. A single CSS file can be used to describe the format for an entire website. This helps speed up the download of the HTML to your browser within a site using the same style sheet, because the formatting rules are only downloaded once. Most websites have an entry page known as that site’s home page. The home page is often named index.html (or some variation like index.php or index.shtml). Most web servers will search for the index page if the web address, or URL, does not include a file name. For example, if you enter the URL www.cnn.com, you go to CNN’s home page, which can also be found by going to www.cnn.com/index.html. A web browser is the program you use to access the World Wide Web. It interprets the elements of a web page, including text, images, hyperlinks, JavaScript, and Java applets. The browser converts the HTML code into a nicely formatted page for display. Microsoft’s Internet Explorer and Edge, Mozilla’s Firefox, Google’s Chrome, and Apple’s Safari are five popular browsers. Although browsers each look a little different, they work in similar ways. As with other programs and apps, you can identify a web browser on your desktop, home screen, or start menu by its icon. Icons are images that represent an application or capability, and they are usually selectable. Here are some popular browser icons:

Microsoft Internet Explore

Microsoft Edge

Chrome

Safari (Apple)

Firefox

Some web pages ask or require that the user enter information—for example, if people want to buy something, they need to provide their shipping address and payment information. Web forms are used to enable users to provide such information. If the information provided is personal or private in nature, the web page usually uses encryption to ensure that the information entered into the form cannot be viewed by someone else if it is intercepted. To assure the user that the website is legitimate, a security certificate is sent from the website to the web browser. You can explore the security certificate by looking at the security options of your web browser.

Troubleshooting Problems Loading Web Pages When you navigate the World Wide Web, you are likely to encounter some of the following problems. Note the solutions, and try them when you need them.  Web page displays incorrectly: Click the Refresh or Reload button to reload the page. If this doesn’t help, the problem could be with the web page itself.  Page not found: Check to see whether you typed the address correctly. If you clicked a hyperlink, the URL specified in the link may be wrong or out-of-date. Try searching for a similarly named site in case the original address was changed or discontinued.  Server error: In some cases, the server may not be available or may generate an error page indicating a problem with the page you are attempting to access, not the URL you have entered.  A long delay when you try to access a web page: Be patient; complex pages or pages with lots of graphics may take longer to load. Also, try doing your research at off-peak times when there is less Internet “traffic” (in other words, when fewer people are online). If too many people try to access the same page at the same time, delays in loading the page and error messages are likely.  Advertisements continually pop up in your browser: Browsers have features for blocking unwanted pop-ups. You can also add on computer security programs specifically created to handle this annoyance. Most of these programs are free. Pop-ups can also be a sign of a malware infection on your computer.

Using Search Engines You can find information on the web in lots of ways. One of the easiest ways is to use a search engine. A search engine is a service that allows a user to enter keywords or phrases related to a topic to retrieve a list of websites with those keywords. Google (http://www.google.com/) is the largest search engine on the web today. Globally, as of October 2013, Google had 83% of the query volume, followed by Yahoo! with 9% and Microsoft Bing with 6%. Many of the features of different search engines are very similar. It is worth trying a few of them out to see which one you prefer. Some search engines do nothing but search other search engines. These are called metasearch engines. They search several individual search engines and their databases of web pages simultaneously. Dogpile (http://www.dogpile.com/) is an example of a metasearch engine. It gives you search results from Google, Yahoo!, and other major search engines.

Keep in mind that search engines do not discriminate between reliable sources and outdated or inaccurate sources. Always evaluate your search results carefully. Also remember that search engines may provide you some links that do not match your search terms. If you find you are not getting the results you want or you get too many results that are not really about your subject, use a plus sign (+) between the words you enter in the search box. This tells the search engine that all the words must be included in the pages it presents to you. Or, you can put quotation marks around your search words; for example, “American revolution”, which tells the search engine to find pages with that exact multiword term.

Using Wiki Sites There are other sites that offer content other than hyperlinks. They are not search engines in the traditional sense, but they also can be useful for research. For instance, Wikipedia offers content written by the public on any number of topics, while Wikimedia offers multimedia files that are either in the public domain or available under educational licenses. Because wiki sites are created and edited by users just like you, you’ll need to verify any information you get from them.

Student Resource 3.2 Exploration: Browser Features

Student Name:______Date:______

Directions: Read the information in the left column and follow the directions. Use the right column to record your notes and answers.

Information and Directions Steps, Notes, and Answers

1. Using the browser available on your school computer, access the World Wide Web.

What is the name of your browser? What does the icon look like?

2. Look at your browser’s menu bar. Click each File menu: menu to see what tasks you can perform.

Based on the options you see, summarize the general purpose of each menu. Edit menu: Note that how the menu is set up and what the options are depends on which browser and browser version you are using. If you don’t see the menu choices listed here at right, replace them with the menu choices you do see, or add View menu: additional menu items. In Chrome, for example, all menu items are accessed through a menu icon. Favorites or Bookmarks menu:

Tools menu:

Help menu:

4. Every computer on the Internet has a unique Write the URL of the page that is currently displayed address. Likewise, every document on the in the address bar. Internet has its own electronic address called a uniform resource locator (URL). On the web, URLs most often begin with http:// or https://. Near the top of your screen is the address field, also called the address bar.

Information and Directions Steps, Notes, and Answers

5. On either side of the address bar, there are Back several small icons you can use to navigate.

Look for the following icons, and note what Forward happens when you click each of them. (When you position your mouse pointer over each icon, a small text box gives the name of the icon.) Refresh

Home

What other icons do you see?

6. If you know the web address of a site you want to visit, you can type that address in the address bar. If you do not know any web addresses, type the following address, and then press the Enter key: http://www.about.com/. List the name of the site you visited in the box to the right. Then write a one- or two-sentence summary of what the site does.

7. Most sites have a primary page, called a home page, that displays when you enter the home page URL. If the URL you just accessed was a home page, the page probably contains lots of links to other web pages. Look in the address bar and see if a file name such as index.html has been added to the URL. If so, write down the full URL. Move your mouse pointer around the screen and note what happens. Then list some characteristics that usually indicate links.

8. For sites you plan to use often, you can set up a Favorites or Bookmarks list in your browser. This saves time because you won’t have to type the URL each time you return to the site. In your browser’s address field, type the address for Google: http://www.google.com/ When the Google home page appears, try to figure out how to create a new Favorites or Bookmarks folder named Search Engines. Then add Google (your current page) to the new folder. Write down your notes about how Favorites or Bookmarks work with the browser you are using.

Student Resource 3.3 Note Taking: Evaluating the Reliability of Web Pages

Student Names:______Date:______

Directions: As you read Student Resource 3.4, Reading: Evaluating the Reliability of Web Pages, use the chart below to write down the important questions you need to ask yourself when you are evaluating whether a web page is a reliable source. Ask your teacher any questions you have about the examples given for you below. You will use your list of questions to evaluate some web sources later in the lesson.

Criteria Questions to Ask Yourself

Authority Example: Is the author’s email or contact information included?

Accuracy Example: Does the site have the correct dates for events and correct names of people, places, or organizations, and does it have the same facts as other sites or knowledge

that you have?

Objectivity Example: What is the author’s point of view?

Up-to-Date Example: Can you find a last modification date on the page, or some other indication of Information when the content on the page was last updated?

Value

Student Resource 3.4 Reading: Evaluating the Reliability of Web Pages

The web is constantly growing. No one knows for certain how many web pages exist, although it is likely more than a trillion. This means that when you turn to the web for research, you are facing over a trillion sources of information. How do you know which sources are reliable and which aren’t? Evaluating the reliability of web pages is a skill that you will develop over time as you do research on the web. Figuring out if a web page is reliable involves considering several major issues.

Authority: Who Authored the Web Page? Figuring out who wrote the content (that is, the text and other information) on a site is one of the most important things to consider when determining reliability. The author may be an individual, a group of people, or a company or organization.  A page or site can be created by a person, a company (home pages of these sites typically end in .com), an academic institution (.edu), a government agency (.gov), a nonprofit (.org), or the military (.mil). A page or site can also be created by someone from another country (e.g., .au for Australia, .fr for France). The domain or web address tells a lot about who created the page.  A personal site doesn’t necessarily mean that it is unreliable. But if it is a personal site, you’ll want to make sure that the author has the appropriate qualifications.  Check to see if biographical information about the author is included. Look for the author’s email address or other contact information. Some sites have an About page that gives information about the author.  Consider what expertise the individual or group that created the content has and if it makes sense that the author wrote about the topic.  Check to see if the site contains references to support the content.

Accuracy: Are the Facts Accurate? When you’re doing research, accuracy is critical. You don’t want to use web pages that give you false information.  Consider if the facts are accurate. Think about where you can look to verify the facts that are given on the web page.  A web page with a lot of errors is likely not a trustworthy source. Look to see if the web page is free of errors like misspellings or typos or grammatical mistakes.

Objectivity: What Is the Purpose of the Web Page? Consider why the web page was created. People create web pages to entertain, inform, educate, or persuade. For example, a web page may have been created with the purpose of trying to sell a particular brand of hard drives. This page may be a good place to look if you’re interested in buying that brand of hard drive. But if you just want factual information about the most popular hard drives on the market, this is probably not the best source for you. The purpose of the page is to convince you to buy the hard drive, not to give unbiased facts about different hard drives.  Consider why the author created the content on the web page, and what point of view the author has.

 Decide if the purpose of the web page is to provide educational or factual information, to entertain, to advertise or sell something, or to support a certain idea or point of view. Reading the mission statement or statement of purpose on the About page of the site can help you figure this out.

Up-to-Date Info: When Was the Page Created or Last Updated? Consider the date on the web page. Particularly for IT topics, you want to avoid using out-of-date web pages for research.  Figure out when the page was created or last updated and if it is current enough for your purpose.  If you can’t find a date on the page, checking links is one way to determine how current a web page is. Avoid using a web page as a source if its links lead to pages that no longer exist.  You might also determine the date of a page based on other information found there. For instance, if there are events listed, what is the most recent event? If there are prices, do they seem up-to- date or out-of-date?  For IT topics, if you can’t find any information about when the page was written, you may need to find a different source.

Value: Is the Page Useful for Your Purposes? Finally, you want to consider if the web page is valuable to you.  Use web pages that provide you with the information that you need.  Overall, if you don’t feel like you can rely on the web page for your research, find another page to use.

Student Resource 3.5 Evaluation: Web Page Reliability

Student Names:______Date:______

Directions: Imagine that you have been assigned a research project in which you must write a biography of Mark Zuckerberg, one of the cofounders of Facebook. Below are five web pages that contain information about Zuckerberg. In the left column of the chart below, describe the information given on each web page. Then in the right column, answer questions about the reliability of the web page. You may use the notes you took during the reading (Student Resource 3.4) to help you. Check your work against the assessment criteria at the end of this resource.

Web Pages for Research: https://www.facebook.com/zuck http://en.wikipedia.org/wiki/Mark_Zuckerberg http://www.britannica.com/EBchecked/topic/1371433/Mark-Zuckerberg http://www.imdb.com/title/tt1285016/

Brief Description of the Questions about the Web Page’s Reliability Web Page

Forbes web page 1. Who authored the web page? How do you know?

2. Does the web page contain spelling or grammatical errors?

3. What is the purpose of the web page? (educate, inform, entertain, persuade)

4. Is the web page up-to-date? How can you tell?

5. Does the web page provide you with the information you need to write a biography?

Brief Description of the Questions about the Web Page’s Reliability Web Page

Facebook web page 1. Who authored the web page? How do you know?

2. Does the web page contain spelling or grammatical errors?

3. What is the purpose of the web page? (to educate, inform, entertain, persuade)

4. Is the web page up-to-date? How can you tell?

5. Does the web page provide you with the information you need to write a biography?

Wikipedia web page 1. Who authored the web page? How do you know?

2. Does the web page contain spelling or grammatical errors?

3. What is the purpose of the web page? (to educate, inform, entertain, persuade)

4. Is the web page up-to-date? How can you tell?

5. Does the web page provide you with the information you need to write a biography?

Brief Description of the Questions about the Web Page’s Reliability Web Page

Britannica web page 1. Who authored the web page? How do you know?

2. Does the web page contain spelling or grammatical errors?

3. What is the purpose of the web page? (to educate, inform, entertain, persuade)

4. Is the web page up-to-date? How can you tell?

5. Does the web page provide you with the information you need to write a biography?

IMDb web page 1. Who authored the web page? How do you know?

2. Does the web page contain spelling or grammatical errors?

3. What is the purpose of the web page? (to educate, inform, entertain, persuade)

4. Is the web page up-to-date? How can you tell?

5. Does the web page provide you with the information you need to write a biography?

Best Sources Write a paragraph explaining which web pages you think would be the best sources to use to write a biography of Mark Zuckerberg. Give solid reasons and examples to back up your ideas.

Make sure your assignment meets or exceeds the following assessment criteria:  The answers to the web page evaluation questions are clear and reflect the critical thinking necessary to evaluate whether resources are reliable for research.  The paragraph explaining which web pages would be the best sources is sensible and demonstrates an understanding of the concept of web page evaluation.  The paragraph explaining which web pages would be the best sources is well organized and provides at least one example.  The assignment is neat and uses correct spelling and grammar.

This lesson introduces students to the safety and security issues related to computers and the Internet. Students learn to identify different types of computer crime and learn how to use the Internet safely, legally, ethically, and responsibly. This lesson is expected to take 3 class periods.

Lesson Framework Learning Objectives Each student will:  Identify different kinds of computer crime*  Make generalizations about the implications of software piracy  Display understanding of how to work and interact safely on the Internet* *This is one of the 16 key learning objectives assessed by the NAFTrack Certification end-of-course exam for this course. Academic Standards The relevant Common Core State Standards are too extensive to list here but are an important basis for this lesson. For details, please refer to the separate document “Correlations to the Common Core Standards” (available in the Course Planning Tools section of the course materials).  Demonstrate positive cyber citizenry by applying industry accepted ethical practices and behaviors (Common Career Technical Core 2012, IT 4)  Recognize and analyze potential IT security threats to develop and maintain security requirements (Common Career Technical Core 2012, IT 8)  Describe the use of computer forensics to prevent and solve information technology crimes and security breaches (Common Career Technical Core 2012, IT 10)  Identify the risks of using computer hardware and software and how to use computers and the Internet safely, ethically and legally (IC3 GS4 2012, Living Online)

 Advocate and practice safe, legal, and responsible use of information and technology (ISTE NETS for Students 2007, 5a) Assessment

Assessment Product Means of Assessment

Personal guidelines about staying safe online Rubric: Personal Guidelines (Teacher Resource (Student Resource 4.5) 4.3)

Prerequisites  Working knowledge of the Internet and how to navigate it, including the ability to locate, interact with, and respond to information on a given website  Ability to log on to the Internet and operate a web browser

Instructional Materials Teacher Resources  Teacher Resource 4.1, Answer Key: Cybercrime Scavenger Hunt  Teacher Resource 4.2, Answer Key: Online Profile Analysis  Teacher Resource 4.3, Rubric: Personal Guidelines  Teacher Resource 4.4, Key Vocabulary: Staying Safe Online  Teacher Resource 4.5, Bibliography: Staying Safe Online Student Resources  Student Resource 4.1, Scavenger Hunt: Cybercrime  Student Resource 4.2, K-W-L Chart: Online Privacy and Ethics  Student Resource 4.3, Reading: Maintaining Your Privacy and Acting Ethically Online  Student Resource 4.4, Analysis: Online Profile  Student Resource 4.5, Personal Guidelines: Staying Safe Online Equipment and Supplies  Computers with Internet access  Blackboard, whiteboard, or flip chart

Lesson Steps

Step Min. Activity

CLASS PERIOD 1

1 15 Computer Activity: Online Quiz

This exercise is designed to teach students about the concept of identity theft, the crime in which a person obtains personal information—such as a Social Security or driver’s license number—about another person and uses that information to buy goods and services or commit other crimes. To introduce the activity, ask students to test their knowledge of identity theft through the ID Theft FaceOff interactive quiz at this location: http://www.onguardonline.gov/games/id-theft-faceoff.aspx At the beginning of the quiz, students choose an imaginary character. The scenario is that they have lost their identity but can get it back by correctly answering a few true/false questions about identify theft. Each time they get a correct answer, they can choose one of the lost facial features to restore to the character’s face. Answer feedback is provided on all questions. Write these questions on the board:  What is something new that you learned?  Is there anything you plan to do now to protect yourself better the next time you go online? Have students pair up to discuss the questions and then have them report their thoughts as a class. Once students have completed the quiz, they will not only be thinking about the different elements of identity theft, but also be aware of resources they can turn to for more information on the subject.

2 25 Scavenger Hunt: Exploring Cybersecurity

This activity prompts students to imagine different scenarios regarding cybercrime, to help them understand how to avoid accidentally committing a cybercrime (such as plagiarism) and how to avoid falling victim to crime online. It also focuses on the following college and career skills:

Step Min. Activity

 Prioritizing and completing tasks without direct oversight  Developing awareness of one’s own abilities and performance Refer students to Student Resource 4.1, Scavenger Hunt: Cybercrime. Ask them to answer the questions using the websites provided and/or other Internet resources. When students have completed the scavenger hunt, have them compare their answers in pairs or in groups of three. Then solicit answers from the students and confirm whether the answers are correct or incorrect (students should mark their own papers and ensure that they have all the correct answers by the end of the discussion). Refer to Teacher Resource 4.1, Answer Key: Cybercrime Scavenger Hunt, for the answers to these questions. This scavenger hunt raises students’ awareness of ethical and criminal concerns related to Internet use and prepares students to conduct themselves safely and ethically when working or playing online. It also introduces them to the terms they will encounter in their homework reading.

3 10 Homework: Piracy and Online Ethics Reading This reading helps students establish a basic working knowledge and understanding of the ethical and legal issues regarding content found online. To begin this activity, refer students to Student Resource 4.2, K-W-L Chart: Online Privacy and Ethics. Ask students to take a few minutes to fill in the first two columns of the chart, noting what they already know about the three topics listed on the chart and anything they would like to learn about the topics. Next, ask students to share what they have written with a partner, and then ask pairs to share with the class one thing they would like to learn. Explain to students that this is what they will be reading about in their homework assignment. Ask students to read Student Resource 4.3, Reading: Maintaining Your Privacy and Acting Ethically Online, for homework. Tell them to fill in the What I Learned column of their K-W-L chart as they read. Ask them to be sure to note if they learned about anything that they have been doing online that they now know is dangerous or inappropriate. Point out to students that this reading equips them to conduct themselves safely and ethically while online.

CLASS PERIOD 2

4 20 Homework Review: Piracy and Online Ethics Reading The objective of this activity is to provide students with a more in-depth understanding of cybercrime and some ways to protect themselves online. It also gets them thinking about privacy and copyright issues. Begin by asking students to share in groups of four what they wrote in the What I Learned column of their K-W-L chart. Next, ask students to contribute to a class conversation about what they learned, and take time to answer any questions.

Step Min. Activity

If possible, share your school’s computer-use policy with the class and discuss how it relates to the information covered in their reading. Is the school’s policy more restrictive than the laws in this area? If so, how? Let students articulate what they have learned and strategize about how they can avoid falling victim to or committing a computer crime.

5 30 Hands-on Evaluation: Social Networking Profiles This exercise is a hands-on expansion of the material students read about in Student Resource 4.3, Reading: Maintaining Your Privacy and Acting Ethically Online. It is designed to help them recognize what information is acceptable to include in an online profile and what information is not good to reveal online. It also focuses on the following college and career skill:  Thinking critically and systemically to solve difficult problems Ask students to examine Student Resource 4.4, Analysis: Online Profile. This is a copy of a Facebook profile page similar to one the students might maintain for themselves (or will likely create sometime in the future). Some of the personal details on the page are harmless to reveal, but many are not. Ask students to follow the directions, marking areas that feature information it would and would not be safe to reveal online. Note: The profile page used in this exercise is for a fictitious person created expressly for this activity; you need not fear that a real person’s information is being shared here. Give the students 10 minutes to mark their pages and 10 minutes to work and discuss ideas with a partner. Then spend the final 10 minutes guiding them through a whole- class discussion of the page, examining each element on the profile and discussing what is or is not acceptable to include on such a page. Ask students to explain and defend what they found acceptable and what they did not. Let students call out their observations and ideas about the page so that everyone has a chance to contribute to the discussion. Refer to Teacher Resource 4.2, Answer Key: Online Profile Analysis, for more information. This exercise reinforces that, even when using a site comprised of “friends,” such as Facebook or Twitter, people should be on guard to protect themselves and their privacy. Remind students that they now have the ability to create a profile for themselves on an online social networking site without fear of exposing themselves to dangerous situations.

CLASS PERIOD 3

6 45 Writing Assignment: Staying Safe Online This activity gives students a chance to write and reflect on what they have learned about cybersecurity and how they will use this information in the future. It will help students determine how to conduct themselves online in the future. Explain to students that a good way to remember what they have been learning about cybersecurity is to write down personal guidelines about how they plan to behave online. Refer to Student Resource 4.5, Personal Guidelines: Staying Safe Online, and

Step Min. Activity

ask them to look through the assignment. Point students to the example, and take time to look through the structure of it with them, noting the introduction and conclusion, the topic of each paragraph, and the use of examples. Share Teacher Resource 4.3, Rubric: Personal Guidelines, with the class, and make sure students know what you will be looking for when you assess their work. Instruct students to complete the planning section of the assignment before they begin writing their guidelines. Give students 30 minutes to complete the planning section and write a rough draft of their assignment, and then ask them to share their rough draft with a partner. Tell partners to provide specific recommendations for improvement based on the rubric. If time permits, ask for volunteers to share their personal guidelines with the class. Tell students that they need to complete their final draft for homework, taking into account the feedback from their partner, and hand it in at the beginning of the next class period. Evaluate the assignment using Teacher Resource 4.3, Rubric: Personal Guidelines.

7 5 Think, Pair, Share To conclude this lesson, point out to students that they will be expected to conduct themselves in a legal and ethical manner when working online. Ask students to think of one bit of advice about Internet conduct that they think might be important to share with a friend or family member. Ask them to share their advice with a partner, and then have pairs share with the class. Make sure that ways to avoid falling victim to cybercrime, issues of copyright and fair use, and the notion of piracy are all mentioned.

Extensions Content Enrichment  Have students bring closure to the vocabulary taxonomy they started in Lesson 1. Instruct students to spend five minutes adding any new terms that they have not yet included. Next, have students do a gallery walk to collect more terms from their classmates. Conduct a brief class review and discussion on the additions they made. Conclude by reminding students that they now have a resource for future assignments that will help them to remember and use new terminology.  Ask students to compare various security and privacy software products such as antivirus, antispyware, password management, personal firewall, and Internet filter programs. The CNET Reviews website is a good place to start: http://reviews.cnet.com.  Have students research the names of several Trojan horses and the nature of their threats, and then provide a presentation to the class.  Some people have expressed fears that a terrorist attack using the Internet could occur, causing problems for the many networks that depend on it. Ask students to research this concern and write a report.

 Students are likely familiar with the myriad of social networking sites. Engage them in an open discussion of the types of threats on various sites and the ways to protect themselves. Compare and contrast the types of threats that exist on each type of social media site. Ask the students to draw on their own personal experiences on these sites. Use Facebook, Twitter, Instagram, YouTube, and Tumblr as a starting point for the discussion. Technologies include picture sharing, blogging, vlogging (video logging), wall posting, music sharing, and so on.  The Morris Internet Worm affected as much as 10% of the Internet when it was unleashed in 1988. Robert Morris was a graduate student at Cornell University at the time, and he suggests that the damage was unintentional—that he was experimenting with security weaknesses in Unix. Have students research this incident and report on the weaknesses that the worm exploited, whether those weaknesses still exist in Unix, and whether they feel Morris caused the damage deliberately or without malice. STEM Integration  Technology: One of the goals of this lesson is to make clear the dangers of phishing. Have students visit the following web pages and attempt to identify aspects of each that tip them off that the page is not legitimate: o http://www.thedogisland.com/ o http://www.whitehouse.net/ Additional Cross-Curricular Ideas  Journalism: Ask students to discuss in small groups the ethical issues involved when creating web publications. Challenge them to think of special measures that can be taken to ensure that a web publication is fair, accurate, and responsible to the people whose faces or names might be used. Based on these discussions, students should then work together to write a group of questions that anyone publishing on the web could use as a checklist prior to posting their material.  English Language Arts: Ask students to create a FAQ of online do’s and don’ts for young children and their parents. Tell them to be sure to think about laws, such as the Children’s Online Privacy Protection Act (COPPA), and to create a guide a young child might use to keep safe online. They should develop one section for children, written using words and/or pictures children would be able to understand, and then another parent guide section with more detailed information and resource materials, such as helpful websites.

Teacher Resources

Resource Description

Teacher Resource 4.1 Answer Key: Cybercrime Scavenger Hunt

Teacher Resource 4.2 Answer Key: Online Profile Analysis

Teacher Resource 4.3 Rubric: Personal Guidelines

Teacher Resource 4.4 Key Vocabulary: Staying Safe Online

Teacher Resource 4.5 Bibliography: Staying Safe Online

Teacher Resource 4.1 Answer Key: Cybercrime Scavenger Hunt

1. How can cybercriminals harm a person whose personal information they have stolen? People who steal personal information can harm their victims in many ways. They can steal a victim’s identity; get credit card information and make purchases; sell information, such as personal medical data or a Social Security number, to someone on the black market; send false and unpleasant email messages using the victim’s password, thus making it appear that the victim sent the messages; and so on.

2. How do web bugs invade a person’s privacy? A web bug is a tiny graphic that’s used with a cookie to track the web surfing habits of someone. The web bug sends information to a company or person who watches the online activity.

3. What do cyberstalkers do? How do you protect yourself from them? Cyberstalkers use electronic communications, such as Internet chat rooms, social media, and email, to threaten or harass someone. Some victims have been killed after being persuaded to meet physically with the stalker. To protect yourself, never share personal information such as your name, address, or school with anyone in a chat room. This includes not posting a user profile. Never agree to meet personally with someone you met online. Use an online name that disguises your age and gender. And, if you become involved in activity that makes you feel afraid or suspicious, save all the communications you’ve received and contact the police.

4. How can you avoid becoming a victim of identity theft? Protecting your computer passwords is one way to avoid identity theft. Make sure you do online business with established and reputable companies—and only those that provide secured transmissions. Never provide financial or personal information to unknown sources, even if the request seems legitimate. You can also pay a service to disguise your identity when you go online.

5. What is phishing? What are some clues you can look for to avoid it? Phishing is the act of using the Internet to trick people into providing personal and sensitive information. Clues to look for include people using emotional language with urgent requests or other scare tactics to get you to respond. Also assume that unexpected email or instant-message requests for confidential information are fraudulent. These messages often are not personalized in the message headers. For example, financial institutions will never offer you a link in an email and ask you to log on to “verify” your account. If you think it might be a legitimate request, go to the website using your normal sign-on procedure. Don’t use the link provided in the email.

6. Briefly summarize two examples of cybercrime stories. Answers will vary widely but should convey simple summaries of what happened, how it happened, and what the consequences or results were.

7. What’s a bot? A bot (short for robot) is a program that performs some specific task that either has some mobility (that is, can move to other computers) or can communicate with other bots and agents to obtain the information necessary to solve the task at hand.

8. Name three actions you should take if you believe you’ve been victimized by crimeware or online fraud. Examples for actions to take against online fraud include the following: filing a report with the police and appropriate government agencies; closing any affected credit card accounts; obtaining and monitoring your credit reports closely; setting up a fraud alert with one of the national consumer reporting agencies; and being on the lookout for signs of identity theft, such as strange items in the mail or missing mail that you normally expect to receive. Contact from debt collectors may also be an indication of identity theft. Answer examples for actions to take against crimeware include the following: disconnecting from the network or the Internet right away by unplugging the connecting cables; using antivirus and antispyware software to scan your computer for problems; and if you are at school or work, contacting the network administrator or IT department. Be sure to back up any critical data in case it gets removed during the cleanup process.

9. How does pharming work? Pharming is the act of hijacking a legitimate domain name or URL and using it to send Internet users to a false website containing requests for personal or sensitive information.

10. Name two ways to protect your password. Answer examples could include the following: not using passwords that would be easy for someone who has some of your personal information to guess (such as birth dates, nicknames, pet names, and so on); using passwords that are at least eight characters long and include a combination of numbers and both uppercase and lowercase letters; keeping passwords as random as you can to make them harder to guess; changing passwords frequently; not keeping written passwords near or taped to your computer; not typing passwords while someone is watching; and not giving out your password. Also, avoid using words that are in the dictionary and replace characters such as i with a 1, or a with an @ sign.

Teacher Resource 4.2 Answer Key: Online Profile Analysis

Students are asked to review the online profile and mark areas that are and are not acceptable to reveal online. Information marked with a circle is “safe” to reveal; information marked with a box is “unsafe.”

Your notes and comments: I should keep my profile hidden and only visible to people I have accepted as friends. I should obviously never accept as a friend anybody I don’t know.

Teacher Resource 4.3 Rubric: Personal Guidelines

Student Name:______Date:______

Exemplary Solid Developing Needs Attention

Guidelines express The guidelines express Most guidelines are There is little or no Guidelines what was learned and what was learned and simple and obvious attempt to create otherwise gained otherwise gained through statements. There is little guidelines from the through experience(s) in the experience(s), with connection between the experience(s). an implicit, insightful, some insight. The writing writer and the and engaging manner. expresses a basic experience(s). The writing expresses a connection between the strong connection writer and the between the writer and experience(s). the experience(s). Uses a wide variety of Uses some thinking Uses one or two thinking Does not use Use of thinking strategies to strategies to communicate strategies to communicate thinking strategies to Thinking enhance ideas, including ideas, including communicate ideas. Strategies communication,  Comparing  Comparing including  Contrasting  Contrasting  Comparing  Analyzing  Analyzing  Contrasting  Predicting  Predicting  Analyzing  Appraising  Appraising  Predicting  Questioning  Questioning  Appraising  Evaluating  Evaluating  Questioning  Interpreting  Interpreting  Evaluating  Theorizing  Theorizing  Interpreting  Theorizing Maintains complete Maintains consistent topic The piece has some Serious lack of topic Focus topic focus throughout focus throughout the piece. lapses in topic focus. focus. the piece. Exhibits skillful use of Exhibits proficient use of Exhibits minimal use of Lacks use of new Vocabulary new and vivid new vocabulary that is new or vivid vocabulary, vocabulary. The vocabulary that is purposeful. and new vocabulary is not language is dull and precise and purposeful. precise. tedious. No grammatical, Few grammatical, spelling, Some grammatical, Many grammatical, Mechanics spelling, or punctuation or punctuation errors. Most spelling, or punctuation spelling, or errors. All sentences sentences are well errors. Most sentences punctuation errors. are well constructed constructed, with some are well constructed, with Most sentences are and varied in structure. variation in sentence little variation in sentence poorly constructed. structure. structure.

Additional Comments:

______

Teacher Resource 4.4 Key Vocabulary: Staying Safe Online

Term Definition

bot A program that performs some specific task that either has some mobility (that is, can move to other computers) or can communicate with other bots and agents to obtain the information necessary to solve the task at hand.

copyright The exclusive right of a work’s creator to use, modify, sell, and copy that work as he or she chooses. No one else may use another’s work without permission.

cracker A criminal hacker who uses his or her computer skills to gain access to computer systems without permission and/or tampers with programs and data, often causing damage or destruction.

cybercrime The use of the Internet or private networks to break state or federal laws.

cyberstalker Someone who uses electronic communications such as email to harm, threaten, or harass a person, group, or organization.

encryption Converting data into a form that cannot be interpreted without decrypting it.

fair use A law that allows some use of copyrighted material, so long as it is without profit and for educational or other approved uses.

hacker Someone who enjoys examining computer programs to see how they work, often seeking undocumented features or weaknesses in security.

identity theft Crime in which someone obtains personal information—such as a Social Security or driver’s license number—about another person and uses that information to buy goods and services or commit other crimes.

malware Destructive or malicious software programs such as computer viruses, worms, and Trojan horses; software tools used to commit cybercrimes.

password A common means of authentication in which a person must enter an account name and private word or phrase. Passwords should be hard to guess or crack and should include nonstandard characters like digits or punctuation marks.

Term Definition

pharming Illegally redirecting a website’s traffic to a bogus website. Once at the illegal site, site visitors often become victims of identity theft.

phishing Using the Internet to trick people into giving personal or sensitive data.

plagiarism The use of someone else’s words, ideas, or images without their permission and without source citation.

spam Unwanted email that’s usually trying to sell something or promote a stock or that’s sent as part of a phishing scheme.

spyware Software installed on a user’s computer without that person’s knowledge; it can be used to monitor computer activity, direct users to websites they do not mean to visit, and even install other software.

Teacher Resource 4.5 Bibliography: Staying Safe Online

Online “11 Tips for Social Networking Safety.” Microsoft, https://www.microsoft.com/en-us/safety/online- privacy/social-networking.aspx (accessed May 17, 2016). Brain, Marshall, and Wesley Fenlon. “How Computer Viruses Work.” HowStuffWorks, http://www.howstuffworks.com/virus.htm (accessed May 17, 2016). Computer Crime and Intellectual Property Section, US Department of Justice, http://www.justice.gov/criminal/cybercrime/index.html (accessed May 17, 2016). Dachis, Adam. “Why Multi-word Phrases Make for More Secure Passwords Than Incomprehensible Gibberish.” Lifehacker, April 29, 2011, http://lifehacker.com/5796816/why-multiword-phrases-make-more- secure-passwords-than-incomprehensible-gibberish (accessed May 17, 2016). Gottsegen, Gordon. “Here’s How to Use Facebook’s Mystifying Privacy Settings.” Wired, August 11, 2015, http://www.wired.com/2015/08/how-to-use-facebook-privacy-settings-step-by-step/ (accessed March 17, 2016). “How to Not Get Sued for File Sharing.” Electronic Frontier Foundation, July 1, 2006, http://www.eff.org/wp/how-not-get-sued-file-sharing (accessed May 17, 2016). “Identity Theft.” Federal Trade Commission, http://www.ftc.gov/bcp/edu/microsites/idtheft/ (accessed May 17, 2016). McCullagh, Declan. “House Panel Approves Copyright Bill.” CNET News, March 31, 2004, http://www.news.com/2100-1028-5182898.html (accessed May 17, 2016). “Piracy Deterrence and Education Act of 2004.” Library of Congress, http://thomas.loc.gov/cgi-bin/query/z?c108:H.R.4077.RH: (accessed May 17, 2016). “Software Reviews.” TopTenReviews, http://software.toptenreviews.com/ (accessed May 17, 2016). “Symantec Security Response.” Symantec Corporation, http://www.symantec.com/security_response/index.jsp (accessed May 17, 2016).

Student Resources

Resource Description

Student Resource 4.1 Scavenger Hunt: Cybercrime

Student Resource 4.2 K-W-L Chart: Online Privacy and Ethics

Student Resource 4.3 Reading: Maintaining Your Privacy and Acting Ethically Online

Student Resource 4.4 Analysis: Online Profile

Student Resource 4.5 Personal Guidelines: Staying Safe Online

Student Resource 4.1 Scavenger Hunt: Cybercrime

Student Name:______Date:______

Directions: Use the following websites and additional online resources (if necessary) to find the answers to as many of the following questions as possible. Be sure to cite where you found each answer. You have a limited amount of time, so work as quickly as you can. Questions do not have to be answered in order; you may skip around.

 “How Computer Viruses Work.” HowStuffWorks, http://www.howstuffworks.com/virus.htm  Symantec Security Response, Symantec Corporation, http://www.symantec.com/security_response/index.jsp  Computer Crime & Intellectual Property Section, US Department of Justice, http://www.justice.gov/criminal/cybercrime/index.html  OnGuard Online, US Government, http://www.onguardonline.gov/

1. How can cybercriminals harm a person whose personal information they have stolen?

2. How do web bugs invade a person’s privacy?

3. What do cyberstalkers do? How do you protect yourself from them?

4. How can you avoid becoming a victim of identity theft?

5. What is phishing? What are some clues you can look for to avoid it?

6. Briefly summarize two examples of cybercrime stories.

7. What’s a bot?

8. Name three actions you should take if you believe you’ve been victimized by crimeware or online fraud.

9. How does pharming work?

10. Name two ways to protect your password.

Student Resource 4.2 K-W-L Chart: Online Privacy and Ethics

Student Name:______Date:______

Directions: In the first column of the chart, write what you already know about each of the three topics. In the second column, write down anything you would like to know. As you read Student Resource 4.3, Reading: Maintaining Your Privacy and Acting Ethically Online, write the important points that you learn about each topic.

What I Know What I Want to Know What I Learned

Protecting Your Identity

Protecting Yourself from Cyberstalking

Student Resource 4.3 Reading: Maintaining Your Privacy and Acting Ethically Online

You’ve heard the stories: Someone goes to buy a car but can’t because someone else has been using that person’s identity to rack up bad credit. Hackers break into a large retailer’s servers and steal millions of credit card numbers. A kid makes what he thinks is a friend on a social media site, only to find out that the friend’s profile is fake—a cover for an adult with nothing but bad intentions. The beauty of the Internet is that it opens up the world to us; the danger is that it opens up us to the world. From the theft of one’s ideas to the theft of one’s identity, the Internet can be treacherous if you don’t know how to properly protect yourself and others.

Understand the Risks Information about you and your identity is sent around the web all the time. Some of this is legal and safe, and some of it is neither.

Legal Access to Your Information Make a Purchase: Do you have an iTunes account? An Amazon account? It’s convenient to make a purchase online with a single click, but for that to happen, the company has to store a lot of personal information about you, such as your name, address, phone number, and credit card information. Even when you do not have an account set up, you are sharing this information with a company whenever you buy online. Company Information-Sharing: Have you ever gotten a catalog from a company you’ve never heard of? Many companies will also share your information with other companies, either by trading it or selling it. This is why it is important to read the fine print. Companies are required to tell you what they will do with your information before you give it to them. Also, they are allowed to share your name, telephone number, address, age, and ethnicity, but not information such as your Social Security, bank account, or credit card number. Web Bugs: Have you noticed how ads for something you were looking at online or even writing about in your emails suddenly appear on the side of your screen? That’s thanks to web bugs. Web bugs are used to monitor who looks at a certain web page or email. They can track when a page was viewed and the identity of the computer. Usually web bugs are invisible. Often businesses place them to track how many visitors access their site. Ad networks use web bugs to add information to a profile of what sites a person is visiting. Then they use this information to send ads that are likely to interest the person, based on the type of sites that person visits. Another use for web bugs is to track whether a recipient opened an email. Web bugs are very controversial, but—as of now—the courts have left them alone.

Illegal Access to Your Information Spam: You get an email from a traveler overseas. The traveler says she has lost her wallet and her passport and she just needs you to send some money, and she will pay you back ten times over. Or you get an email from a Nigerian prince who has a large sum of money he needs help managing. If you just send him your bank account number, he will wire the money into your account, and you can help him spend it. Both of these are examples of spam. These can often sound honest and compelling, but beware of any get-rich-quick schemes that promise to help earn you lots of money in your spare time.

Phishing: You receive an email that looks like it is from your bank. There has been a problem with your account, it says, and to fix it, you need to send your account number and personal identification number (PIN). Do you do it? Many people might recognize this as a trick, but the person sending it only needs one or two to respond. They are phishing, also called spoofing. The idea is that bait is thrown out with the hope that, although most people will ignore it, some will bite. Con artists send millions of emails that seem to come from websites people trust, such as their bank or credit card company. In the emails, phishers ask for personal information. If they get any, the thieves then use it to commit crimes in the victim’s name. Phishing typically happens in the form of emails or pop-up screens that ask you to validate or update your account records. A thief can use any sensitive information that you type in to transfer money, make payments, and commit other crimes. Never forget that real companies will not ask you for personal information in an email. Spyware: Spyware is software that can be installed on your computer without your knowledge. It monitors Internet usage. Spyware can also instruct your computer to perform actions. For example, it can instruct your web browser to open a web page you did not mean to visit; it can also install software, collect personal data, and send your personal information to someone else.

Identity Theft Spam, phishing, and spyware are all tools criminals use to steal people’s identities. If a thief gets your Social Security, bank account, and credit card numbers, he or she can open and use credit card accounts in your name, take out fraudulent loans, or commit other crimes. And you wouldn’t know anything about it. Losing money is only one of the risks of identity theft. Thieves can use your data to get a driver’s license or other ID with their photo but your name and information. They can then use that ID to get jobs and file fake income tax returns, apply for passports and visas, file insurance claims, even give your name and mailing address to police and other authorities if they are arrested.

Protect Yourself Online It may seem like there are a lot of ways for your identity to be taken or for you to be in danger online, but there are also many kinds of protections in place.

Government Protection The Federal Trade Commission The Federal Trade Commission (FTC) is the government agency that regulates the Internet. It is the FTC’s job to teach everyone about the importance of online privacy and to fight online crime and unfairness. The FTC also works to protect children’s privacy when they are online. Children’s Online Privacy Protection Did you ever try to open an account when you were 10 or 11, only to find your parents needed to sign off too? That’s because in 1998, Congress passed the Children’s Online Privacy Protection Act (COPPA). This law requires sites to get parental permission before collecting information online from children younger than 13. Anyone who runs a website or online service that allows users younger than 13 must follow COPPA. Users must have a parent’s permission before they give personal information or create an account. Parents can review and delete any information about their children stored on any website. The FTC takes COPPA very seriously and has even fined companies that ignore it. For example, Xanga was fined $1 million because it let children younger than 13 sign up for its service without getting their parent’s permission first.

Company Protections Encryption To protect sensitive user information (such as a credit card number), many commercial websites use encryption. Encryption assures users that their personal information cannot be seen by anyone other than the website being used. Authentication How does Netflix know it’s really you logging in to your account? Netflix uses a process called authentication. This identifies a user logging on to a network or confirms the authenticity of a transmitted message. Password Protection: In private and public computer networks (including the Internet), authentication is typically done through the use of passwords. Knowledge of the password is assumed to prove that the user is who he or she claims to be. The first time you register on a network, you are either assigned a password or asked to choose one yourself. Each time you go to that network, you must remember and use the previously declared password. Passwords are the simplest authentication model to use, and that is why password models are so common. Unfortunately, they are also a weak authentication model because passwords are guessed or stolen relatively easily. Coming up with a password that’s both strong and easy to remember can take some creativity. You don’t want to create a password that’s so complex that you end up writing it down or reusing it for multiple services. Try using part of a phrase, song, or poem that is easy for you to remember. If you are having problems remembering your password, write down your “system” in a way that only you can understand it. Remember: never write down the password itself! Once you have chosen a password, avoid using the “Remember This Password” feature on websites. This feature, typically used to access secure applications (such as email, calendar, and financial systems) and web browsers (such as Firefox and Internet Explorer), does not adequately protect passwords. It may be possible for malware or an unauthorized user to obtain this stored information. Two-Factor Authentication: A more secure method than just a password, this type of authentication involves two separate components. For example, you might need your banking or debit card plus a PIN to gain access to your bank account. Tokens: Some computer systems achieve improved security with authentication tokens. An authentication token is a device or image used to identify the user. Specialized token-reader hardware or software is sometimes necessary to use a specific token. Authentication tokens include biometric authentication, USB tokens, and smart cards. Some sites will send a unique code to your smartphone via text message, which you then need to enter in the web browser to complete the login. Smart Card: A small plastic card (the size of a credit card) that contains a cryptographic key, a smart card is inserted into a special reader attached to the system. The system reads the key from the smart card and asks for your passphrase to unlock the key. After you enter your passphrase, the system performs a cryptographic key exchange with the central server for verification of the key. Smart cards have the unique ability to store large amounts of data, carry out their own on-card functions (for example, encryption and mutual authentication), and interact in an intelligent manner with a smart card reader. Biometric Authentication: A newer technology, and type of authentication token, this requires people to use some portion of their body for authentication. It could be a fingerprint, a retina scan, iris scan, facial scan, or voice recognition. This form of authentication is currently more expensive than the others, so it is much less common. Its benefits include no passwords to remember and no cards to misplace or have stolen.

Protective Measures You Can Take Laws and technological tools can be complicated, but there are also simple ways for you to protect yourself:  Ignore emails and websites that make big promises. Offers that sound too good to be true usually don’t provide anything but a headache and can even prove to be dangerous.  Never reply to phishing emails or click any links in the messages.  Get a phishing filter. It can help protect you from web fraud and identity theft by warning you about or blocking you from reported phishing websites.  Look for encryption.  Choose a password that is hard to crack but easy for you to remember. A strong password includes: o At least eight characters. o At least one number. o At least one letter. o A mixture of lower- and uppercase letters. o At least one symbol (such as !, %, #, $, or &). o No simple names or words (even foreign words), simple patterns, or famous equations.  Surf anonymously. The easiest way to make sure websites can’t gather personal information about you and your computer is to use your web browser’s anonymous browsing mode. The names may differ by browser: o Firefox: private browsing o Chrome and the Android : incognito mode o Internet Explore: InPrivate Browsing o Safari (on the iPhone and iPad): private browsing mode, plus Safari has a “Fraudulent Website Warning” if Safari believes a site is a phishing site Protecting Yourself from Cyberstalkers Cyberstalking is a kind of crime committed online by perpetrators who seek to harass victims, sometimes in the form of sexual violence or interpersonal violence. You can take the following steps to prevent cyberstalking:  Always select a gender-neutral user name for your email address or for chat.  Share your primary email address only with people you know and trust.  Don’t give out personal information (such as your real name, address, or phone number) in your profiles.  If someone bothers you in a chat room and won’t go away, put them on “block” or “ignore.”  Do not give your password to anyone, especially if someone sends you an instant message (IM). Your service provider will never ask you for your password.  Be very careful about putting pictures of yourself online. Some stalkers become obsessed with an image.  Talk to a parent or an authority you trust about uncomfortable situations.

Protect Ideas While invasions of your personal information are quite scary, they are not the only danger of an open Internet. As you know, massive amounts of information are stored online, from newspapers to blueprints for product design to research papers to someone’s personal poem on their Facebook page. Being able to see all of this information is wonderful, but it’s important to approach it ethically in order to protect the rights of those who create it.

Copyright Laws Did you know that the articles in that online newspaper are protected by law? Even that person’s poem is! Copyright laws are a way to protect producers of information. These laws protect the use of original ideas and information. There are two basic rules to remember: 1) you must have someone’s permission before using their work, and 2) you should always give credit where credit is due. How do copyright laws affect you? Whenever you conduct research, you must follow copyright laws. The first rule is pretty easy to follow. Oftentimes, just the work being publicly available online counts as giving permission. In some cases—such as when you want to use a long piece of text or a graphic or photo—you might have to ask permission. To do this, contact the owner of the copyrighted materials. This is usually done through the publisher and involves a specific request form. The second rule is where people often run into trouble. Remember this: always cite your sources! Use a citation each time you:  Quote two or more words  Paraphrase or summarize facts and ideas  Use original images  Use noninterchangeable computer programs such as calculation programs, data analysis programs, geographic information systems (GISs), or three-dimensional information software Using someone else’s words, ideas, or images without asking permission is called copyright infringement. Using someone else’s words, ideas, or images without citation is called plagiarism. Copyright infringement is against the law and, of course, school and company policies. School or company plagiarism policies generally include punishments such as being expelled or fired. The person whose copyright was violated may have the option to sue the plagiarist, if the use counts as infringement.

Employee Monitoring One way that businesses protect their confidential data is with employee monitoring. The American Management Association performed a survey on employee monitoring and found that 75% of the businesses surveyed monitored their employees. Employee monitoring actually affects your personal information, too. It is legal for companies to monitor employees’ Internet use, read and keep emails, listen to phone calls, and even monitor keystrokes, if the employee is using the company’s resources (in other words, the company’s computer and Internet connection). However, it is smart for a company to have a written policy about this and to tell both customers and employees about any potential monitoring. In addition, businesses might view your social media entries if they are considering hiring you, to see what kind of person you are.

Piracy You also need to be aware of copyright laws when you download music, video games, software, or movies. While it may be tempting to download your new favorite song from a site that lets you do it for free, there’s a good chance you would be engaging in another form of copyright infringement called

Copyright © 2007–2016 NAF. All rights reserved. NAF Principles of Information Technology Lesson 4 Staying Safe Online piracy. Piracy is the downloading, using, selling, or buying of copyright-protected items without permission from the owner. It’s also piracy to copy a music CD, video game, or other software from a friend. That doesn’t mean every time you download something for free you are breaking the law. Open source software like Linux and OpenOffice is legitimately free. A lot of other legitimately free software is also available from sites such as Download.com and SourceForge, while free movies are available on sites like YouTube. In each of these cases, the owner is giving people permission to download his or her materials. However, if the download is actually for sale and you download it for free without permission from the original owner—even if it is off of a friend’s computer—you are committing piracy. Some people get involved in piracy by joining peer-to-peer (P2P) networks. These sites allow users to share all sorts of files. Though some file sharing is perfectly legal (if you have created the content of the file you are sharing), many people using P2P sites are sharing items whose copyrights they do not own. In recent years, the government has made moves to shut down these sites and punish people who use them. Sites that facilitate peer-to-peer file sharing, such as Pirate Bay and isoHunt, are being raided, sued, and shut down all the time. The popular BitTorrent system of file sharing leaves its users especially vulnerable because it is very easy to detect everyone who is using BitTorrent to share a file. Individual people who use BitTorrent for piracy have received warning notices, been disconnected from their Internet provider, and in some cases been sued. What Can Happen When Someone Commits Piracy? It might not seem like a big deal to you, but piracy can carry heavy penalties. At the least, people committing piracy may have their accounts permanently closed by their Internet service providers. In some cases, the government has gotten involved, charging fines and sending guilty parties to jail. Digital Millennium Copyright Act (DMCA): In 1998, Congress passed a law that makes it a crime to use any technology to help get around copyright restrictions, and makes illegal any technology designed to do that. Copyright holders can sue anyone for using or distributing their material. That means violating the copyright of a software program, movie, song, or book makes you liable to be sued and prosecuted. When people commit piracy, they often cause trouble for those around them. For example, if you were to download an illegal copy of a song or movie while at school or work, your school or employer could also get in trouble. Schools and businesses must follow the same laws that individuals do. As a result, schools that find students involved in piracy may close the students’ accounts, suspend the students, or even choose to expel them. Businesses may do the same, closing an employee’s account, placing the employee on probation, or firing the employee. How Can I Avoid Piracy? The best way to avoid piracy is to stay away from P2P websites. If you can’t afford to buy something, check with your local library to see whether you can borrow a copy, or see whether a friend will loan you a legally obtained copy of a CD or movie you are interested in. Another option is to use the computer of a friend who has the software you are interested in. What Should I Do If I Suspect Piracy? The old saying “If it seems too good to be true, it probably is” is true. If you come across a website offering free copies of the latest music, movies, or software, don’t download them! You can report piracy at several websites:  Music: Contact the RIAA at http://www.riaa.com/report-piracy/.  Movies: Contact the Motion Picture Association of America at http://www.mpaa.org/contact-us/.  Software: Contact the Software and Information Industry Association (SIIA) at http://www.siia.net/piracy/report/report.asp. These groups take piracy very seriously, and they want your help. Some, like the SIIA, even offer rewards of up to $1 million to those who report pirates.

Student Resource 4.4 Analysis: Online Profile

Student Name:______Date:______

Directions: Review the online profile on the following pages. What information is okay for this user to reveal? What should she not have revealed? Circle areas where you think the user made good choices to protect her privacy. Draw boxes around information you think the user should not have revealed about herself. Add any notes or comments you think of as you review these pages: What would you do differently? How could she have told some information about herself in a better way that would have protected her privacy more?

Your notes and comments:

Student Resource 4.5 Personal Guidelines: Staying Safe Online

Directions: This is your chance to create guidelines for yourself for staying safe online. Read through this assignment so that you understand what your assignment should include, and then work through the Planning Your Guidelines section. Focus on the types of Internet media that you use most often. When you are ready to start writing, follow the instructions in the Structuring Your Guidelines section. Before you begin work, look at the rubric that your teacher has given you, and ask your teacher if you have any questions about the quality of good guidelines. Also, read through the example that is part of this resource and use it to help you structure your assignment.

Guiding Question Your assignment should answer the following question:  In light of all you have learned in this lesson, what are your personal guidelines for staying safe online?

Online Resources You may want to consult the following Internet safety guidelines from Microsoft and the US government to help you formulate your ideas for your assignment:  “11 Tips for Social Networking Safety.” Microsoft, https://www.microsoft.com/en-us/safety/online- privacy/social-networking.aspx (accessed May 17, 2016).  “Net Cetera: Chatting with Kids about Being Online.” https://www.onguardonline.gov/articles/pdf- 0001-netcetera.pdf (accessed April 19, 2016).

Planning Your Guidelines

1. In the space below, make a list of the important safety concerns you need to keep in mind when using the Internet.

2. For each item on your list, think of an example you could use to explain the safety concern.

3. Circle the three items on your list that you think are most important or that best illustrate Internet safety concerns, and use these as the basis of your guidelines. Then think about the best order in which to present these three points in your assignment. Order the three items you circled first, second, and third.

Structuring Your Guidelines Use the following instructions to structure your guidelines:  Write an opening paragraph that states your topic and clearly outlines the main points you want to discuss.  Write a paragraph about each of the three most important safety concerns that people should keep in mind when using the Internet. Use specific examples and explanations that refer to the material you have learned during this lesson.  Write a concluding paragraph that summarizes what you have learned about online crime and privacy concerns.

Example Assignment The topic for this writing assignment is different from your topic, but you can use this as an example of a good way to structure your guidelines and the types of information and examples to include.

Things to Keep in Mind When Drafting a Writing Assignment It takes time and a lot of thought to create a good writing assignment. Before I begin, I plan what I am going to write. I make sure to think of specific examples for each point I plan to make. While I write, I am careful not to use slang words. I also know that I will have to rewrite the first draft before turning the final version in. Lastly, throughout the writing process, I try to keep important tips in mind to ensure my writing assignment turns out well. My most important guideline for crafting a well-written assignment is to carefully plan what I will write before I begin writing. This means I create an outline of the points and examples I plan to use. For example, when I wrote about the causes of the Civil War, I wrote each cause down and thought about at least two examples that would go with each cause. Preparing a detailed outline like this helped me stay on topic when I started to write and has helped me get better grades on my writing assignments. The more I write, the more I learn what to do and what not to do. For example, in one assignment for English, I used too many slang words, like sweet, cool, lame, and hot. My teacher told me slang words could make it hard for some readers to understand what I am saying. Another example of what I have learned is that I get a better grade if I write a second draft. In my first drafts, I focus on making my points and giving examples. I then rewrite the assignment on a clean piece of paper. This gives me a chance to make sentences read better. Rewriting the draft also lets me focus on extra-neat handwriting. I think the three most important tips to keep in mind when working on a writing assignment are (1) make sure you understand the topic, (2) make an outline of what you want to write, and (3) include specific examples. It is easy to write a good assignment on the wrong topic if you do not really understand what the question is. I read the question a couple of times and make sure to talk to the teacher if I am not sure I understand. In conclusion, I think it is important to give yourself enough time to create a good writing assignment. Before you begin writing, create a detailed outline with specific examples. When you start writing, use clear language and good detail. Finally, plan to rewrite your first draft to correct mistakes and make it easier to read.

This lesson familiarizes students with the main components inside a personal computer and how they function. Students learn to identify the primary components inside the case of a desktop computer and explain the purpose of each. They also learn about the various components (tablets, smartphones, etc.) that add value and function to a personal technology setup. Students learn about the demands of processing speed and gain insight into the units of measure associated with computers (for example, KB, MB, and GB). This lesson also introduces the course’s culminating project. Advance Preparation  You will need at least one computer that can be taken apart and examined, as well as the tools for taking it apart. Ideally, have two computers that are different enough from one another that students can benefit from making comparisons between “old” and “new” equipment and/or between different manufacturers.  You will be assigning students to their culminating project groups (four students per group) in this lesson. Students will work in these groups for the remainder of the course. You may want to let students group themselves according to their interests and the type of dream system they envision. You may also need to put some thought into placing students in the groups where they will be most likely to succeed, making sure each group has a balanced skill set for the different aspects of the project. This lesson is expected to take 5 class periods.

Lesson Framework Learning Objectives Each student will:  Characterize the main parts of a computer system and describe how they interact*  Identify the primary components inside the case of a personal computer and compare the purpose/function of each*  Display understanding of the main factors that affect the processing speed of a computer *This is one of the 16 key learning objectives assessed by the NAFTrack Certification end-of-course exam for this course.

Academic Standards The relevant Common Core State Standards are too extensive to list here but are an important basis for this lesson. For details, please refer to the separate document “Correlations to the Common Core Standards” (available in the Course Planning Tools section of the course materials).  Demonstrate knowledge of the hardware components associated with information systems (Common Career Technical Core 2012, IT 11)  Identify types of computers, how they process information, and the purpose and function of different hardware components (IC3 GS4 2012, Computing Fundamentals)  Identify how software and hardware work together to perform computing tasks and how software is distributed and upgraded (IC3 GS4 2012, Computing Fundamentals)  Understand and use technology systems (ISTE NETS for Students 2007, 6a) Assessment

Assessment Product Means of Assessment

A poster that illustrates the main devices inside a Assessment Criteria: Inside the Box Poster computer and explains the purpose of each (Teacher Resource 5.3) (Student Resource 5.3)

Prerequisites  Basic understanding that computers are powered by a CPU and use peripherals to expand their functionality

Instructional Materials Teacher Resources  Teacher Resource 5.1, Lecture Notes: Safeguards for Preventing Electrostatic Discharge (ESD)  Teacher Resource 5.2, Guide: Looking Inside a Computer  Teacher Resource 5.3, Assessment Criteria: Inside the Box Poster  Teacher Resource 5.4, Key Vocabulary: Inside the Box  Teacher Resource 5.5, Bibliography: Inside the Box Student Resources  Student Resource 5.1, Reading: Overview of a Computer System  Student Resource 5.2, Reading: The Hardware Components of a Computer System  Student Resource 5.3, Poster Assignment: Inside the Box  Student Resource 5.4, Culminating Project Launch: Designing a Dream Personal Technology System  Student Resource 5.5, Project Planner Page 1: Planning a Dream Personal Technology System

Equipment and Supplies  Several retired personal computers (ideally both older and newer ones)  Electrostatic discharge (ESD) wrist strap and/or grounding mat  Small Torx and hex wrenches and screwdrivers  Masking tape for labeling  Small envelopes to hold screws and other small parts temporarily  Sticky notes  Supplies for making posters  Blackboard, whiteboard, or flip chart

Lesson Steps

Step Min. Activity

CLASS PERIOD 1

1 30 List, Group, Label: Computer Terms and Functions The goal of this activity is to activate students’ existing knowledge about what a computer system is composed of and how these systems are best classified (in terms of speed, processing power, and so on). The class will “construct” a list of as many computer types, functions, and accessories as possible and group them into logical categories. Write the following prompt on the board:  List all the components and functions of a computer. Divide students into groups of three or four, and ask them to create a list of all the aspects of personal computers that they can imagine. The list should be extensive, with many items (but no more than 25), including hardware, software, peripherals, and functions one might use a computer to complete. Once the groups have created their initial lists, they can walk around the room looking at the lists of other groups to expand their own. Encourage them to think about everything having to do with personal computers and to challenge each other to think of additional components, functionalities, and so on. The order of the list is not important. Here are just a few examples of the items they should identify:  CPUs  Memory

Step Min. Activity

 Printers  Input  Modems  Monitor  Output  Processing  Program  Data file  Storage  Keyboards  Mice  Word processing  Gaming  Web browsing  Email  Accounting Next, write the following categories on the board as column headings, and ask students to suggest words from their lists that fit into each category:  Hardware  Software  Peripherals  Functions Make sure the students justify why certain items go into a particular category. Note that some items may appear in multiple categories (for example, accounting and word processing might appear in both the software and function groups). Be sure to point out dependencies; some items (such as peripherals) are dependent upon others (such as hardware). For example, you need to consider game controllers (hardware) only if you also plan to operate video games (software). Remind students that this hardware, software, peripheral, and function terminology that they already know will help them connect with the real-world uses and considerations they will learn about in this lesson.

2 20 Reading: Overview of a Computer System This reading introduces students to the components of a computer system. Write the following questions on the board:  What are the main aspects common to all computers?  What are the four basic actions a computer performs? Have students turn to a partner and share what they already think they know about these topics.

Step Min. Activity

Then have students read Student Resource 5.1, Reading: Overview of a Computer System. Ask students to take notes in their notebook on the answers to the two questions as they read. When they have completed the reading, ask students to compare answers with a partner for accuracy and completeness and then report out to the class, discussing the main aspects of a computer (hardware, software, data, and users) and the four basic actions it performs (input, processing, output, and storage). Point out to students that they can use this basic understanding of computer systems as a foundation when discussing computers with professionals such as advisory board members.

CLASS PERIOD 2

3 40 Demonstration: Exploring a Computer The objective of this activity is to provide students with a more in-depth understanding of what is inside computers and how these parts function and relate to one another. For this class period, you will need at least one computer that can be taken apart and examined, as well as tools to take it apart with. Ideally, have two computers different enough from one another that students can benefit from making comparisons between “old” and “new” equipment and/or between different manufacturers. To begin, take a few moments to tell students about the dangers of electrostatic discharge. See Teacher Resource 5.1, Lecture Notes: Safeguards for Preventing Electrostatic Discharge (ESD), to provide students with ESD safety tips. Next, open the computer. Use Teacher Resource 5.2, Guide: Looking Inside a Computer, for background information and discussion ideas. A detailed description for disassembling a computer can be found at the following site: http://www.instructables.com/id/Disassemble-a-Computer/ Point out the following main components:  Case  CPU  Motherboard  RAM  Hard drive  Floppy drive (if there is one)  Optical drive (CD/DVD)  Expansion slots  Video card  Power supply  Cooling fan  Input/output ports

Step Min. Activity

As you remove each piece from the box, use masking tape to label the actual physical parts so that students will know what they are looking at when they examine them up close. When the computer is disassembled, ask students to sketch what they see and label their diagrams. Instruct them to make notes on their papers grouping components into categories, such as processing, memory, storage, and so on. When students have completed their sketches, ask them to share them in groups of four or five, and ask each group to choose one sketch to share with the entire class. To gauge student understanding, you may find it useful to collect and mark this assignment for credit/no credit. Having this chance to see inside a personal computer will help students when they are learning about the functions of each of the parts; they will be able to recall (and refer to their notes and diagrams to see) how parts are related to one another inside the box and, subsequently, visualize how each affects the others.

4 10 Homework: Reading about the Hardware Components of a Computer System This reading provides students with a basic understanding of the purpose of each of the computer parts they have looked at. Refer students to Student Resource 5.2, Reading: The Hardware Components of a Computer System. Before students begin reading, ask them to take five minutes to scan the reading and add as many computer hardware terms as they can to the Principles of IT taxonomy at the beginning of their notebook. Explain that this reading is a good chance to boost their IT vocabulary by 10 to 20 terms. Tell students to read Student Resource 5.2 and to summarize each section in a short sentence in their notebook. Also tell them to note any questions they have about the material. This reading familiarizes students with hardware components and prepares them to consider which components they would include in their dream system.

CLASS PERIOD 3

5 10 Homework Review: The Hardware Components of a Computer System This activity gives students a chance to review with their peers what they read and to get answers to their questions. Ask students to share the sentences they wrote about each section of Student Resource 5.2, Reading: The Hardware Components of a Computer System, with a partner and to note whether the content of their sentences is similar or different. Ask pairs to share sentences with the class and ask any questions they have about the material. This review prepares students to express what they know about computer components in graphical format.

Step Min. Activity

6 40 Poster: Inside the Box In this activity, students create a poster that shows what is inside of a computer. This activity focuses on the following college and career skills:  Demonstrating teamwork and collaboration  Thinking critically and systemically to solve difficult problems Place students in groups of three or four. Distribute chart paper and markers, and ask each group to make a poster that illustrates what’s inside the box. Point out to students that they should base their poster on the information they’ve gathered from the reading and from viewing the components. Go over the instructions for creating the poster in Student Resource 5.3, Poster Assignment: Inside the Box. The poster should show at least one example of each of the five hardware devices they have just read about (motherboards, microprocessors, memory, magnetic storage, and optical storage). Have students read the assessment criteria for the poster, and answer any questions students have about how their work will be assessed. Suggest that groups organize themselves so that each member draws one or two of the components. Then they can neatly paste the drawings onto the poster to create an attractive illustration. In addition to drawing these items, students need to write a sentence identifying each device and its function. When groups have completed their posters, ask them to hang them on the wall, and tell students that they will begin the next class period with a gallery walk. If your students are part of AOIT, point out that having a clear understanding of computer components will help them in their other AOIT courses.

CLASS PERIOD 4

7 10 Gallery Walk: Inside the Box Posters This activity gives students an opportunity to view their peers’ work and give and receive feedback about their posters. Ask students to meet in their poster groups for a viewing of each of the other groups’ posters. Write the following questions on the board:  What information does this poster communicate most effectively?  Is there anything you would change about the poster?  Based on the poster (specifically, what items are listed or are missing), what would that computer be able to do or not do? Instruct groups to use sticky notes to write their group’s answers to these questions and to place the sticky note on the sides of the poster they are viewing. Though constructive criticism is welcome, remind students to refrain from attacking any one particular poster. Remind them that every piece of work—no matter how accomplished—can be improved upon and that they should strive to offer comments that will help their peers improve their poster. To complete the activity, ask students to look at their own poster and share what they have learned from this peer review. Tell students that they can make any necessary

Step Min. Activity

changes to their poster before submitting it for assessment at the beginning of the next class period. Assess their work using Teacher Resource 5.3, Assessment Criteria: Inside the Box Poster. Remind students that knowing the names and functions of different computer hardware parts is essential for any job or internship they may have if they work in IT, and their poster can serve as an illustration of the technology they have mastered so far.

8 10 Think, Pair, Share: Designing a Dream Personal Technology System This activity challenges students to think of a technology system as a series of parts that make up a greater whole. This will prepare them for the introduction to their culminating project. Give students the following discussion prompt:  Given the technology available today, describe your dream personal technology setup if money were no object. What kind of computer would you choose? A laptop or a desktop? What components would it include? Would you consider a compatible smartphone or tablet? Which ones? Point out to students that some desktop computers can be customized to meet the needs of each user. For example, a person who enjoys gaming might choose a large monitor and good-quality speakers, not worrying much about software, whereas a person interested in website development or blogging might choose to spend money on graphics and web development software, and a compatible smartphone or tablet. First have students share their ideas for a dream personal technology system with a partner, and then have students share with the class while you write their ideas on the board. Explain to students that in their culminating project for this class, they will have a chance to design their dream system from start to finish.

9 30 Culminating Project Launch: Dream Personal Technology System This discussion familiarizes students with the course’s culminating project, designing a dream personal technology system—a project that will span the remainder of the course. In this activity, you will assign students to their project groups and introduce them to the various aspects of the project. To begin, write the culminating project’s driving question on the board:  How do we design a “dream” personal technology system that best meets a specific purpose and budget? Briefly recap the “story” of this project, emphasizing that students will be working in groups to design an ideal system to meet a specific set of needs, such as gaming, publishing, blogging, web design, office or school use, working with digital media such as video or music, and so on. Next, divide students into their project groups. This can be done based on common interests or based on what you deem most appropriate for your class. You may want to

Step Min. Activity

use the list of possible dream systems you wrote on the board in the previous activity to help group students according to their interests. You might ask students to indicate the two or three dream systems in the list that they would most like to own, and use that information when forming groups. Groups should contain no more than four students, if possible, to ensure that each student will be able to contribute in a significant way to the group’s final project design. Refer students to Student Resource 5.4, Culminating Project Launch: Designing a Dream Personal Technology System. Ask them to read through the first two sections— “Project Overview” and “Project Objective”—as a group and to write down any project- related ideas or questions they have. After a few minutes, ask students to share their questions with the class, and clear up anything that needs clarification. Next, go through the list of tasks with the students, and make sure they have a clear idea about what is ahead of them. Finally, go over the various assessment products with students, and answer any questions they have about how their project will be assessed. Explain that formal assessment of this project will take place near the end of the course, but you will also be looking at their project planner documents as they complete each lesson. Explain to students that having a clear understanding of the project from the outset is key. Encourage them to talk with you about any questions or concerns they have.

CLASS PERIOD 5

10 25 Culminating Project Work: Designing a Dream Personal Technology System In this activity, students lay the foundation for their dream system, determining what it will be used for and identifying some of the base components. This activity focuses on the following college and career skills:  Demonstrating teamwork and collaboration  Developing awareness of one’s own abilities and performance Have students meet in their project groups, and refer them to Student Resource 5.5, Project Planner Page 1: Planning a Dream Personal Technology System. Explain that they should begin their project planning by coming to a consensus about the purpose of their computer and various peripherals. It is key that they decide what their system will be used for before they decide what it will look like. You may need to help any groups that are having difficulty making a decision about the purpose of their dream system. Next, have students start identifying some basic hardware components for their system. Return to the list of technology drivers that students created in Lesson 2 (speed, efficiency, reliability, cost savings, ease of use, entertainment, and small size). Instruct students to list any questions they will need to consider relating to each of these areas as they fill out the project planner. When students have completed the page, ask different groups to share their basic idea for their dream system. Tell students to put this page of their project planner in their notebook, and explain that they will need to refer to it throughout the project and use it to create their final report. To gauge student understanding, you may find it useful to collect and mark this

Step Min. Activity

assignment for credit/no credit. Remind students that the work they have done to begin their culminating project is an important foundation for their work in this course. Also tell them that this kind of teamwork, where they work together to make decisions about what their system will look like, is a professional skill that they will need for their internship and any type of job in IT.

11 25 Group Discussion: Applying Processing and Storage Concepts This activity builds on what students learned when they examined the inner parts of a computer and focuses on processor- and storage-related concepts. Organize students into small groups. Write the questions listed below on the board, and ask students to use the information they have learned in this lesson’s reading selections to answer them. Tell students to take notes in their notebook on their group’s response to the questions so that they will be prepared to share with their peers.  Summarize the main factors that affect the processing speed of a computer. How would you use this information if you were purchasing a computer for yourself or for your culminating project group?  For your culminating project, you will be working on word processing files, a spreadsheet, a slide presentation, and image files. You will be working on this project both in class and outside of class. Based on what you know about storage, which type of storage device and media will best suit your needs? Be sure to explain the rationale behind your decision. After about 15 minutes, ask groups to share their answers with the entire class so that students may benefit from their peers’ ideas and perhaps be exposed to opinions they hadn’t come up with in their own group. Have one student from each group share that group’s summary and analysis. Ask the rest of the class to assess the information. Do they agree or disagree? Why or why not? Responding to these questions prepares students to begin thinking in concrete terms about how to design a personal technology system that meets their group’s specific set of needs.

Extensions Content Enrichment  Have students research storage capacities of memory, portable media (floppy disk, optical disc, flash memory), and processor speeds starting with the IBM PC in 1981 through today. Have them compare these over roughly five-year intervals. Next, ask the students to compare the memory capacities and processor speeds of typical desktop/laptop computers today with capacities and speeds of mobile devices.  Encourage students to use the Internet or other resources to locate a list of binary codes for letters, punctuation marks, and common symbols, or provide a chart for them to use. (Some possible choices include ASCII, Unicode, BCD, and EBCDIC.) Then ask students to write a few

keywords from the lesson in code. When they are finished coding, students may trade papers and decipher each other’s keywords.  Ask students to research at least two microprocessor manufacturers, such as Intel, AMD, and Motorola, with the purpose of comparing and contrasting the CPUs they produce. STEM Integration  Math: Have students explore how binary and hexadecimal systems work and produce a chart showing the numbers 1–10, 50, 100, 500, and 1000 and the corresponding binary and hexadecimal equivalents.  Science: Ask students to research the role of the transistor in scientific and technological developments. Then ask them to create a short PowerPoint presentation to show the role and development of this electronic device.  Technology: Show students a video teardown of a tablet computer or smartphone. Ask them to help identify components such as battery, touch screen, microprocessor, and Wi-Fi antenna. The following are examples of teardowns available on YouTube and other websites. For YouTube videos: if your school does not allow access to YouTube, you may wish to download the video to your computer in advance using KeepVid (see keepvid.com) or a similar program. o Detwiler, Bill. “iPad Air Teardown Reveals Significant Internal Changes.” CNET News, November 15, 2013, http://news.cnet.com/8301-17938_105-57612589-1/ipad-air-teardown- reveals-significant-internal-changes/ (accessed May 18, 2016). o Detwiler, Bill. “Samsung Galaxy S III Teardown Reveals Easy-Open Case, Difficult-to-Fix Display.” TechRepublic, June 21, 2012, http://www.techrepublic.com/blog/cracking- open/samsung-galaxy-s-iii-teardown-reveals-easy-open-case-difficult-to-fix-display/ (accessed May 18, 2016). o Detwiler, Bill. “Chromebook Pixel Disassembly Cracking Open.” YouTube video, 3:51. March 17, 2013. http://www.youtube.com/watch?v=a0um7NKwmAA (accessed May 18, 2016). Additional Cross-Curricular Ideas  Journalism: Have students research a well-known hardware developer/manufacturer such as Michael Dell (Dell Computers) or Steve Jobs (Apple) and then write a short essay on what they think led to this individual’s success.  Art: Have students use old computer parts (RAM sticks, motherboards, cabling, and so on) to create a work of art.

Teacher Resources

Resource Description

Teacher Resource 5.1 Lecture Notes: Safeguards for Preventing Electrostatic Discharge (ESD)

Teacher Resource 5.2 Guide: Looking Inside a Computer

Teacher Resource 5.3 Assessment Criteria: Inside the Box Poster

Teacher Resource 5.4 Key Vocabulary: Inside the Box

Teacher Resource 5.5 Bibliography: Inside the Box

Teacher Resource 5.1 Lecture Notes: Safeguards for Preventing Electrostatic Discharge (ESD)

Directions: If possible, gather different ESD items to show students during this lecture. Antistatic bags are often used as part of the packaging when purchasing a new video card or hard drive. Ask your IT department if they have some used bags in their inventory.

Any time you are dealing with electronic devices, you need to be aware of the possibility for electrostatic discharge (ESD). The best way to prevent ESD is to use an ESD grounding wrist strap and/or a grounding mat or table. If you do not have access to one, here are suggestions to reduce the occurrence of ESD:  Cords: Make sure that everything is removed from the back of the computer (power cord, mouse, keyboard, and so on).  Antistatic bags: It is a good idea to store internal components such as memory modules, network interface cards, and video and sound cards in polyethylene antistatic bags to reduce the risk of ESD. Note that the bags must be closed to offer maximum protection.  Clothes: Do not wear any clothing that conducts electrical charge, such as a wool sweater.  Weather: Electrical storms can increase the risk of ESD; unless it is absolutely necessary, do not work on a computer during an electrical storm.  Accessories: To help reduce ESD and prevent other problems, it is a good idea to remove all jewelry from fingers and wrists.  If you are not wearing a grounding strap, maintain skin contact with the PC’s case. This will keep you grounded and will prevent damaging static discharge from building up. This is not as reliable as using an ESD wrist strap, but it’s something to keep in mind.

Teacher Resource 5.2 Guide: Looking Inside a Computer

The following is background information for a teacher-led computer disassembly (or a simple viewing of internal components). Ideally, students should have both old and new computers for comparison. Having both provides an excellent opportunity for them to compare how processing speeds have increased, how storage devices and media have decreased in size but increased in capacity, how costs have decreased, and so on.

First Things First Before doing anything else, don’t forget to provide for ESD protection by using a grounding plug attached to the computer. Also, make sure that the computer is unplugged before opening it. Labeling components with masking tape can save much aggravation later when reassembling the computer. Label drive cable connectors with an L (left) or R (right). If there are any small LED connectors, they should be labeled to indicate where they were attached. Drives and cards are likely to be the most accessible components, but it is probably best to begin disassembly by disconnecting cables from the drives and motherboard. As each component is removed, students can be informed and/or questioned about its name and how it works.

The Motherboard Motherboards, also known as system boards, come in many shapes and sizes. Differences are especially prevalent among proprietary models, such as those by Hewlett-Packard, Dell, and Gateway. These companies and others have their own proprietary case and motherboard designs. Although the functions of their components—both on and off the motherboard—are similar, these motherboards and power supplies are often not cross-compatible. Though shapes and sizes may differ, there are many commonalities to all motherboards. The power supply is usually connected to the motherboard with two white plastic connectors, which must be attached with the connectors’ black wires next to each other. A common computer lab expression when connecting power supplies to motherboards is “black to black.” The components that all motherboards have in common are a BIOS chip (usually with a metallic sticker on its surface) and features such as memory slots, expansion slots, power connectors, SATA connectors, floppy drive connectors, and port connectors. Modern motherboards store BIOS information in onboard flash memory, which doesn’t require a battery. On older motherboards, there is a battery that stores BIOS settings. Older motherboards also have many tiny, plastic caps on pin connectors called jumpers, which needed to be configured correctly in order for the motherboard, processor, and memory to function properly. Newer boards use BIOS settings or the operating system software rather than jumpers to change system configuration options, so students probably won’t have to change any jumpers.

The CPU (Microprocessor) The processor is often hidden by a heat sink or cooling fan mounted on top of it. The heat-sink/fan unit will most likely be anchored to the motherboard with clips or screws. You will need to remove it to expose the CPU itself. If there is a lever next to the processor that can be raised, then the CPU will be easy to remove. If there is no lever, the CPU will need to be removed very carefully by slowly prying on all four sides with a screwdriver until it is out. Be careful not to bend the pins on the underside of the CPU. If you have more than one computer to disassemble, be sure to make comparisons between older and newer processors after you have removed them. The speed of modern processors is a function of the

Copyright © 2007–2016 NAF. All rights reserved. NAF Principles of Information Technology Lesson 5 Inside the Box number of transistors in their chips and the low voltage at which they operate. Since every transistor produces heat, modern CPUs require large cooling devices and internal thermostats. Processor speed is also affected by clock speed (also called the clock rate). For example, in 1979, clock speeds were around 8 MHz. By 1993, clock speeds had increased to about 200 MHz. By 2001, clock speeds of faster than 2 GHz were typical. The fastest production clock speed as of 2012 was 5.5 GHz.

Memory Take a few moments to let students compare and contrast memory with hard drive storage. This is a good opportunity to discuss the concept of RAM (random-access memory), the type of memory that provides immediate access to programs and documents. Older computers usually have SIMM memory with 72 pins (metal teeth on the bottom of the module). A very close look at the SIMM may reveal its refresh rate. It is usually printed in tiny numbers on the bottom line; most SIMMs have either a 70- or 60-nanosecond refresh rate, indicated by “-7” and “-6,” respectively. The lower this number is, the faster the memory. Single inline memory module (SIMM) memory was largely replaced by dual inline memory module (DIMM) memory when Intel’s Pentium chips became popular. DIMM memory has in turn been replaced by DDR SDRAM, which stands for double data rate synchronous dynamic RAM. SDRAM can sometimes be installed singly, or you might be required to install it in pairs or even in three’s depending on the type. Each pair or trio of memory modules is called a bank. Be sure to notice the slot number or bank number printed on the motherboard. Many older computers required SIMM memory to be installed in matching pairs. In computers with DIMMs, memory need not be installed in pairs. Memory chips rarely have their megabyte capacity printed on them. This information is occasionally found on a sticker, but it is unusual to see it printed directly on a chip. It is amazing to think that this memory cost more than $200 per megabyte in the late 1980s. Now it sells for about 10 cents per megabyte.

Storage Devices The hard drives in older PCs are about the same physical size as modern ones, but modern drives hold much more data. In 1982, the first IBM personal computer with a hard drive (the PC-XT) had a storage size of 10MB. These older computers did not have any form of optical drive; data was usually stored on floppies. If possible, compare a floppy drive with an internal hard drive or a DVD disc to show the increase in storage capacity and to show how the trend toward optical technology over floppy disk has actually resulted in the reduction of drive size. Today, hard drives are typically one half or one full terabyte (TB) or more in size. Ask students what this says about how we use storage devices today as opposed to how we used them in the past (for instance, have them think about storing files for entertainment, such as music files and movies—something we could not have done using older technology). Serial ATA (SATA) is the current standard for connecting internal hard drives and CD and DVD drives to the motherboard. Integrated drive electronics (IDE) is an older standard that used a 40-pin ribbon cable; SATA drives use a thin, 7-pin data cable. The thinner cable takes up less space inside the chassis, which helps improve airflow inside the computer. This is an important advantage as processors get faster and generate more heat.

Video Card Video cards add extra CPU processing capability to a computer when you have higher demands for graphics, as when you are gaming or watching high-definition multimedia. The video card reduces the need for the main CPU to convert signals from gaming input controls or to convert game program instructions to output signals needed by the monitor. An additional video card is sometimes called a discrete or dedicated video card; compare this with computers that have an integrated video processor in

Copyright © 2007–2016 NAF. All rights reserved. NAF Principles of Information Technology Lesson 5 Inside the Box the main CPU or motherboard. Integrated video is cheaper because dedicated video cards have their own CPU, RAM, power supply connectors, and cooling, allowing for much higher graphics processing performance. When adding or upgrading video cards, you may need to increase the wattage output of your power supply. The main suppliers of graphics cards are Nvidia and AMD.

Expansion Slots An expansion board (also called an expansion card) plugs into an expansion slot. Expansion boards/cards are small circuit boards used to add extra functions or resources to a computer. Some of the more common expansion cards are video cards, sound cards, modems, and network adapters. Different cards come in different sizes, so motherboards often feature expansion slots of different sizes, allowing almost any card to be plugged in to the motherboard to expand the computer’s capabilities.

Power Supply All computers require a power supply to convert or transform household 120 volts of alternating current (AC) to much lesser voltages of direct current (DC) that electronics run on. Laptops typically have the transformer as part of the cord to reduce weight. But laptops also have internal batteries that vary greatly in capacity. Preassembled computers will come with the correct power supply. But, if you are building a computer or adding additional items to expansion slots, you may need to change the power supply to a higher wattage to compensate for the greater electricity used.

Case A computer case, or chassis, tower, or cabinet, is the part of the computer that covers the rest of the computer to protect the parts and to provide a place to mount the parts. Desktop computers tend to be made of metal and have more space for cooling. Laptops tend to be plastic, to make them lighter, and they are smaller so as to be portable. Laptops thus suffer from overheating problems more than desktops do. The size of the case depends on the size of the motherboard or form factor. Older computer desktop cases tended to lie horizontally; more modern ones are vertical. A computer case should never rest on the floor or on carpet because the cooling vents can become plugged with dust, which then leads to overheating and CPU failure.

Fan A fan is needed to cool almost all computers because of the heat generated by the CPU, graphics cards, and power supplies. Fans are located next to the air vents and can become plugged with dust or hair. A funny squealing noise is a sign that the fan needs replacing. A fan is one of the cheapest components on a computer, but it is vital to ensure that the computer does not overheat. Some laptops need extra cooling, and you can buy an accessory cooling mat or tray. Laptops should never be left running on soft materials such as blankets, clothing, or soft furniture that would block the cooling vents.

Input/Output Ports Input/output ports connect peripherals to the motherboard or allow networking connectivity. Connector types have continually changed over the last 30 years. Multi-pin serial ports to connect to printers and blue SVGA connectors to connect to monitors have been replaced by USB ports and HDMI ports. Basic computers today use USB 2.0 ports for connecting mice, keyboards, and printers and providing power to the devices. USB 3.0 ports are used for data transfer to external drives or USB memory keys. HDMI ports are found on better computers to export high-definition video and sound to monitors or televisions. Analog audio ports allow you to connect headphones, ear buds, or inexpensive external speakers to the computer. A PS/2 port is an older seven-pin connector for keyboards and mice on PCs. This has been

Copyright © 2007–2016 NAF. All rights reserved. NAF Principles of Information Technology Lesson 5 Inside the Box replaced by USB ports. An IEEE 1394a port, also known as FireWire, is used for data transfer. It has been replaced in newer computers with USB 2.0 and 3.0 ports. An eSATA port is like a USB port providing data transfer and power, but it is meant for use with mass storage devices. S/PID optical ports are used for audio outputs to audio or stereo systems. The last port is the network port, which provides wired network and Internet connections at Gigabit speed. Many users tend to use Bluetooth and Wi-Fi to provide the input/output connection. Bluetooth is used for keyboards, mice, and audio. Wi-Fi is used for network connections and connections to printers. However, the computer must have onboard Wi-Fi or Bluetooth transmitters/receivers or use a USB adapter to provide the wireless connection.

Teacher Resource 5.3 Assessment Criteria: Inside the Box Poster

Student Names:______

Date:______

Using the following criteria, assess whether the students met each one.

Met Partially Didn’t Met Meet

The poster’s graphic elements correctly illustrate a motherboard, a microprocessor, memory, magnetic □ □ □ storage, and optical storage. The components are labeled correctly. □ □ □

The poster’s text accurately communicates the purpose of each component. □ □ □

The completed poster is neat and uses proper spelling and grammar. □ □ □

Additional Comments:

______

Teacher Resource 5.4 Key Vocabulary: Inside the Box

Term Definition antistatic bag A polyethylene or conductive Mylar bag, usually pink or shiny transparent black, used to store computer components such as expansion cards to keep them safe from ESD.

BIOS (basic input/output The program a CPU uses to start a computer when it is turned on. The BIOS system) also manages the data transfer to external peripherals. bit The smallest unit of data that a computer can use and store, having a value of either 0 or 1. The word is an abbreviation for binary digit. bus The electronic pathways between hardware components used to transfer data back and forth. byte A group of eight bits. cache memory A type of memory used to temporarily store frequently used data or program instructions for quick access; similar to RAM but much faster and more expensive. central processing unit The “brain” of the computer that interprets and executes instructions; also (CPU) called the microprocessor or processor. circuit board A flat piece of insulating material inside a computer, on which electrical components are mounted. computer system A four-part system consisting of hardware, software, data, and people that performs four basic actions: input, output, processing, and storage. data The raw information, including text, numbers, sounds, and images, that a computer reads and stores in the form of numbers.

DDR SDRAM Double data rate synchronous dynamic random-access memory is an older class of memory used by integrated circuits in computers.

DIMM A dual inline memory module (DIMM) is a double SIMM (single inline memory module) containing RAM chips.

Term Definition electrostatic discharge The rapid flow of electric current between two objects of different electrical (ESD) potential. Because it can carry a large charge, ESD can cause serious damage to electronic equipment. expansion board/card A small circuit board used to add extra functions or resources to a computer. Examples include a video card for a higher end monitor, a sound card for improved sound through stereo speakers, or a network or modem card for telecommunications. expansion slot A socket on a computer’s motherboard used to hold an expansion board and connect it to the bus (data pathway). floppy drive A magnetic storage device that reads data from and writes data to a floppy disk, which is a metal or (more commonly) plastic disk (usually 3½ in.) inside a rigid plastic case. These are found mostly on older machines—few if any new computers have floppy drives. The term floppy comes from the fact that the disk, outside of its casing, was floppy rather than rigid. gigabyte (GB) One billion bytes is the decimal definition used in telecommunications and by most computer storage manufacturers for devices describing main memory capacities. A gigabyte is 1,073,741,824 bytes, equal to 1,0243 or 230. gigahertz (GHz) A billion cycles per second; a measurement used to express a computer system’s clock speed or clock rate. hard drive The primary, magnetic storage device in a computer. It is made of a group of thin, rigid platters that spin on a central spindle. The disk itself might be made of metal, aluminum, glass, or a form of ceramic. hardware The mechanical or physical devices of a computer system.

IDE (Integrated Drive This is a standard interface or set of wires for connecting motherboards to Electronics) mass storage devices. input The data entered into a computer; also, the action of entering data. kilobyte (KB) 1,024 bytes.

LED (light-emitting diode) Device used on computers to indicate the status of various devices; also, a technology for displaying graphics in monitors.

Term Definition megabyte (MB) 1,048,576 bytes, or 1,024 kilobytes of 1,024 bytes each. megahertz (MHz) A million cycles per second. This is an older measurement used to express a computer system’s clock speed or clock rate; most processors (even those on mobile devices) are in the gigahertz range today. memory A “work area” used by the CPU to read and write data and programs quickly while they are being used; primary types are ROM and RAM. microprocessor The “brain” of the computer that interprets and executes instructions; also called the central processing unit (CPU). motherboard The main circuit board in a computer that unifies all of a computer’s electrical pathways and devices; also called the system board. multicore processor A single chip with more than one processing core; it acts like multiple processors but requires only one socket on the motherboard. Dual- and quad-core processors are readily available on many desktops and laptops. optical drive An optical storage device that reads data on optical discs; variations include CD-ROM drives (read-only), CD-R drives (record once, read many times), CD-RW drives (rewritable), and similar forms for DVD and Blu-ray. CDs have a smaller storage capacity than digital video discs (DVDs), which have a smaller storage capacity than Blu-ray. output The data produced by a computer after processing; also, the action of producing data. processing The action(s) a computer takes while following instructions from a software program. random-access memory A type of memory that contains data that can be read or written to but is lost (RAM) when the computer is turned off. read To transfer data from a storage or input device into memory, or from memory into the central processing unit. read-only memory (ROM) A type of memory that contains data that is retrievable but cannot be changed. ROM does not lose its contents when the computer is turned off.

Serial ATA (SATA) Serial Advanced Technology Attachment is a new standard to replace IDE for connecting hard drives to motherboards.

Term Definition

SIMM A single inline memory module containing RAM chips.

SDRAM Synchronous dynamic random-access memory is RAM that works at the same speed as the CPU. software A set of electronic instructions, also called programs, that tells a computer what to do. storage The media and devices used to record and hold data and programs permanently. storage devices The hardware components that read and write data to and from storage media. storage media The physical materials on which data is stored, such as hard disks, optical discs, floppy disks, and magnetic tape. (Note that magnetic tape is typically used for backup applications.) Each of these is removable from the storage device, except for the hard disk. system board Another name for the motherboard. system clock An electronic source that generates a steady stream of electronic pulses used to time sequences of actions within the processor. tablet A mobile general-purpose computer contained in a single panel. Its distinguishing characteristic is the use of a touch screen as the input device. Modern tablets are operated by fingers, and a stylus is an option. Tablets usually come with a web browser and Wi-Fi networking. tape drive A magnetic storage device used to read data from and write data to a magnetic tape housed within a plastic cartridge case. Magnetic tape is typically used for backup applications. terabyte (TB) Approximately one trillion bytes, this quantity is 1,0244 bytes or 240. Hard disk drive storage capacity is typically in this range (half a TB to several TB). touch screen A display screen that is sensitive to the touch of a finger or stylus. Used in myriad applications, including laptops, tablet computers, smartphones, ATM machines, retail point-of-sale terminals, and car navigation. write To send data from CPU to memory or to a storage or an output device.

Teacher Resource 5.5 Bibliography: Inside the Box

Print O’Hara, Shelly. Learning Computer Concepts, 2nd ed. Upper Saddle River, NJ: Prentice Hall, 2006. Technology Applications. Upper Saddle River, NJ: Prentice Hall, 2004. White, Ron. How Computers Work, 9th ed. Indianapolis, IN: Que Publishing, 2007.

Online “DIMM.” Wikipedia, http://en.wikipedia.org/wiki/DIMM (accessed May 18, 2016). “How Computer RAM Works.” Computer Memory Upgrade, http://www.computermemoryupgrade.net/how-computer-memory-works.html (accessed May 18, 2016). PC World staff. “Motherboards.” PC World Australia, June 17, 2002, http://www.pcworld.idg.com.au/article/190318/motherboards/ (accessed May 18, 2016). “Read-Only Memory.” Wikipedia, http://en.wikipedia.org/wiki/Read-only_memory (accessed May 18, 2016).

Student Resources

Resource Description

Student Resource 5.1 Reading: Overview of a Computer System

Student Resource 5.2 Reading: The Hardware Components of a Computer System

Student Resource 5.3 Poster Assignment: Inside the Box

Student Resource 5.4 Culminating Project Launch: Designing a Dream Personal Technology System

Student Resource 5.5 Project Planner Page 1: Planning a Dream Personal Technology System

Student Resource 5.1 Reading: Overview of a Computer System

Computers come in a variety of shapes and sizes and have lots of different uses. But in spite of their differences, all computer systems have four main aspects: hardware, software, data, and users.

Hardware The mechanical or physical parts of a computer system are called hardware. Examples of hardware are a monitor or screen, a keyboard, a mouse or other input device (such as a touchpad), Bluetooth speakers or headphones, a printer, mobile devices such as a smartphone or tablet, and devices inside the computer case, such as memory. You are likely to come in to contact with two main types of personal computers: laptops and desktops. Laptop computers (also called notebook computers) are portable and designed to be taken wherever a person chooses. They are typically quite thin and lightweight and have a built-in LCD screen, keyboard, speakers, and touchpad. Desktop computers are used in a fixed location. They consist of several parts, usually a CPU box (known as a system unit), a keyboard, a mouse, a monitor, and speakers. Both types of machines are powerful and can suit most users’ needs; deciding which to buy is simply a matter of personal preference. These days, mobile devices like smartphones and tablets can be just as powerful as some of the latest laptop computers. It is important to know which of these devices sync easily with the rest of your system. Apple products, for example, are designed to work seamlessly with one another. An Apple MacBook Air laptop will pair with an iPad or iPhone with little manipulation from the user. By contrast, an Asus X551 laptop, for example, may have specific requirements to pair with a Samsung Galaxy phone or tablet. While most systems today can pair with any Bluetooth device, it’s important to research which devices work best with each type of hardware.

Software Software, also called programs, is a set of instructions that tells a computer what to do. Some programs are designed to operate the computer itself, while other programs are designed to help people perform tasks on the computer, such as creating documents or drawing pictures.

Data Data is the information that a computer inputs, processes, and stores, in the form of binary digits (0 and 1). A computer manipulates data by using software programs and provides users with the processed information in an organized form (output). Data can be words, numbers, sounds, images, or animated images; no matter what the form, the computer converts this information to binary digits. Because the data is reduced to digits, we call it digital or digitized information. The smallest unit of data a computer can use is called a bit, short for binary digit. A bit can have only one of two possible values: 0 or 1. A group of eight bits equals one byte. The 0s and 1s in a byte can be combined in 256 different ways. All of the characters on a keyboard, including upper- and lowercase letters, numbers, punctuation marks, and symbols, are easily converted into binary. For example, below is the greeting “Hello!” converted into bytes: H 01001000 e 01100101 l 01101100

l 01101100 o 01101111 ! 00100001

Character sets are systems for coding letters, numbers, and symbols in a way that computers can understand. The code used for the greeting above is called ASCII (pronounced “ASK-ee”), which stands for American Standard Code for Information Interchange. ASCII uses 7 bits (but stores each character in 8 bits, disregarding the first, or leftmost, bit). There are 128 variations of bits that are used in ASCII, which is enough for languages that use the letters A to Z to have upper- and lowercase letters, numbers, punctuation, and special symbols. But 128 variations is not enough to represent all the other characters found in languages like Greek, Hebrew, Arabic, Chinese, and so on. A system called Unicode solves this problem by using 2 bytes (16 bits) instead of 1 byte to encode characters. This results in more than 65,000 possible code variations.

Users Users are the people who operate computer systems. You might say that some computers can operate without the help of people. Although that may be partly true, no computer is totally self-sufficient. At some point, people still have to write computer programs, enter data, and design, build, and repair the physical computer components. In addition, the computer has no goal or desire of its own. It is the user who instructs the computer of what to do and when.

Basic Actions Performed by a Computer System A computer system changes information from one form to another through four basic actions: input, processing, output, and storage.

Input Input is the data that is entered into a computer. Input can be letters or numbers or more complex items such as videos or music. Keyboards and digital cameras are examples of input devices.

Processing A computer completing a task or tasks when following instructions in a software program is said to be processing. Computers can process data very fast, performing billions of operations every second. This is expressed as CPU speed in gigahertz (GHz).

Output Output is the data produced by a computer after processing. Output can take many forms, such as text and/or images displayed on a computer screen or printed on a piece of paper.

Storage When a computer saves data, we say it “stores” the information. Storage refers to media and devices used to record and hold data and program instructions permanently. A computer has two forms of storage: short-term memory that is used during processing, and long-term storage for permanence. When the computer is turned off, data in short-term memory is generally lost. This is partially why we also need long-term storage.

A byte is 8 bits, enough to store a single ASCII character such as the letter A, 01000001. Since a byte is such a small amount, storage and memory are usually measured using the units of measure listed in the following table. The exact size of these units depends on the context.

Unit Abbreviation Number of Bytes of Data Number of Bytes of Data (Computer Storage) (Computer Memory) kilobyte K or KB 1,000 1,024 megabyte MB 1 million (or 1,000KB) 1,0242 = 1,048,576 gigabyte GB 1 billion (or 1,000MB) 1,0243 = 1,073,741,824 terabyte TB 1 trillion (or 1,000GB) 1,0244 = 1,099,511,627,776

Disk storage capacities differ from memory capacities in that the units in disk storage are “rounded off.” For instance, 1MB of disk storage is literally 1,000,000 bytes while 1MB of memory storage is 1,0242 or 1,048,576 bytes. This is shown in the above table, where you can compare how 1KB, 1MB, 1GB, and 1TB are expressed as an amount of disk storage versus main memory. The reason for this difference is that memory capacities are based on powers of 2 (1,024 is 210 and 1,048,576 is 220) while disk storage is based on powers of 10. Computers store different types of information on different types of hardware:  Instructions and data the computer needs to use immediately to process information are stored in random-access memory (RAM). The amount of RAM a computer has helps determine how quickly it can work. There are two types of RAM. Static RAM (SRAM) is a faster but more expensive technology. Main memory, or dynamic RAM (DRAM), is used to back up the limited SRAM. DRAM is slower but far cheaper.  Computers also have read-only memory (ROM). The ROM chip stores information in the computer that does not need to change, such as the information needed to load the operating system at start-up. It is read-only because its contents are permanent. And so, unlike the various forms of RAM, ROM never changes. But because the contents are permanent, it is a form of nonvolatile memory (it never loses its contents whether power is on or off).  Data that you want to store, such as documents you create, images you have uploaded from your camera, or music you have downloaded, is stored on the computer’s hard drive or on an external device, such as an optical disc or a flash drive. You’ll learn more about these in Lesson 6.  To get a better idea of storage capacities, the following table compares how much storage space you might need to store different types of data.

Size Type of Data 1 bit 0 or 1 (true/false, pixel on or off) 1 byte A character or part of a number 1KB A page of text 1MB A small, compressed color image file or a modest-sized black-and-white image file, or a portion of a song file 1GB Several CDs’ worth of high-quality audio or a compressed movie 1TB A library of hundreds of movies

Student Resource 5.2 Reading: The Hardware Components of a Computer System

To understand how computers process data, it is first important to learn what the major hardware components are and how they work. As you will see, the following components are closely interrelated, both in how they work and in their effect on computer performance.

The Motherboard The motherboard is a flat piece of insulating material inside a computer on which electrical components are mounted. It is also known as the system board. Because the motherboard is the main circuit board inside a computer, it unifies all of the computer’s electrical pathways or circuits. Most modern circuit boards have circuits that are “printed,” rather than hand-soldered, on one or both sides. Instead of wire, lines of copper or aluminum are laid into the board’s hard plastic surface through a process called photolithography. These metal lines are so narrow that dozens of them can squeeze into a single inch. There can be several layers of these metal lines separated by insulation layers so that the lines won’t touch each other. Electrical components are either “seated” on circuit boards in sockets or attached to the surface by soldering. Sockets are preferred for items that are likely to be upgraded in the future, while surface mounting is used for components not likely to be replaced. Motherboards have various slots and sockets so that other components can be inserted onto the motherboard. These include a CPU socket, memory circuit boards, and slots for expansion cards.

The Microprocessor (CPU) The microprocessor is often referred to as the central processing unit (CPU), or “brain,” of the computer. The CPU is the computer’s main “chip”—a single piece of silicon etched with billions of tiny transistors. It can fit in the palm of your hand. The microprocessor carries out instructions from software programs and the computer’s user. It also performs calculations and controls the flow of information through the computer system.

Types of CPUs Each motherboard has a particular type of CPU socket. So, only a CPU that fits in that socket can be used on that motherboard. Some types of CPUs include Intel’s Core i5 and i7 chips and AMD’s A6 and FX chips. Both lines are made for Windows-compatible PCs. Apple computers use Intel processors. Mobile devices primarily use Intel and ARM processors.

How CPUs Affect Processing Speed The design, or architecture, of a CPU chip is related to the number of instructions per clock cycle and the speed of its system clock. The system clock is a vibrating crystal that generates a steady stream of electronic pulses. In other words, the system clock sets the work pace for the microprocessor and other components. (Keep in mind that the system clock is not the same as the clock/calendar that keeps track of the time and date in the computer.) The CPU cache memory described later in this reading also affects the processing speed of the CPU.

A clock cycle or clock rate is the time it takes to turn the transistors in the microprocessor off and back on. Thus, the speed of microprocessors is measured in gigahertz (GHz), which are billions of cycles per second. The higher the system clock’s speed, the more instructions the computer can potentially follow per second. When purchasing a computer, though, keep in mind that the faster a computer can operate, the more expensive it usually is. Also keep in mind that a number of other factors will impact processor speed and thus the speed of the computer.

Multicore Processors A multiprocessor system requires a motherboard with two or more CPU sockets. It tends to be more expensive than a system that can accept only one CPU chip. On the other hand, a multicore processor acts like a multiprocessor system, offering the same kind of increased performance advantages using a single chip with multiple processing “cores.” It requires only the usual single socket on the motherboard. Quad-core processors are very common, and more expensive six- and eight-core processors are also available.

Memory The CPU contains basic instructions needed to operate the computer, but it cannot store software programs or large amounts of data. So, the computer uses “work areas” called memory where it can quickly “read” (retrieve) or “write” (change) programs and data while they are being used.

Types of Memory There are two main types of memory built into a computer: ROM and RAM. Read-only memory (ROM) contains data that can be retrieved but not changed. An example is the basic input/output system (BIOS) chip that contains the CPU instructions used to test and start up the rest of the computer hardware when the computer is first turned on. ROM is nonvolatile memory, meaning that it does not lose its contents when the power is off. ROM is required because the computer needs a start-up process, called the boot process, when it is turned on. The primary type of computer memory is random-access memory (RAM). It has data that is volatile, which means it does not stay in memory when the computer shuts down. The information in RAM can be changed because RAM can be written to as well as read from. All computers use RAM, but the type of RAM varies. Two types of RAM are SRAM (static RAM) and DRAM (dynamic RAM). The most common form of DRAM today is double data rate synchronous dynamic random-access memory (DDR SDRAM). It currently has three variants: DDR1, DDR2, and DDR3, with 3 being faster than 2, and 2 being faster than 1. Note that RAM is used not only by the CPU but by other hardware devices, too. For example, expansion boards such as video cards and sound cards have their own built-in RAM. An expansion board (also called an expansion card) plugs into an expansion slot. Expansion boards/cards are small circuit boards used to add extra functions or resources to a computer. Cache (pronounced “cash”) memory is a form of SRAM. It is much faster than all forms of DRAM memory and is used in a slightly different way. Moving data between DRAM and the CPU is very time- consuming because DRAM is slower than the CPU. Cache memory is built into the CPU chip itself. The cache improves processing performance by storing the most recently used data and program instructions in its high-speed memory. The next time the CPU needs that same data or instructions, it finds it in the cache memory, saving the time it would have taken to “load” or access the data from DRAM.

How Memory Affects Processing Speed Memory is one of the factors that determine the speed of a computer. Not having enough memory can slow down processing speed, because when memory runs out, the system needs to start storing and

Copyright © 2007–2016 NAF. All rights reserved. NAF Principles of Information Technology Lesson 5 Inside the Box retrieving data from something called a swap file, which is located on the hard drive—and the hard drive is much slower than either cache memory or DRAM. The more memory a computer has, the more expensive it is. Although new personal computers come with a substantial amount of DRAM (measured in gigabytes), you can typically add more DRAM (although not usually SRAM). Modern computers typically have 8GB to 16GB of DRAM.

Storage Devices The hardware components that read and write data to and from storage are called storage devices. Storage technology can be divided into three main categories: magnetic, optical, and flash. The main types of storage devices found in today’s computers are hard drives, solid state drives, and optical drives.

Hard Drives The terms hard disk, hard disk drive (HDD), and hard drive are often used interchangeably. These terms refer to a group of thin, rigid, platters (disks) coated with a magnetic material that spin on a central spindle inside a sealed metal box. Although these disks can be made out of metal, they are more often made from some other substance such as aluminum, glass, or a form of ceramic. The magnetic coating allows the disk to retain magnetized information. A hard drive uses magnetic energy to write information on the disks. Because of this, be sure that you never place a magnet on or near your computer’s case. Hard disk capacity today is measured in terabytes (one half TB up to 3TB or more). And keep in mind that whereas RAM memory is used for temporary storage, a hard drive is a permanent storage device. Most computers come with a hard drive inside the computer case. You can also purchase external hard disk drives to be added to and removed from your computer as needed.

Solid State Drives A newer type of hard disk drive called a solid state drive (SSD) doesn’t use a spinning disk, magnetic energy, or any moving parts. It uses flash technology and stores data on integrated circuits. Solid state drives can load the operating system and application programs much more quickly and are more reliable than traditional hard disk drives. The tradeoff is that SSDs currently have a much higher price per gigabyte, and they don’t yet come in comparable sizes (5TB hard drives are now available, but SSDs don’t come bigger than 1TB). A similar type of drive that merges solid state drive features with those of a traditional hard drive is called a hybrid drive. These new types of drives are designed to speed up the slow response and slow data transfer of a traditional hard disk drive. Flash memory is also used in flash drives, which are also called memory sticks or USB drives. This form of memory plugs in to your computer via a USB port, so it is removable and portable. Flash memory today is far cheaper than it used to be. A flash drive might cost as little as $15 for 32GB of storage space (which is probably twice as much storage space as your computer’s DRAM).

Optical Drives Optical drives read and write data using lasers instead of magnetic methods. The common formats of optical disks today are digital video disc (DVD) and Blu-ray Disc (BD) drives. Most desktop PCs have either a DVD drive or a Blu-ray drive. Some laptops and notebooks do not have an optical drive, but you can purchase an external DVD or Blu-ray drive to connect to a laptop. Older computers have compact disc (CD) drives. Both DVD drives and Blu-ray drives can read CDs. A DVD can store more data than a traditional CD and is also faster at reading and writing data. Blu-ray allows information to be stored at a greater density than is possible with the lasers used for DVDs. A DVD uses a 650-nanometer red laser, and a Blu-ray disc uses a 405-nanometer blue laser. The shorter wavelength of the blue laser enables a Blu-ray disc to store over five times more data per layer than a DVD.

There are several types of optical drives:  DVD-ROM drives only read data (ROM stands for read-only memory).  DVD-R drives can write data to a disc only once (R stands for record) but can read it many times.  DVD-RW drives can write data to the same disc many times (RW stands for rewritable).  Most Blu-ray drives can read CD and DVD discs as well as Blu-ray. BD-Rs can be written to once, whereas BD-REs can be erased and re-recorded multiple times. Note that while you can erase files from a hard disk drive or flash drive one by one, erasing files from a DVD-RW (or BD-RE) disc requires erasing the entire disc at one time.

Expansion Cards As you know, computers can be used to complete all sorts of tasks. To perform certain tasks, you may need to install an expansion card. Some of the more common expansion cards are video cards, sound cards, modems, and network adapters. Different cards come in different sizes, so motherboards often feature expansion slots of different sizes, allowing almost any card to be plugged in to the motherboard to expand the computer’s capabilities.

Looking Inside a Computer Look carefully at the following photographs to identify the computer hardware parts you’ve been reading about.

Inside the PC Case This picture shows inside the case of a Dell OptiPlex 7010 MT computer.

Note that the CPU itself is not visible beneath the CPU cooling unit, which sits on top of the CPU to keep it from overheating. Image retrieved from http://www.rozmazat.cz/public/images/Dell-OptiPlex/Dell-OptiPlex7010MT.jpg and reproduced here under fair-use guidelines of Title 17, US Code. Copyrights belong to respective owners. Image courtesy of Libor Dušek.

Components of a Motherboard These pictures show the components of a typical motherboard on the market in 2013.

Student Resource 5.3 Poster Assignment: Inside the Box

Directions: With your group, create a poster that illustrates what you find inside when you open up a computer. Base your poster on the information you’ve gathered from your reading and from viewing the different components. Read through the assignment before you begin work, and make sure you understand how your work will be assessed.

Your poster should include the following:  An illustration of at least one example of each of the five hardware devices you have just read about (motherboards, microprocessors, memory, magnetic storage, and optical storage). Assign one device to each group member, or distribute the assignments as best fits your group makeup.  A label that identifies each device.  A sentence that explains the purpose of each device. To make best use of each group member’s time, have each member draw one of the components and then neatly and attractively paste it onto the poster. Each group member’s drawing should be accompanied by the purpose sentence that the person has written to explain the device’s use. Make sure that whatever you write would make sense to someone who knows nothing about computers.

Make sure your work meets or exceeds the following assessment criteria:  The poster’s graphic elements correctly illustrate a motherboard, a microprocessor, memory, magnetic storage, and optical storage.  The components are labeled correctly.  The poster’s text accurately communicates the purpose of each component.  The completed poster is neat and uses proper spelling and grammar.

Student Resource 5.4 Culminating Project Launch: Designing a Dream Personal Technology System

Project Overview Before making a major purchase, it is a good idea to think about what you want, what you need, and how much money you have to spend. It is also important to research and compare the options available and then evaluate how well those options match your purchase criteria. Sometimes, you may not even be entirely sure of what you want or need before you start, and you will have to figure things out along the way. Buying a personal computer system is a major purchase decision that deserves careful consideration. In this project, your group will design a dream personal technology system. You will begin by deciding the most important things you want your computer to be able to do. Video games? Graphic design? Web design? Blogging? Photography work? Music? What peripherals and mobile devices would help you round out your system, making it productive, functional, and fun? The exact kinds of hardware and software you need are tied to what you want to be able to do with your computer. As you work through each lesson of this course, you will analyze what you are learning and apply it to determining what your needs are for your dream system. For example, in this lesson, you will analyze what hardware you need for your computer. In Lesson 6, you will analyze what peripherals you need. For each analysis, you’ll fill in a project planning sheet documenting your needs. As you work through the project, you’ll compile these planning sheets into a report that you can refer to. Since you will have a generous but limited budget for your project, you will also need to keep track of how much the different parts of your system cost. You will do this using an Excel spreadsheet. Once you have gathered all of your information and completed your analysis, you will create a PowerPoint presentation featuring your recommendations for your dream system. You will present your dream system presentation to an invited audience and your class members at the end of the course.

Project Objective The primary objective of this project is to answer the following question:  How do we design a “dream” personal technology system that best meets a specific purpose and budget? In the process of completing this project, your group’s goal is to design the right product and present it on time and at cost. You will have to balance these three main factors:  Time: As with most projects, there is a limited amount of time in which to formulate your final design recommendations. The best way to meet your deadline is to work on each step of the project and do a thorough job on your project planning sheets in each lesson. Then when it comes time to create your presentation, you will have the information you need.  Budget: Your group has a budget of $5,000 for this project. You will have to research how much hardware components and software packages cost, and in some cases, you may have to make hard decisions based on cost.  The right product: You want to come as close as possible to addressing all of your group’s wants and needs. One good way to do this is to establish a set of priorities before making any firm decisions about your group’s dream system.

Project Tasks As you work on your project throughout the remainder of this course, your group will perform the following tasks:  Create a project planning sheet for each aspect of your computer, including: 1. Hardware and mobile devices 2. Peripherals 3. Application software (such as Microsoft Office) 4. Graphics and media software 5. Gaming and simulation applications 6. Networking hardware 7. Internet connectivity packages 8. Operating system  Create a report in Microsoft Word that compiles your project planner pages. You will then analyze the content you have collected to determine the best choices for your system.  To make sure you don’t exceed your budget, research component pricing and create a Microsoft Excel spreadsheet that details your costs.  Design a PowerPoint presentation featuring your recommendations.  Present your proposal to an audience of information technology professionals, NAF advisory board members, class members, school administrators, and family members at the end of the course.

Project Assessment There are four main assessments for the project:  Your project planning report will be assessed at the end of the project using assessment criteria.  Your Excel spreadsheet will be assessed at the end of the project using assessment criteria.  A reference sheet you create as a tool for putting together your dream system PowerPoint presentation will be assessed using assessment criteria.  Your dream system PowerPoint presentation will be assessed using a rubric.

Student Resource 5.5 Project Planner Page 1: Planning a Dream Personal Technology System

Student Names:______Date:______

Directions: This is the first page of the project planner that you will use to help plan your group’s dream personal technology system. In future lessons, you will add additional project planner pages to describe items such as an operating system, productivity software, and the software you need for activities such as creating graphics or listening to music. Be sure to keep track of all your project planner pages for the remainder of the course. Your group will collect and submit these resources at the end of the project.

Answer the questions below to identify and plan the hardware components of your dream personal technology system. Note the factors (such as processor speed, ease of use, type of graphics card, compatibility of mobile devices, and so on) to keep in mind while designing the system, and consider your group’s stated purpose when making choices.

When describing the hardware you would choose, don’t worry about specifics such as model numbers, the exact amount of RAM you’ll need, or hard drive size. You will be able to return to this later and make specific decisions about these elements as your other plans for the system take shape.

What this computer system will be used for:

Given how we plan to use our dream system, what do we need to consider about the following?  Speed (e.g., type of processor):

 Reliability (e.g., durability of components, susceptibility to viruses, and so on):

 Cost comparisons:

 Ease of use (e.g., user friendliness of the system):

 Graphics and streaming media capabilities:

Hardware we need to purchase (including possible mobile devices like smartphones and watches, or tablets):

Why we made these choices:

Additional notes:

This lesson provides students with an overview of computer hardware peripheral devices. Students learn the main types of devices that can be attached to a personal computer, identify peripheral port types, use various types of input devices, learn about printer types, and write about what they would look for when evaluating and purchasing peripherals for their dream technology system. Advance Preparation For the hands-on activity in Class Period 2, you will need to have multiple computers that you can arrange around the room so that students can experience hooking up various peripherals. If possible, provide more than one type of each peripheral and a variety of cable connectors. This lesson is expected to take 3 class periods.

Lesson Framework Learning Objectives Each student will:  Identify uses and benefits of various types of input and output devices  Describe factors that affect the image quality of monitors  Distinguish between printer types  Evaluate criteria for purchasing a printer  Identify computer ports and their functions Academic Standards The relevant Common Core State Standards are too extensive to list here but are an important basis for this lesson. For details, please refer to the separate document “Correlations to the Common Core Standards” (available in the Course Planning Tools section of the course materials).  Demonstrate knowledge of the hardware components associated with information systems (Common Career Technical Core 2012, IT 11)

 Describe trends in emerging and evolving computer technologies and their influence on IT practices (Common Career Technical Core 2012, IT 6)  Understand and use technology systems (ISTE NETS for Students 2007, 6a) Assessment

Assessment Product Means of Assessment

A paragraph explaining which peripherals are Assessment Criteria: Must-Have Peripherals necessary for a personal technology system Descriptive Paragraph (Teacher Resource 6.4) (Student Resource 6.6)

Prerequisites  Working knowledge of the major components and functions of a CPU

Instructional Materials Teacher Resources  Teacher Resource 6.1, Answer Key: Input and Output at the Mall Investigation  Teacher Resource 6.2, Presentation and Notes: Learning about Peripherals (includes separate PowerPoint file)  Teacher Resource 6.3, Multi-Pass Instructions: Learning about Peripherals  Teacher Resource 6.4, Assessment Criteria: Must-Have Peripherals Descriptive Paragraph  Teacher Resource 6.5, Prompts: Learning Objective Reflection (separate PowerPoint slide)  Teacher Resource 6.6, Guide: Teaching Reflection  Teacher Resource 6.7, Key Vocabulary: Peripherals  Teacher Resource 6.8, Bibliography: Peripherals Student Resources  Student Resource 6.1, Investigation: Input and Output at the Mall  Student Resource 6.2, Reading: Learning about Peripherals  Student Resource 6.3, Reading: Overview of Peripherals  Student Resource 6.4, Reading: Cables, Connectors, and Ports  Student Resource 6.5, Project Planner Page 2: Planning a Dream Personal Technology System  Student Resource 6.6, Descriptive Paragraph: Must-Have Peripherals for My Group’s Personal Technology System Equipment and Supplies  LCD projector and computer for PowerPoint presentation  Examples of peripherals, such as keyboards, monitors, mice, disk drives, and printers

 Blackboard, whiteboard, or flip chart

Lesson Steps

Step Min. Activity

CLASS PERIOD 1

1 20 Think, Group, Share: Input and Output at the Mall This activity is designed to introduce the concept of peripherals—hardware devices that are separate from the computer but can be connected to it—and to get students thinking about instances when they come into contact with peripherals. It also focuses on the following college and career skill:  Demonstrating teamwork and collaboration Refer students to Student Resource 6.1, Investigation: Input and Output at the Mall. Using the Think, Group, Share strategy, ask students to first think on their own and fill in the missing information about different types of computer input and output devices that they might find at a large shopping mall. Explain that in addition to naming the type of business and the type of device, they should describe how these devices are used to make businesses more efficient and to keep customers happy. Next, ask students to work in groups of four and talk about their ideas. Instruct students to compare their notes and identify the peripherals they think they would find at the mall. After students talk in groups for a few minutes, invite groups to share their ideas with the rest of the class. You can do this by calling on each group or by taking volunteers. Be sure to ask students what peripherals they added to their list after talking in their group. Use Teacher Resource 6.1, Answer Key: Input and Output at the Mall Investigation, to help guide the students during the sharing session. Thinking about real-world uses for the equipment they will be learning about in this lesson prepares students to go more in-depth when exploring the topic.

2 20 Presentation: Peripherals and Their Functions

This activity provides students with an overview of peripherals, and it gets them thinking about the different varieties of each kind of peripheral and which ones they might choose to include in their plans for their culminating project system. The activity also

Step Min. Activity

develops students’ listening and note-taking skills. To prepare, make notes to guide class discussion using Teacher Resource 6.2, Presentation Notes: Learning about Peripherals. Have Teacher Resource 6.2, Presentation: Learning about Peripherals (separate PowerPoint file), ready to show as a full-screen slideshow using an LCD projector. If at all possible, have several different peripherals available for the class to examine as you work through the PowerPoint presentation. Before you begin the presentation, write the following terms on the board. Ask students to copy these into their notebook and take notes on what they learn about each type of device:  keyboard  mouse  monitor  printer and scanner  storage drives Present the slideshow. Use the notes you prepared and the questions on the slides to encourage class discussion. Allow time between slides for students to examine the type of peripheral they’ve just learned about. Another option for this presentation is to use the multi-pass method, with the slides printed and posted around the classroom. Follow the instructions in Teacher Resource 6.3, Multi-Pass Instructions: Learning about Peripherals. This presentation is duplicated as Student Resource 6.2, Reading: Learning about Peripherals. If an LCD projector is unavailable, students can read the presentation, answer the discussion questions in their notebook, and discuss their answers as a class. This student resource is also useful for review. After the presentation, ask students to share their notes with a partner to check for accuracy and completeness. Invite each pair to share their thoughts and questions. Point out to students that being able to determine which peripheral is the best choice for a given situation is an important professional skill. As they work through the rest of this lesson, they will learn more about how to make good choices.

3 10 Homework Reading: Overview of Peripherals Explain to students that as a follow-up to the presentation, they will be reading about peripherals for homework. Instruct students to read Student Resources 6.3, Reading: Overview of Peripherals, for homework. Tell students to make a list in their notebook of the different types of devices they read about and to note whether each device is an input device, an output device, or both. Remind students that learning about a broad spectrum of peripherals is useful preparation for working on their culminating project, when they design a dream personal technology system.

CLASS PERIOD 2

Step Min. Activity

4 10 Homework Review: Peripherals This activity reinforces what students learned from reading about peripherals. Ask students to share the list of peripherals they constructed from the reading with a partner and then have pairs share their lists with the class. Answer any questions that arise, and ensure that all students have a firm grasp of the concepts of input and output devices. This knowledge of peripherals sets the stage for learning about connectors.

5 30 Hands-on Activity: Exploring Cables, Connectors, and Ports

This hands-on activity builds on the knowledge students gained during the previous class period. Now that students are familiar with the different styles of peripherals, they will learn about how peripherals are connected to motherboards. Note: Prepare for this activity ahead of time, making multiple computers available and arranging them around the room so that students can experience hooking up various peripherals. If possible, provide more than one type of each peripheral and cable (such as one keyboard with a USB cable and one with a PS/2 cable). To begin the activity, organize students into groups based on the number of computers available. If your supply of peripherals and cables is limited, you might want to arrange all USB devices at one station, FireWire (also known as a “1394” cable) at another, and so on, and then have the students move from one station to the next. Refer students to Student Resource 6.4, Reading: Cables, Connectors, and Ports, and tell them to use this reading as a reference as they look at the items before them. Write the following prompts on the board, and tell students to write the requested information in their notebook:  List each of the cables, connectors, and ports you see before you.  Note any similarities you observe, such as which of the peripherals’ cables can fit into the same port, which cable types can serve more than one device, and so on.  Sketch the back of the computer you are looking at, and identify, diagram, and label the ports you see on the back of the computer. Guide students as they examine the connectors and ports on the back of a computer. Tell them to examine the diagram in Student Resource 6.4, Reading: Cables, Connectors, and Ports. Ask them to think about how these different port and cable styles might affect a device’s performance. Ask students to exchange what they have written in their notebook with a peer and to check each other’s work for accuracy and completeness. Next, ask students to leave their notebook open on their desk and take a couple of minutes to walk around and look at the sketches that their peers in other groups have drawn. Finally, ask each group to share something they noticed about the ports, cables, and connectors they examined. Did they see any cable, port, or connector today that they had never encountered before? Are there any they were unable to identify? This hands-on learning and subsequent discussion forms the basis for the descriptive paragraph students will write at the end of this lesson, and it gives students a tactile understanding of cables, connectors, and ports.

Step Min. Activity

6 10 Culminating Project Work: Planning Your Peripheral Purchases This activity helps students plan which peripherals they might want to include in their final project, a dream personal technology system. It focuses on the following college and career skills:  Working effectively with a diversity of individuals and perspectives  Thinking critically and systemically to solve difficult problems Ask students to meet in their culminating project groups and use Student Resource 6.5, Project Planner Page 2: Planning a Dream Personal Technology System, to complete this exercise. Tell them to spend some time thinking about the peripherals they have read about and examined during this lesson and to determine which ones they might want to include in their dream system. Remind them to think about the set of specific needs they are designing their personal technology system to meet. For example, someone who intends to use the computer for gaming would need to plan to buy game controllers and, possibly, external speakers, but might not need to spend much on a high-end laser printer. Someone who plans to write and print a lot of documents, however, might opt to plan for a programmable mouse and color laser printer. Which components should be wireless and Bluetooth-enabled? Give students a few minutes to note their ideas on the planning sheet, and then ask them to share their plans with another group. The other group cannot tell them what they should choose, but it may offer insight and suggestions that students had not already thought of. Remind students to put this page of their project planner in their notebook, and explain that they will need to refer to it throughout the project and use it to create their final report. To gauge student understanding, you may find it useful to collect and mark this assignment for credit/no credit. This exercise puts students one step closer to realizing their plans for a dream technology system.

CLASS PERIOD 3

7 30 Writing Assignment: Must-Have Peripherals for My Group’s System This writing exercise gives students a chance to advocate for the peripherals that they think their system should not be without. Students employ what they have learned about peripherals and consider their plans for the design of their dream personal technology system to compose this descriptive paragraph. Instruct students to work individually and write a paragraph describing at least three peripherals that are essential to their group’s system, in addition to the keyboard, mouse, and monitor. Their paragraph should describe the peripherals they think are the most important, useful, or meaningful. Ask students to review Student Resource 6.6, Descriptive Paragraph: Must-Have Peripherals for My Group’s Personal Technology System, and go over the assessment criteria with them. Let students know that they should refer to their responses on Student Resource 6.5, Project Planner Page 2: Planning a Dream Personal Technology

Step Min. Activity

System, as they develop their paragraph. Have students write a rough draft in class. Near the end of the activity, ask students to share their draft with a partner and gather input on anything that still needs work. Instruct students to draft their final copy for homework and submit it at the beginning of the next class period. Assess students’ writing using Teacher Resource 6.4, Assessment Criteria: Must-Have Peripherals Descriptive Paragraph. Remind students that being able to put what they have learned into writing is a professional skill that will serve them well. For students interesting in working with computers, point out that IT companies tend to value computer scientists who are also good writers.

8 20 Reflection: Key Learning Objective

Students reflect on whether they met a specific learning objective for this lesson. Prior to class, prepare to project Teacher Resource 6.5, Prompts: Learning Objective Reflection (separate PowerPoint slide), during this activity. Note: If your students lack experience with reflecting on their learning or reflecting on whether they met a learning objective for a lesson, refer to Teacher Resource 6.6, Guide: Teaching Reflection. Allocate more time for this reflection activity in order to integrate more direct instruction and practice. Write the following learning objective on the board:  Identify the uses and benefits of various types of input and output devices Project Teacher Resource 6.5, Prompts: Learning Objective Reflection. Tell students to choose one of the prompts and think about it in connection with the learning objective on the board. They should then write their reflection in their notebook. Give students a few minutes to write down their thoughts. Ask for a show of hands to see who chose the first prompt. Place these students in pairs or triads to compare their reflections. Do the same for each of the other prompts. The students’ task is to choose the reflection that is most complete, on topic, and thoughtful. Ask a member of each group to share the reflection that the group feels best fits these criteria. Generate a brief class discussion to help students develop their metacognitive skills. Complete this activity by reminding students that this type of practice will help them when they have to complete professional self-evaluations in their internships or jobs. If your students are participating in NAFTrack Certification, it also prepares them for the reflection component of the culminating project. Conclude the lesson by affirming with students that they now have a solid knowledge of computer hardware, including what’s inside the computer box as well as the peripherals that connect to the box. Now they are ready to move on to software applications.

Extensions Content Enrichment  Instruct students to research one of the following topics and report their findings to the class in the form of an oral or a written report, a PowerPoint presentation, or another delivery method of your choice: o Doug Englebart, the inventor of the mouse o Repetitive stress injuries from computer usage, such as carpal tunnel syndrome, and how to prevent them (with a possible demonstration of correct typing positions and/or physical stretches) o Input and output devices for people with disabilities (for example, the Kurzweil Reading Machine used by singer/songwriter Stevie Wonder) o How scanning devices are used in businesses and schools o Virtual reality (VR), which has been explored for more than two decades but is not very realistic. (Students can explore the types of input and output devices used in VR and identify what needs to be done to make VR experiences “feel” more real.) STEM Integration  Technology: Have students design their own plan for an information kiosk (a terminal with touch screen capabilities) to be used in their high school, a restaurant, a large department store, or a museum. Have students use software such as Dia (free), Microsoft Visio, or Inspiration to create their flowcharts. Approximately 15–20 screens should be planned using the following steps: 1. Students choose a venue and a topic. 2. Students create a flowchart to show how the content will be presented and how a viewer will navigate through the screens. (The content does not need to be linear.) 3. After the design is complete, students write individual screen content using a word processor. Pages should be organized to simulate how the real program would work. Additional Cross-Curricular Ideas  Music: Ask students to research the different music-making or production peripherals on the market. During their research, they should consider this question: How do musicians and producers use these tools to compose, play, or record music? Have the students write a short report detailing their findings.  Industrial Arts/Design: Have students research the benefits of 3-D printing for industrial design or production. Research the capabilities of various kinds of 3-D printers. If a 3-D printer is available, design a basic object and produce it. Show it to the class and explain the steps you had to go through to produce it.  Journalism: Instruct students to research the different types of printers that a school newspaper or newsletter might choose to purchase. During their research, they should consider this question: What features would such an organization look for when choosing a printer with which to publish the school paper? Have the students create a chart or poster showing the different options, comparing and contrasting their capabilities.

Teacher Resources

Resource Description

Teacher Resource 6.1 Answer Key: Input and Output at the Mall Investigation

Teacher Resource 6.2 Presentation and Notes: Learning about Peripherals (includes separate PowerPoint file)

Teacher Resource 6.3 Multi-Pass Instructions: Learning about Peripherals

Teacher Resource 6.4 Assessment Criteria: Must-Have Peripherals Descriptive Paragraph

Teacher Resource 6.5 Prompts: Learning Objective Reflection (separate PowerPoint slide)

Teacher Resource 6.6 Guide: Teaching Reflection

Teacher Resource 6.7 Key Vocabulary: Peripherals

Teacher Resource 6.8 Bibliography: Peripherals

Teacher Resource 6.1 Answer Key: Input and Output at the Mall Investigation

The following are examples of possible answers.

Type of Business Type of Input / Output Device(s) Benefit(s) of Device

Game arcade Game controllers such as joysticks You can interact personally with and game pads (input) the game, and this means you

can get more enjoyment from Monitors/screen displays (output) playing it; these devices often have tailored forms of input for the type of game, such as buttons, steering controllers, mats to step on, triggers, etc.

Clothing store, coffee store, Bar code readers (input) Easy price check if sales gourmet food store, hardware tag/sticker is missing; speedy Monitors/screen displays (output) store, and similar shops checkout; sales clerk can locate Touch screen (input) items inventoried at other store locations if the mall location is Gift card/credit card reader (input) out of your size/item

Restaurant with karaoke Microphones (input) Allows you to impress your friends or make them laugh Speakers (output)

Bank ATM Numeric keypad and/or touch Convenient and fast way to get screen (input) cash

Monitor and cash dispenser (output)

Document-processing business Fax machine (input and output) Fast communication and such as FedEx Kinko’s production; reasonable cost for Keyboards (input) tasks and items you don’t need

Various types of printers (output) often; access to a desktop computer if you don’t own one Image scanners (input)

The organization that manages Kiosk with touch screen (input and Allows you to search for and the mall output) display information for finding the store you need

Teacher Resource 6.2 Presentation Notes: Learning about Peripherals

Presentation notes

This presentation introduces many of the peripherals available to consumers today.

Presentation notes

A peripheral is any device that is not an essential part of the computer but can be added to expand the input and output functionality of the computer. Input is information that you put into the computer (for example, when you type, or click a mouse). Output is information that the computer puts out for you (like what it displays on the monitor). A third type of peripheral is storage devices. Examples of peripherals are monitors, printers, keyboards, mice, scanners, and disk drives. Storage peripherals include external hard drives or flash drives. Peripherals are important because we need them to enter data into a computer (using a keyboard or a mouse, for example), and we need them to get output from a computer (by looking at a screen or a printed document, for example). And in the case of storage peripherals, they easily and quickly increase our storage capabilities.

Presentation notes

Despite the development of alternative input devices, such as mouse, touch screen, pen devices, character recognition, and voice recognition, the keyboard remains the most commonly used and most versatile device for direct (human) input into computers. Keyboards are also used for computer gaming. Gamers can use either regular keyboards or keyboards that have special gaming features that speed up frequently used keystroke combinations.

Presentation notes

The mouse is a form of pointing device. You control the cursor on the screen by moving the mouse, and make selections by clicking, double-clicking, or right-clicking objects on the screen or by dragging objects around the screen. • Optical mouse: Uses a tiny camera to measure movement and position of an optical light. Inexpensive, reliable, able to process information quickly. • Laser mouse: Uses a tiny camera to measure movement and position of a laser light. Reliable, fast, precise, more expensive than optical mice. • Trackball mouse: Has a ball on top of the mouse that’s used to move the cursor. The advantage of this mouse is that it can stay in a single place, so it works well for people with small desks or limited space. • Mechanical mouse: Uses a tiny rubber ball to calculate distance and position. These are no longer in use because dirt easily obstructs the mechanical parts, and they process information much more slowly. Many mice are wireless like the one on the left side here. Instead of a cable, they use radio frequencies (RF) to transmit information. Such mice require two components: a transmitter and a receiver. The transmitter, inside the mouse, sends a signal to the receiver, which usually connects to the computer through a USB port. The receiver can also be an expansion card or can be built in. The receiver on this slide looks like a USB flash drive. Other pointing devices include a TrackPoint, a stylus (in older computers, this was called a light pen), and a joystick or similar game controller.

Presentation notes

LCD monitors are just like LCD televisions: images are displayed by liquid crystal display. CRT (cathode-ray tube) monitors are an older style that is less common today. Just like older TVs, they have a CRT that displays the image. Both monitors work well, though LCD monitors have a brighter, crisper picture, are much lighter weight, use less power, and take up considerably less room than CRT monitors. Some modern LCDs also support touch-screen input, using technology similar to that of an iPad or a smartphone. LED monitors look almost exactly the same as LCD monitors but are lighter and brighter than LCD displays. This makes them useful for displays panels in places where there is a lot of light. CRTs are bulky and heavy. The CRT operates by sending an electron beam to the inner surface, which is coated with a special phosphor substance. The impact of the beam causes the screen to “flare” at that point. As this flare is caused by the release of a small amount of radiation, there were some health concerns about sitting too close to a CRT.

Presentation notes

The detail (resolution) of a picture improves as the number of pixels increases, as you can see in the illustration. The monitor’s resolution can be changed through operating system settings. Image retrieved from http://en.wikipedia.org/wiki/File:Resolution_illustration.pn g on June 6, 2012.

Presentation notes

Printers and scanners add enormous value and utility to any computer system. After all, everyone needs to print sometime. Many consumers and small offices choose multifunction printers, shown on the left. An all-in-one multifunction machine can print, scan, copy, and fax documents. People who do not need or want all of the functions of a multifunction machine often choose separate printers and scanners. The printer shown on the right is an inkjet printer. Inkjet printers are usually inexpensive, which makes them attractive to many buyers. They print by spraying tiny droplets of ink (usually around 600 dots per inch) onto paper. Laser printers are another printer option. They print by using heat to transfer and attach toner from a drum to paper. Color inkjet printers are less expensive than black-and-white laser printers and far less expensive than color laser printers. Scanners (see middle picture) are used to digitize two- dimensional objects, like photos and documents.

Presentation notes

In the past, floppy disks were the main way users could store and load software. The picture on the top left shows an old 3½-inch floppy drive (which replaced the even older 5½-inch floppy disks). In time, the CD-ROM drive replaced 3½-inch floppies. A CD-ROM was read-only; you could not write to it. These early CD-ROM drives were replaced with CD drives that had a powerful enough laser to both read from and write to a disc. Now, CD drives have largely been replaced by DVD drives. Blu-ray drives, the latest technology, are designed for high-definition audio and video. This is all good news for computer users. A 5½-inch floppy can hold only 800KB. A 3½-inch disk can hold 1.4MB. A CD-ROM can hold 737MB. A DVD can hold 4.7GB if one-sided or 8.5GB if double-sided. And a Blu- ray disc can hold five times the amount of data that a traditional DVD can hold, from 50GB to more than 200GB.

Presentation notes

External disk drives give users many options for storing data. The drives shown on this slide are (clockwise, from upper left): • An external hard drive. It works just like an internal hard drive, but is portable. • An external DVD drive. This optical drive uses optical light to read DVDs and to write (or “burn”) DVDs full of data. • A USB drive (also called a thumb drive or flash drive). This is a tiny device that can hold up to 256GB of data. USB drives that hold 16GB or 32GB can be purchased for under $20. DVD drive image retrieved from http://commons.wikimedia.org/wiki/File:Dvd-burning- cutaway3.JPG and reproduced here under the terms of the Creative Commons Attribution 3.0 Unported license. Original photograph taken by Felipe La Rotta in March 2009.

Presentation notes

Wireless technology has become popular for many types of peripherals. You can link together speakers, headphones, and external cloud storage for your computer, all without a single wire. Bluetooth has become a standard brand name when talking about wireless pairings, particularly with smartphones and other mobile devices. Newer cars often have Bluetooth installed in their stereo and speaker systems. You can just sync your phone with your car and you don’t even need a wireless headset. Bluetooth technology can also be found in gaming consoles, tablets, and televisions.

Presentation notes

Different sized bays are designed to hold different types of equipment, including DVD+R, DVD-R, DVD-RW, and Blu-ray drives. Most desktop computers have a DVD drive as the primary optical drive; the ability to read and write to the DVD can be optional. Blu-ray drives are often the secondary optical drive.

Presentation notes

Use what you learned in this presentation to start thinking about what peripherals are essential for the personal technology system of your dreams, and what would be nice to have. Remember that all computers need peripherals to input and output data.

Teacher Resource 6.3 Multi-Pass Instructions: Learning about Peripherals

These instructions apply if you choose to print out the corresponding student resource reading pages and post them around the room. It’s important to print the student reading pages rather than the PowerPoint slides, because the reading pages include notes that have further important information for students to consider about each key concept. Instruct the students to take several passes around the room, each time noting the information described below.

First Pass: Survey (5 minutes)  Read the title and introduction, and note the sections of the presentation.  Examine the illustrations: What types of peripherals do you see? Have you seen each of these before?  Read the headings to see how the presentation is organized.  Paraphrase the information acquired. Second Pass: Size Up (15 minutes)  Identify key concepts by using titles and headings, visuals, bold print, italics, and/or areas specifically highlighted on the slides. What differences can you discern about the different types of peripherals?  Generate questions about key concepts, and answer them by looking at the slides. Relate what you see on the slides to the equipment present in your classroom.  Paraphrase key concepts. Third Pass: Sort Out (10 minutes)  Answer student-generated questions, and reinforce key concepts.

Teacher Resource 6.4 Assessment Criteria: Must-Have Peripherals Descriptive Paragraph

Student Name:______

Date:______

Using the following criteria, assess whether the student met each one.

Met Partially Didn’t Met Meet

The paragraph begins with a topic sentence that is interesting and provocative. □ □ □

The paragraph describes at least three peripherals that are essential to the system. All the descriptions are □ □ □ specific and relevant, use examples, and explain why each peripheral is needed.

The writing maintains complete topic focus throughout the paragraph and ends with an insightful concluding □ □ □ sentence.

The writing exhibits skillful use of new vocabulary that is precise and purposeful. □ □ □

The completed assignment is neat and uses proper spelling and grammar. □ □ □

Additional Comments:

______

Teacher Resource 6.6 Guide: Teaching Reflection

This guide provides ideas for improving students’ ability to reflect on their learning. It includes specific suggestions for helping students reflect on meeting the learning objectives of a lesson. Students participating in NAFTrack Certification will benefit from practicing reflective writing, since they will respond to reflection prompts as part of the NAFTrack Certification process. All thinking requires some type of reflection in order for learning to take place. Reflection is a cluster of skills that involves observing, questioning, and putting ideas and experiences together to give a fresh meaning to them all. The reflection activities throughout this course bring students a sense of ownership of what they have learned and a better understanding of themselves and their abilities. Build your students’ reflection skills by starting with easier reflection questions that lead to more complex ones. The list below, based on Bloom’s Taxonomy, helps students break down what they need to think about so that they gain confidence and strengthen their metacognition. Because each question takes the previous answer a step further, students can come up with answers to each question and eventually wind up with everything they need to work with to craft an answer for the highest-level reflection questions.

Learning Levels (From Lower to Higher Order) Examples of Reflection Questions

Remembering (retrieving, recognizing, recalling) What can I remember? What did I do?

Understanding (constructing meaning) What do I think it means? What conclusions did I come to? What are my takeaways? What did I get out of it?

Applying (extending learning to a new setting) How could I use this [knowledge, experience] again? In what new way could this be valuable?

Analyzing (breaking material apart, seeing how the What are the different parts of this [experiment, parts fit together and what the overall purpose is) assignment, project, experience]? As a whole, what is the purpose/main idea?

Evaluating What has this [project, assignment, experience, experiment] taught me about myself—my strengths, my challenges? What am I proud of? What could I do better next time? What are my contributions? I used to think…but now I think….

Creating Is there another, better way to put the pieces of this [project, assignment, experience, experiment] together? What could I [create, write, plan] next?

Another source of ideas for teaching reflection: http://www.visiblethinkingpz.org/

Follow these tips to guide students in responding to reflection questions on learning objectives:

 Read the reflection question aloud to the class and have students rephrase the question using their own words.  Explain that they should use the reflection question to describe what they have learned during the lesson as it relates to the learning objective.  Review the meaning of the learning objective before students get started on their reflections.  Refer to the examples below, which represent good responses to these types of reflection questions.

Example Below is an example learning objective with example student reflection prompts and responses. Although students only encounter the actual NAFTrack Certification prompts once they are on the NAFTrack Certification assessment platform, examples like these give students a sense of the type of reflection they will be asked to engage in. You can copy and paste these examples into a Word document for students to review and discuss as a class. You can add more prompts for students to answer, or customize this content to best suit your students and your goals for them. Learning objective  Identify ways that computers impact our everyday lives at home, school, and work Prompts and responses Think of the assignments that you completed during this lesson. Choose one to use as your work sample as you answer the questions below.  Explain how completing this work sample helped you to meet this learning objective. Describe the ideas and skills that you used. I chose the short essay that I wrote as my work sample. It helped me meet this learning objective because it covers the four main ways that information technology and computers affect my daily life and future career. My essay explains how supercomputers have become a part of every industry, from the technology and medical fields to agriculture, construction, and even national defense. To write my essay, I learned about many ideas that were new to me. I learned about emerging technologies and how the use of laptops, smartphones, and tablets has changed the way people learn and work. The skills I used are writing and researching. I had to practice putting my research into my own words so that I wouldn’t plagiarize. Being able to organize information is another skill I used.  Describe what you could improve about your work sample. I tried really hard to make my essay organized, but now I see ways I could have laid information out to make it easier to read. I don’t think I wrote enough details about how technology impacts my life personally. It would have been good to include more details about the technology I use daily and what I’ll need to learn for my future career choice.

Promoting Reflection in the Classroom You can also use the following sample questions to promote a culture of reflection in your classroom— during class and small-group oral reflections, during PowerPoint presentations, and when students are having a discussion and you want to draw them out more.  Can you discuss that more?  Why do you think that happens?  What evidence do you have to support that?  Do you see a connection between this and ______?

 Does this remind you of anything else?  How else could you approach that?  How could you do that?

Teacher Resource 6.7 Key Vocabulary: Peripherals

Term Definition

bar code reader An optical input device that uses light to read a bar pattern called a universal product code (UPC).

Bluetooth A trademarked standard for short-range, wireless connectivity between computers, phones, and other electronic devices.

cathode-ray tube (CRT) An older-style type of monitor that uses a vacuum tube.

color depth The number of colors that a computer monitor can display at one time.

daisy-chaining The process used to link one peripheral to another, forming a chain.

dot-matrix printer A type of impact printer that uses small pins to strike an inked ribbon to produce tiny dots on the paper.

dot pitch The amount of space between pixels, which affects the display quality of images shown on a monitor.

dye-sublimation printer A type of nonimpact printer that prints high-quality images by using heat to transfer colored ink to specially coated paper.

female connector A plug on the end of a cable with one or more sockets designed to accept the pins on a male connector.

game controller An input device used to play computerized games; examples include joysticks and game pads.

impact printer An output device that creates printed images by striking an inked ribbon against paper. This printer is mostly obsolete.

inkjet printer A type of nonimpact printer that sprays tiny droplets of ink on paper.

kiosk A freestanding input/output device that uses a touch screen for the input of information requests and then displays feedback on the same screen.

laser printer A type of nonimpact printer that uses heat to transfer and attach toner from a drum to paper.

Term Definition

liquid crystal display A flat-panel monitor that creates an image when liquid crystals become (LCD) electronically charged.

male connector A plug on the end of a cable with one or more exposed pins.

modem An input/output device that sends and receives messages through telephone lines.

multidevice port A port such as small computer system interface (SCSI) or universal serial bus (USB), which can connect multiple peripherals through a single port.

nonimpact printer An output device that prints images without striking the paper in any way, such as by spraying ink or transferring toner with heat.

parallel port A port that moves data bits in groups simultaneously. These ports are largely obsolete now, replaced by high-speed USB ports.

peripheral A hardware device that is separate from the computer case but can be connected to it.

photo printer A type of nonimpact printer that produces small, high-quality color photographs captured with a digital camera or an image scanner.

pixel One tiny spot in a grid of thousands of spots used to form an image on a computer screen or on paper.

plotter An output device that uses robotic arms to produce large images such as blueprints or engineering drawings.

plug and play A technology that allows new devices to be added to the computer through ports, where the device is then recognized by the operating system. Prior to this technology, a computer would require rebooting after a device was added.

pointing device Any of a number of input devices that allows the user to control the cursor on the screen. Examples include the mouse, touchpad, TrackPoint, and joystick.

port A place, often on the back of a desktop or the side of a laptop, where a connection is made between two devices so that they can work together and exchange information.

resolution The degree of image sharpness displayed on a computer monitor, measured by the number of pixels on the screen.

Term Definition

RGB An abbreviation for red-green-blue, a common way to express how colors are displayed. An RGB monitor offers much greater color definition than a non-RGB monitor.

serial port A port that moves data one bit at a time.

toner (or ink) cartridge Replacement cartridges for inkjet and laser printers.

touchpad A type of mouse input device (most commonly found on laptop computers) with a small, pressure-sensitive pad. You use it by moving your finger around the pad. Also called a trackpad.

touch screen A pressure-sensitive screen that accepts input via the press of a finger.

trackball A type of mouse input device with a ball on top. You use it by rolling the ball with your finger.

USB (universal serial bus) A standard input and output connection for many modern peripherals.

Teacher Resource 6.8 Bibliography: Peripherals

Print White, Ron. How Computers Work, 9th ed. Indianapolis, IN: Que Publishing, 2007.

Online Agarwal, Amit. “A Visual Guide to Cables and Connectors.” Digital Inspiration, July 22, 2012, http://www.labnol.org/gadgets/visual-guide-to-computer-cables-connectors/ (accessed May 20, 2016). “CD-ROM.” Wikipedia, http://en.wikipedia.org/wiki/CD-ROM (accessed May 20, 2016). “DVD.” Wikipedia, http://en.wikipedia.org/wiki/DVD (accessed May 20, 2016). “Floppy Disk.” Wikipedia, http://en.wikipedia.org/wiki/Floppy_disk (accessed May 20, 2016). “High-Definition Video.” Wikipedia, http://en.wikipedia.org/wiki/High-definition_video (accessed May 20, 2016). “USB Flash Drive.” Wikipedia, http://en.wikipedia.org/wiki/USB_flash_drive (accessed May 20, 2016).

Student Resources

Resource Description

Student Resource 6.1 Investigation: Input and Output at the Mall

Student Resource 6.2 Reading: Learning about Peripherals

Student Resource 6.3 Reading: Overview of Peripherals

Student Resource 6.4 Reading: Cables, Connectors, and Ports

Student Resource 6.5 Project Planner Page 2: Planning a Dream Personal Technology System

Student Resource 6.6 Descriptive Paragraph: Must-Have Peripherals for My Group’s Personal Technology System

Student Resource 6.1 Investigation: Input and Output at the Mall

Student Name:______Date:______

Directions: The table below gives some information about different types of computer input and output devices that you might find at a large shopping mall. In addition to naming the type of business and the type of device, describe how these devices are used to make businesses more efficient and to keep you, the customer, happy. To add other types of devices, use the back of this page or another sheet of paper.

Type of Business Type of Input / Output Device(s) Benefit(s) of Device

Game arcade

Bar code readers (input) Monitors/screen displays (output) Touch screen (input) Gift card/credit card reader (input)

Restaurant with karaoke

Convenient and fast way to get cash

Document-processing business such as

FedEx Kinko’s

Kiosk with touch screen (input and output)

Student Resource 6.2 Reading: Learning about Peripherals

This presentation introduces many of the peripherals available to consumers today.

LCD monitors are just like LCD televisions: images are displayed by liquid crystal display. CRT (cathode- ray tube) monitors are an older style that is less common today. Just like older TVs, they have a CRT that displays the image. Both monitors work well, though LCD monitors have a brighter, crisper picture, are much lighter weight, use less power, and take up considerably less room than CRT monitors. Some modern LCDs also support touch-screen input, using technology similar to that of an iPad or a smartphone. LED monitors look almost exactly the same as LCD monitors but are lighter and brighter than LCD displays. This makes them useful for displays panels in places where there is a lot of light. CRTs are bulky and heavy. The CRT operates by sending an electron beam to the inner surface, which is coated with a special phosphor substance. The impact of the beam causes the screen to “flare” at that point. As this flare is caused by the release of a small amount of radiation, there were some health concerns about sitting too close to a CRT.

In the past, floppy disks were the main way users could store and load software. The picture on the top left shows an old 3½-inch floppy drive (which replaced the even older 5½-inch floppy disks). In time, the CD-ROM drive replaced 3½-inch floppies. A CD-ROM was read-only; you could not write to it. These early CD-ROM drives were replaced with CD drives that had a powerful enough laser to both read from and write to a disc. Now, CD drives have largely been replaced by DVD drives. Blu-ray drives, the latest technology, are designed for high-definition audio and video. This is all good news for computer users. A 5½-inch floppy can hold only 800KB. A 3½-inch disk can hold 1.4MB. A CD-ROM can hold 737MB. A DVD can hold 4.7GB if one-sided or 8.5GB if double-sided. And a Blu-ray disc can hold five times the amount of data that a traditional DVD can hold, from 50GB to more than 200GB.

External disk drives give users many options for storing data. The drives shown on this slide are (clockwise, from upper left): • An external hard drive. It works just like an internal hard drive, but is portable. • An external DVD drive. This optical drive uses optical light to read DVDs and to write (or “burn”) DVDs full of data. • A USB drive (also called a thumb drive or flash drive). This is a tiny device that can hold up to 256GB of data. USB drives that hold 16GB or 32GB can be purchased for under $20. DVD drive image retrieved from http://commons.wikimedia.org/wiki/File:Dvd-burning-cutaway3.JPG and reproduced here under the terms of the Creative Commons Attribution 3.0 Unported license. Original photograph taken by Felipe La Rotta in March 2009.

Different sized bays are designed to hold different types of equipment, including DVD+R, DVD-R, DVD- RW, and Blu-ray drives. Most desktop computers have a DVD drive as the primary optical drive; the ability to read and write to the DVD can be optional. Blu-ray drives are often the secondary optical drive.

Student Resource 6.3 Reading: Overview of Peripherals

What Is a Peripheral? A peripheral is a device that is attached to a host computer but is not part of the computer and is more or less dependent on the host computer. Often peripherals attached to desktop computers are outside the case and connected via cables or a wireless connection. Laptop computers usually have peripherals such as the keyboard, touchpad, and monitor already built in. Peripherals are commonly divided into two groups: input devices and output devices. An input device is any piece of hardware that is used to enter data into a computer. An output device is any piece of hardware that “plays back” the result of computer processing in the form of text, graphics, video, or audio.

Standard Input Devices The most common types of input devices are keyboards and pointing devices (such as a mouse or a touchpad). With a keyboard, you can type text, select commands, and move around in a document. Most English-language keyboards use the QWERTY layout, which gets its name from the order of the keys in the upper-left portion of the keyboard. A mouse is used to perform tasks such as starting programs, selecting text, and moving and resizing items. You can point, click, double-click, and drag items on the screen with a mouse. Mouse designs may differ slightly between manufacturers, but most mice for Windows computers have two buttons. Mice for Macintosh computers usually have one button. You can even purchase mice operated by remote control, which are useful for giving presentations. Most mice on the market today are either optical or laser. They have an optical or laser light on the bottom of the mouse, and a tiny camera that takes hundreds of pictures to track the position of the light. Some mice also have trackwheels, a wheel mounted on the mouse that allows users to scroll up and down within a selected window. Variations of pointing devices include the trackball and the touchpad. A trackball has a ball on the top of the mouse. You move the on-screen pointer by rolling the ball. A touchpad is activated by moving your finger around on the pad. Buttons below a touchpad are used for clicking.

Specialized Input Devices Input devices for specialized uses can be grouped into several categories: devices that allow people to use their hands to input data, optical devices that allow computers to use light as an input source, and devices that relate to audiovisual technologies. Input Devices Designed for the Hand A game controller such as a joystick or game pad is a special input device used when playing computerized games. The joystick is a lever that can be moved in many directions to move objects on the computer screen. Game controllers in the shape of steering wheels provide users with the sensation of driving or flying through space. Some controllers, such as those for the Nintendo Wii, allow people to work the controller in a way that mimics the action on the screen. Touch screens accept information directly through the monitor. By touching pressure-sensitive areas on the screen, people can input data commands. Many portable computers use special “pens” as input devices. Instead of using ink, this type of pen (sometimes called a stylus) sends electrical signals through a touch screen. This pen can be used as a

Copyright © 2007–2016 NAF. All rights reserved. NAF Principles of Information Technology Lesson 6 Peripherals pointing device and, if the computer contains handwriting recognition programs, as a data-entry device. Handwriting recognition software enables the computer to change writing into digital characters. Optical Input Devices Many businesses use scanning devices to input data. One of these, a bar code reader, works by scanning in a bar pattern called a universal product code (UPC). Bar codes are used on the packages or labels of products you buy. Each product has its own unique pattern. This enables the computer to match UPC information with product data stored in the computer (such as the item’s price) and display it on the cash register. Bar code readers are also used to track and locate packages quickly. Audiovisual Input Devices Examples of audiovisual input devices include microphones, digital cameras, and digital video cameras. Microphones permit audio input, whether spoken words or ambient sound. (But if you want your computer to understand your speech, you will need a speech-recognition program.) Digital cameras capture images electronically on special memory disks instead of using film as regular cameras do. This means that digital cameras can capture and hold a lot more images at one time, and you don’t need to spend time and money having someone else develop your pictures. Digital photos can be transferred to your computer where they can be edited, stored, printed, added to documents, or easily sent to another person. One way that digital video cameras are used is for videoconferencing. People in different locations can see each other and discuss business matters as if they were in the same room. Videoconferencing saves companies a lot of time and money that would otherwise be spent on travel.

Output Devices: Monitors A monitor is a hardware device that displays information on a screen. Most monitors on the market today are flat-panel liquid crystal display (LCD) monitors. The older monitors that are much larger and heavier are cathode-ray tube (CRT) monitors.

How Monitors Work LCD monitors are used in both portable computers and desktop models. In an LCD, two transparent surfaces are located on both sides of a layer of cells containing tiny crystals. These crystals form images on the screen surface when electrical signals are sent to them. LED monitors look almost exactly the same as LCD monitors but are lighter and brighter. A light-emitting diode produces a colored light without the need for a glass surface. This makes LED panels useful for display in places where there is a lot of light. LED monitors became available in 2009. A CRT monitor is built around a vacuum tube that receives electrical signals from the computer. The signals cause a magnetically guided stream of electrons to shoot at the back of the screen. These electrons strike materials called phosphors, which glow and appear as points of light on the screen.

Factors That Affect Image Quality The quality of an image displayed on a monitor depends on a number of factors, including resolution, color depth, and screen size. Resolution refers to the sharpness of a displayed image. A monitor’s resolution is measured in pixels; the term pixel combines the words picture and element. Resolution is expressed with two numbers: the number of pixels that the monitor can display across the screen (horizontal) and the number of pixels that the monitor can display down the screen (vertical). The lowest possible resolution is the video graphics array (VGA) standard, 640 x 480. Most of today’s monitors use Super VGA (SVGA) resolution, which is 1280 x 768, or high definition (HD), which is 1920 x 1080.

The amount of video memory your computer has affects the monitor’s color depth, which is the number of colors it can display at one time. The more video memory your computer has, the more colors it can display. This is because more memory allows for more data bits per pixel to be used. For example, with 4 bits per pixel, the monitor can show up to 16 colors. But with 32 bits per pixel, the monitor displays more than 16.7 million colors. Color depth is particularly important when it comes to viewing video. Screen size is measured from one corner to the opposite corner. Common sizes are 17-inch and 21-inch monitors. On CRT monitors, the area that can actually display images is an inch smaller than the listed size.

Output Devices: Printers Most printers in use today are nonimpact printers. They do not strike the page in any way but instead use a variety of other methods to place ink on paper. Two common types of nonimpact printers are inkjet printers and laser printers. Inkjet printers contain cartridges of liquid ink that is squirted onto the page. They offer a good mix of quality and affordability. Inkjet printers offer the least expensive way to purchase a color printer. Keep in mind, though, that output can sometimes smear if it is touched or dampened shortly after printing. Laser printers work in a similar manner as copy machines. As the paper is rolled around a drum, toner from the drum is applied to the paper using heat. Although this printer type may be more expensive than a comparable inkjet printer, it is dependable, durable, and high quality. You can also purchase color laser printers, but they are more expensive than black-and-white models and cost much more than color inkjet printers. Types of specialized, high-quality printers include photo printers, dye-sublimation printers, and plotters. Photo printers are popular among people who own digital cameras, because they are used to print color photographs. Dye-sublimation printers (or dye-diffusion thermal transfer printers), often used by professionals such as graphic artists and desktop publishers, create extremely sharp images by transferring colored ink to paper with heat. Though they are extremely high quality, they can be slow and expensive. A specially coated paper is required for both photo printers and dye-sublimation printers. A plotter is an output device that uses robotic arms to draw or print large documents such as architectural blueprints or engineering drawings. Older printers were called impact printers because they produced output by physically striking the surface of the page with some form of typewriter-like key or small pins emitted from a type head.

Criteria for Evaluating Printers When evaluating printers for purchase, you should consider the following:  The print quality  The speed (pages per minute)  Whether you need to be able to print in color or just in black and white  Whether you need to print on both sides of a sheet of paper (called duplexing)  The initial cost of the printer and the cost of operating the printer (replacing ink or toner cartridges) The cost of a printer is related to its print quality and speed. You can find printers that start at around $50 and range upward to several thousand dollars. Print quality is measured by the number of dots per inch (dpi). Each character or illustration that gets printed is made up of many tiny dots. The more dpi, the higher the quality. Speed is measured by the number of pages per minute (ppm) that a printer can produce. As speed and quality increase, so does the cost of the printer. Also keep in mind that inkjet

Copyright © 2007–2016 NAF. All rights reserved. NAF Principles of Information Technology Lesson 6 Peripherals printers use ink cartridges, while laser printers use toner cartridges; replacements are needed when ink or toner runs low. Color toner can be extremely expensive compared to black-and-white toner or color ink.

Devices That Input and Output Combination or multifunction printers can act like a printer, a fax, a scanner, and a copy machine. Multifunction printers are especially designed for small businesses and home offices since they are relatively inexpensive. Touch screens combine an LCD monitor for output with a touch-sensitive surface for input. The touch- sensitive surface serves as a type of pointing device. However, while the pointing device is usually controlled by a “point and click” approach, the touch screen responds to gestures like swipes, taps, and pinches. A kiosk is a freestanding device with a touch screen that people can use to input requests for information; the information then displays on the screen.

Student Resource 6.4 Reading: Cables, Connectors, and Ports

Wireless Technology Goes Portless Although ports and connectors are featured in almost all computer systems, wireless technology has reduced the need for cables, connectors, and ports in many situations. Wireless keyboards and mice are available, as are wireless networks. Wireless technology is convenient, and it obviously reduces the clutter caused by too many cables. The tradeoff is that if a wireless network is not properly secured, unauthorized users can consume the network’s bandwidth or visit questionable sites. Wired technology will continue to serve certain purposes, such as providing extra security and reliability.

How Ports Are Used With wired technology, peripherals need to be connected to the computer so that data can be transferred back and forth. Peripherals are sometimes joined to a computer case using a cable—a group of wires inside a protective tube. Each cable has a plug, called a connector, on the end. This connector is inserted into a slot, called a port, which is usually located in the back or on the side of the computer. Ports are also referred to as interfaces. In other words, a port is a place where a connection is made between two devices so that they can work together and exchange information.

Types of Ports There are four main types of ports: serial, parallel, multidevice, and monitor ports. Serial ports move data one bit at a time. Although most newer systems have completely done away with the serial port in favor of USB connections, serial ports were often used to access the Internet by connecting the computer to telephone lines via a dial-up modem. Parallel ports allow the transmission and reception of data bits at the same time. Although most newer systems have also done away with the parallel port in favor of USB connections, parallel ports used to be the most common method of connecting a printer to a computer. As you would expect, a parallel interface can handle a much higher volume of data per second than a serial interface. Multidevice ports can connect several peripherals to a computer through a single port. An example of this type of port is small computer system interface, or SCSI, which is pronounced “skuzzy.” Universal serial bus, or USB, is another example of a multidevice port that works in a similar manner. A third variety is IEEE 1394, commonly known under the brand name FireWire, a port originally found on camcorders and now common on a few types of peripherals such as cameras and phones. Many devices that used to use FireWire because of its high data transfer speed abandoned it when USB became faster (USB 1.1 went to USB 2.0 and now to USB 3.0). A USB 3.0 port on your computer is usually labeled SS-USB. Instead of forcing the user to plug multiple expansion cards into the computer’s expansion slots, a SCSI or USB adapter extends the computer’s bus outside the case via a cable. Think of a multidevice adapter as an extension cord for the data bus. This enables you to plug one peripheral into another to form a chain—a process called daisy-chaining. Some SCSI, USB, and FireWire devices can link more than 100 peripherals in this way. If you need to link even more USB or FireWire devices together, you can do so by using a hub. Adapters also exist to convert USB to FireWire or vice-versa. Monitor ports send the video signal from the computer to the monitor. A digital visual interface (DVI) port sends digital video data between a computer and a monitor. Some computers use the high-definition multimedia interface (HDMI) instead of DVI to send uncompressed digital data from a computer to a monitor or a digital television. Many computers, particularly desktops, also have a “phono jack” output port (colored red and white for audio and perhaps a yellow for video). Most computers also have a microphone input and speaker output for recording and playing music or sounds.

Devices connected to these newer types of ports (FireWire, SCSI, USB) are usually plug-and-play devices. This technology allows the operating system to recognize a newly added device without requiring that the computer be rebooted. An Ethernet port is used for a different type of connection. It is used to connect to an Ethernet cable to make a wired connection to the Internet. The following pictures identify the ports on a desktop computer and a laptop computer. Can you find these same ports on your school computer and your home computer?

Image courtesy of Managing and Maintaining your Computer blog, http://managingandmaintainingyourcomputer.blogspot.com/, included under fair-use guidelines of Title 17, US Code. Copyrights belong to respective owners.

Image courtesy of Laptop-Computer-Comparison.com, http://www.laptop-computer- comparison.com/laptop-expansion-ports.html, included under fair-use guidelines of Title 17, US Code. Copyrights belong to respective owners.

Types of Cables As mentioned previously, SCSI, USB, and FireWire ports enable users to connect many kinds of devices, not only to CPUs but also to each other. The cables used to connect these devices are named for the type of port they connect to (SCSI cables, USB cables, and FireWire cables). Although all of these cables move data from one device to another, they do not do this at the same speed. USB was introduced in 1995 and has become the standard interface for connecting peripheral devices such as smartphones and flash drives. Even the mouse, keyboard, printer, and external hard disk drives can be connected via USB ports. USB 3.0 is the latest specification and is 10 times faster than the previous USB transfer speed. USB was designed to provide a simple, low-cost connection, while FireWire was designed for high performance. USB connectors also provide power to a device while it is being used. This means that devices connected by USB may not need their own source of electricity. Some USB ports are high-speed combination ports that let you connect an external storage device such as a portable hard drive. These ports accept a USB or an external serial ATA (eSATA) connector. Although SCSI was once a common way to transfer data quickly on Macintosh computers and was one of many ways to transfer data on Windows computers, it is slow by today’s standards and is no longer used on new hardware.

Types of Connectors There are two basic kinds of connectors: male and female. A male connector has one or more exposed pins. A female connector has one or more sockets designed to accept the pins on the male connector. Most connectors are shaped so that they fit in only one direction. An RJ-45 network connector is another type of connector. Also known as an 8P8C, it is used to connect an Ethernet cable to a computer to provide a wired network connection. A good pictorial resource for this information can be found here: http://www.labnol.org/gadgets/visual-guide-to-computer-cables-connectors/

Student Resource 6.5 Project Planner Page 2: Planning a Dream Personal Technology System

Student Names:______Date:______

Directions: This is the second part of the project planner that you will use to help plan your group’s dream personal technology system. In future lessons, you will add items such as operating system, productivity software, and software you need for activities such as creating graphics or listening to music.

Fill in the spaces below to identify and plan for the peripherals you will buy for your dream system. List what you would buy and why you have chosen each item for your system. Remember to include all peripherals you will need, from the most basic to the most highly specialized.

When telling about the peripherals you would choose, don’t worry about specifics such as model numbers, the exact keyboard you’d choose, or monitor size. You will be able to return to this later and make specific decisions about these elements as your other plans for the system take shape.

What our system will be used for. What specific set of needs will our system address:

Primary peripherals and use:

Secondary peripherals and use:

Reasons for these choices (you will be allowed to change your mind as you work):

Student Resource 6.6 Descriptive Paragraph: Must-Have Peripherals for My Group’s Personal Technology System

Directions: This assignment gives you a chance to demonstrate what you have learned about peripherals and explain which peripherals you think your group’s system must have. Choose at least three peripherals (other than the keyboard, mouse, and monitor) that you think are essential, and explain why they are important and/or how they could be used in your group’s system, given the system’s purpose. Feel free to review your readings and notes (especially Student Resource 6.5, Project Planner Page 2: Planning a Dream Personal Technology System) when writing this paragraph.

Think carefully about the different types of peripherals when making your choices. Be sure that you give reasons and examples explaining why these are the most important peripherals to include in the system.

Make sure that your work meets or exceeds the following assessment criteria:  The paragraph begins with a topic sentence that is interesting and provocative.  The paragraph describes at least three peripherals that are essential to the system. Make your descriptions specific and relevant, use examples, and explain why each peripheral is needed.  The writing maintains complete topic focus throughout the paragraph and ends with an insightful concluding sentence.  The writing exhibits skillful use of new vocabulary in a way that is precise and purposeful.  The completed assignment is neat and uses proper spelling and grammar.

This lesson introduces students to basic productivity applications and delves into the effects that such applications have on society and the workplace. Students learn about the benefits of word processors, spreadsheets, and databases and become equipped to use them in home, school, and work situations. Students continue working on their culminating project by creating a spreadsheet for pricing their components and by identifying the productivity applications they will need to purchase for their group’s dream technology system. Advance Preparation Students may bring a lot of past knowledge to the subject of productivity applications. You are likely to have students with a wide range of computer experience in class. Refer to Teacher Resource 7.1, Guide: Adjusting for Differences in Students’ Skill Levels, for strategies you might find helpful in managing this skill and knowledge spread. This lesson is expected to take 6 class periods.

Lesson Framework Learning Objectives Each student will:  Create quality documents using the basic features of word processing and spreadsheet applications*  Demonstrate the ability to apply basic productivity application tools to home, school, and work situations  Demonstrate the ability to use cloud-based productivity applications from services such as Google Drive or Microsoft OneDrive *This is one of the 16 key learning objectives assessed by the NAFTrack Certification end-of-course exam for this course. Academic Standards The relevant Common Core State Standards are too extensive to list here but are an important basis for

Copyright © 2007–2016 NAF. All rights reserved. NAF Principles of Information Technology Lesson 7 Basic Productivity Applications this lesson. For details, please refer to the separate document “Correlations to the Common Core Standards” (available in the Course Planning Tools section of the course materials).  Design, create and maintain a database (Common Career Technical Core 2012, IT-PRG 10)  Perform common file-management functions (IC3 GS4 2012, Key Applications)  Perform common editing and formatting functions (IC3 GS4 2012, Key Applications)  Be able to format text and documents, including the ability to use automatic formatting tools (IC3 GS4 2012, Key Applications)  Be able to sort data, manipulate data using formulas and functions, and create simple charts (IC3 GS4 2012, Key Applications)  Be able to create and format simple presentations (IC3 GS4 2012, Key Applications)  Identify different types of application software and general concepts relating to application software categories (IC3 GS4 2012, Computing Fundamentals)  Select and use applications effectively and productively (ISTE NETS for Students 2007, 6b) Assessment

Assessment Product Means of Assessment

A report created in Microsoft Word that contains Assessment Criteria: Microsoft Word Report project planner pages for the culminating project (Teacher Resource 7.3) (Student Resources 7.1 and 7.2)

A spreadsheet with culminating project data Assessment Criteria: Culminating Project (Student Resources 7.5 and 7.6) Spreadsheet (Teacher Resource 7.4)

An email blast using Google Docs and Gmail Assessment Criteria: Using a Database to (Student Resources 7.7 and 7.8) Create an Email Blast (Teacher Resource 7.5)

Prerequisites  Ability to create, edit, save, print, and close a simple Microsoft Word document

Instructional Materials Teacher Resources  Teacher Resource 7.1, Guide: Adjusting for Differences in Students’ Skill Levels  Teacher Resource 7.2, Activity Guide: Step on Up Survey  Teacher Resource 7.3, Assessment Criteria: Microsoft Word Report  Teacher Resource 7.4, Assessment Criteria: Culminating Project Spreadsheet  Teacher Resource 7.5, Assessment Criteria: Using a Database to Create an Email Blast  Teacher Resource 7.6, Key Vocabulary: Basic Productivity Applications

 Teacher Resource 7.7, Bibliography: Basic Productivity Applications Student Resources  Student Resource 7.1, Assignment: Creating a Report with Microsoft Word  Student Resource 7.2, Tutorial: Creating a Report with Microsoft Word  Student Resource 7.3, Reading: Introduction to Spreadsheets  Student Resource 7.4, Research: Pricing Components for Your Dream Personal Technology System  Student Resource 7.5, Assignment: Designing a Spreadsheet for Your Dream Personal Technology System  Student Resource 7.6, Tutorial: Designing a Spreadsheet for Your Dream Personal Technology System  Student Resource 7.7, Assignment: Using a Database to Create an Email Blast  Student Resource 7.8, Tutorial: Using a Database to Create an Email Blast  Student Resource 7.9, Project Planner Page 3: Planning a Dream Personal Technology System Equipment and Supplies  Computers with Internet access and Microsoft Word and Excel  Student access to Google Drive and Gmail  Printer available for students to use  Blackboard, whiteboard, or flip chart  LCD projector and computer

Lesson Steps

Step Min. Activity

CLASS PERIOD 1

1 15 List, Group, Label: Productivity Applications In this lesson, students begin to think about the software that they and others use as they investigate and learn how to use basic productivity applications effectively. They investigate exactly what kinds of productivity applications people might install on their computers and what tasks these applications can help people accomplish.

Step Min. Activity

Explain to the class that they will be creating a list of as many software types, functions, and uses as possible and grouping them into logical categories. Tell students that they will be exploring what kinds of software are needed to outfit a useful and productive computer system and then determining how to best classify those applications (in terms of purpose, functionality, and so on). Divide students into groups of three or four and ask them to create a list of all the uses they can think of for a personal computer. The list should have up to 25 items ranging from specific jobs that require a computer to ways that businesses or schools use computers. Once the student groups have created their initial list, they can walk around the room looking at the lists of other groups to expand their own. Encourage them to think about everything having to do with software. The order of the list is not important. Here are just a few examples of the items they should identify:  Word processing  Gaming  Accounting  Data gathering  Presentations  Email  Web browsing  Video editing  Music and movie playback  Instant messaging  Calendars  Blogging  Sharing documents Next, write the following categories on the board:  Productivity  Entertainment  Multimedia  Organization  Communication  Other Make sure students understand the meaning of each category (particularly “Productivity”), and then ask students to suggest activities from their list that fit into each category. Make sure the students justify why certain items go into a particular category. Note that some items may appear in multiple categories. Next, ask students to name applications they are familiar with that they think would be considered productivity applications. Let them know that this lesson focuses on productivity software and that the lessons later in the unit will focus on other types of software.

Step Min. Activity

2 10 Step on Up Survey: Word Processors This activity helps students begin thinking about the utility and versatility of word processing programs and exposes them to features they may not have used before. Ask students to line up along a wall in the classroom or in some other open space such as a hallway or playground. Let students know that you will be reading a series of questions (available in Teacher Resource 7.2, Activity Guide: Step on Up Survey). Tell them that each time they answer yes to a question, they are to take a big step forward. Begin reading, giving students ample time to think about each question before they decide if they should move forward. Once you have read all the statements, ask students to share what they observe about the results. Were they surprised to learn about certain features of Word they had not heard of before? Which ones? Let students know that in the next activity, they will do some hands-on learning with Microsoft Word.

3 25 Hands-on Learning: Creating a Report Using Microsoft Word

During this exercise, students create the first page of their Project Planning Report that will include all of the project planner pages for their culminating project. This activity focuses on the following college and career skills:

 Utilizing time efficiently when managing complex tasks  Effectively using technology relevant to a profession Note: The student resources for this lesson are based on the 2013 version of Microsoft Office. If you are using Microsoft Office 2007 or 2010, there may be some small differences. Another option is to use Office 365 so that students can experience using a cloud-based productivity application. Office 365, the cloud version of Office 2016, is available as an education plan under Office 365 Education. Deploying Office 365 will require the permission and assistance of your IT department. Before implementing this approach, make sure it is in line with your school’s overall strategy. To begin this activity, explain to students that as part of their culminating project, they will be creating a report that includes all the project planning pages about their dream personal technology system. Remind students that they have already completed project planning pages for hardware and peripherals, and now they will be incorporating these pages into a report format. Refer students to Student Resource 7.1, Assignment: Creating a Report with Microsoft Word, and ask them to look at the sample report at the end. Ask students to suggest the advantages of gathering all the pages into a report like this. Make sure they cover the following reasons:  Creates a professional look and feel  Improves organization of information  Makes the information easier to find Go over the assessment criteria with students before they begin work, and answer any questions. Tell students that they should complete the title page of their report in this activity, and they will create the other pages in the next class period. Assign no more

Step Min. Activity

than two students to any one computer (the ideal would be to have one student per computer). If students are working in pairs, have them work with a partner who is in their culminating project group. Ask students to work through Steps 1 and 2 of Student Resource 7.2, Tutorial: Creating a Report with Microsoft Word. (In these steps, they create their report from a template and complete the title page.) When students have completed their title page, have them display that page on their computer and exchange computers with a partner to look for any discrepancies or errors. (Or if they are working in pairs, have each pair exchange with another pair.) Remind students that in the next class period, they will need the culminating project planner pages their group completed in Lesson 5 (Project Planner Page 1) and Lesson 6 (Project Planner Page 2).

CLASS PERIOD 2

4 40 Hands-on Learning: Creating a Report Using Microsoft Word (Continued)

In this activity, students complete the hardware and peripheral planning pages of their report and create the last page in the report, the project planning summary table. Have students get right to work continuing on their report (Student Resource 7.2, Tutorial: Creating a Report with Microsoft Word). Tell them they should complete all the steps of their report during this class period. Circulate while students are working and answer any questions. If some students finish early, ask them to help their peers who have questions. When students have completed their reports and printed them, ask the students to gather in their culminating project groups and look at each other’s reports. Instruct each group to choose one report and share with the class what they like about it. Tell students that at the end of this lesson, they will need to choose one report from their group as their group report and continue to add all culminating project planning pages to that report as they complete them. Explain that in addition to completing additional project planning pages in the following lessons, they will need to add one line per lesson to the last page in the report, the project planning summary table. Instruct all students to submit their printed report for assessment. If some students need more time to complete their report, tell them they can hand it in at the beginning of the next class period. Assess their reports using Teacher Resource 7.3, Assessment Criteria: Microsoft Word Report. Ask students to share which of the new features or skills they learned will be helpful to them in schoolwork.

5 10 Homework: Introduction to Spreadsheets Reading This reading explains to students how spreadsheets are used, preparing the students for a hands-on exercise in which they will use a spreadsheet to keep track of the components for their dream personal technology system.

Step Min. Activity

To introduce this reading on spreadsheets, draw a chart on the board entitled “Dream Personal Technology System,” with the following columns:  Component  Manufacturer  Best Price  Highest Price  Average Price Ask students to name some of the components they are planning for their dream system, and write these in the first column. Then explain to students that they will need to record manufacturers and prices for these components in order to determine where to buy parts for their dream system—and that a spreadsheet is the perfect tool for keeping track of this information. Refer students to Student Resource 7.3, Reading: Introduction to Spreadsheets, and instruct them to read this for homework. Encourage students to think about how they will use a spreadsheet for their culminating project as they go through the reading, and ask them to underline any concepts in the reading that they think will help them to make their culminating project spreadsheet.

CLASS PERIOD 3

6 5 Homework Review: Introduction to Spreadsheets Reading Ask students to share with a partner the information they underlined in the reading to help them with their culminating project. Ask each pair to pinpoint one concept that they think is important and helpful and share it with the class. Encourage students to ask questions, and clarify any concepts as needed. Tell students that they will now have a chance to put what they have learned into practice by creating their own spreadsheet.

7 20 Culminating Project Work: Research on Manufacturer and Pricing Information

In this activity, students research pricing and manufacturer information for some of the components that will be part of their dream technology system. This is the information that they will input into their “Dream Personal Technology System” spreadsheet.

As a follow-up to Student Resource 7.3, Reading: Introduction to Spreadsheets, group students in their culminating project groups and ask them to come up with at least three reasons why a spreadsheet is a good tool for keeping track of the parts, prices, and manufacturers of the components they want to purchase for their dream system. Then have the groups report out, and ensure that all students understand the utility of a spreadsheet for this type of data. Next, instruct culminating project groups to look at the lists of components they noted on their culminating project planner in Lesson 6 (Student Resource 6.5, Project Planner Page 2: Planning a Dream Personal Technology System). Explain that during this activity, they will be searching on the Internet to find good manufacturers and good

Step Min. Activity

prices for four components that they are fairly sure they want for their dream system. Have groups select the four components they want to price, and then direct them to Student Resource 7.4, Research: Pricing Components for Your Dream Personal Technology System, which walks them through the procedure of pricing their components online. Tell students to note the information they find on Student Resource 7.4 so that in the next activity, they can put it into a spreadsheet. Remind students that the total budget for their dream system cannot exceed $5,000. Check each group’s research for completeness and accuracy before they start the spreadsheet activity. Even though students research only four components in this activity, it is important that they master these research skills, because as they continue with their culminating project, they will need to do this type of research for all the components. This research also lays the basis for the culminating project spreadsheet that students create in the next activity.

8 25 Culminating Project Work: Creating a Price List Spreadsheet

This hands-on learning exercise illustrates for students how spreadsheet applications are used. This activity also focuses on the following college and career skill:  Prioritizing and completing tasks without direct oversight To begin this activity, place students in their project groups and have them open Microsoft Excel or the spreadsheet software that you use. Note: The student resources are based on the 2013 version of Microsoft Office. The resources are fairly easy to adapt if you are using a different version or even a different spreadsheet application. Students can use the Help feature to obtain specific menu and key commands for the software used by your school. Direct students to Student Resource 7.5, Assignment: Designing a Spreadsheet for Your Dream Personal Technology System, and go over the assignment with them. Ask students to review the assessment criteria, and answer any questions. Then refer students to Student Resource 7.6, Tutorial: Designing a Spreadsheet for Your Dream Personal Technology System, and instruct them to work through the steps in the tutorial, creating a price list for their dream system. Tell students that if they don’t have time to finish the activity, they will have 15 minutes at the beginning of the next class period to conclude. Make sure they save their work at the end of the class period.

CLASS PERIOD 4

9 35 Culminating Project Work: Creating a Price List Spreadsheet (Continued)

This activity is continued from the previous class period. If some students have already completed their spreadsheet, encourage them to add other items for their dream technology system to their spreadsheet. For example, have them research and add CPU and memory (components they should have listed in their Lesson 5 project planner).

After about 15 minutes, when students have completed their spreadsheets, have them display their spreadsheets on their computer screens and then walk around the room

Step Min. Activity

and look at each other’s spreadsheets. Answer any questions that arise as they look at the different spreadsheets. Then have students turn in their printed spreadsheet for assessment. Use Teacher Resource 7.4, Assessment Criteria: Culminating Project Spreadsheet, to assess the spreadsheets. Point out to students that spreadsheets are used in many, many professional settings, and knowing how to use spreadsheet software is a skill that they should include on their resume.

10 15 Check-In: Using a Professional Email Address

This hands-on activity confirms that students have a Gmail address they can use for the activities in this lesson and later for professional purposes. If they do not already have such an email address, this activity helps them set one up, ensuring that they will have one moving forward. Note: If your school blocks access to email servers in the classroom, ask your students to complete this assignment for homework and send you an email message from their new address. Assign each student to a computer, keeping groups as small as possible. Explain to students that, although they probably already have an email address, it might not be one that would be appropriate for use in a business context. For example, [email protected] is a good address for business use; [email protected] is not. Also point out that they will be using Gmail and Google Drive for some of the activities in this lesson, so they will need a Gmail address. Ask each student or student group to go to Google’s website (http://www.google.com) and click Gmail at the top of the page. Ask students to log on to their existing Gmail account, or if they do not already have one, to create one. Circulate and confirm that existing student email addresses are appropriate for classroom use. Answer questions as students are working, and make sure all newly created email addresses are appropriate also. Advise students that since millions of users already have unique Gmail addresses, it make take some creativity to form a professional email address that hasn’t already been taken. Remind them that numbers, underscores, and periods may help them create an appropriate address. Point out to students that with a professional email address, they are more likely to make a good impression when they provide their email address to a new business contact. Let students know that in the next class period, they will continue to explore applications offered by Google.

CLASS PERIOD 5

11 25 Guided Practice: Google Drive

In this activity, students learn how to use Google Drive to create documents, spreadsheets, and presentations. This prepares them for creating a Google Docs Mail Merge spreadsheet in the next activity. If all of your students already know how to use these applications effectively, you may want to skip this activity.

Step Min. Activity

Explain to students that in this activity, they will learn how to create documents on Google Drive and share them with anyone who has an email address. Ask students if they have ever posted documents they created online so that they could share them with others, and invite them to share their experiences with online shared documents. Point out that Google Drive is free, so they can create quality documents without purchasing a software application like Microsoft Office. Using a computer connected to an LCD projector and also connected to the Internet, access Google Drive (http://drive.google.com), and have students do the same on their computers. You will need a Google account to sign in; you can either use an existing account or create a new one. After you sign in, click the New button (New > Google Docs) to open a new document. Instruct students to write a sentence in their document telling what they know so far about Google Drive. Next, click the Share button in the upper right, and have students follow along. Ask them to share their document with another student in the class by entering that student’s email address. Explain that any people they share the document with will receive an email inviting them to share the document. Next, use the New button to open a new spreadsheet (New > Google Sheets). Ask students to think of some useful ways to use a shared spreadsheet, and then have them share their ideas with a partner. Then have pairs share their best ideas with the class. Encourage students to explore how they can use this tool effectively for their personal life and for school work. Ask students to think about whether Google Drive would be an effective tool for creating documents using their personal technology system. As a class, make a list of the pros and cons. What do they get with a program like Microsoft Office that they don’t get with Google Drive, and vice versa? Tell students they will need to consider these pros and cons when they decide which productivity applications their dream system requires.

12 25 Applied Practice: Using a Database to Create an Email Blast

In this activity, students make use of what they learned about Google Docs to create and work with a small database, using Google Docs Mail Merge to send a customized email to their culminating project teammates.

Refer students to Student Resource 7.7, Assignment: Using a Database to Create an Email Blast, and explain that they will be creating a database that they can use to send a customized email to their culminating project teammates. Once they create this database, they can use it for a variety of purposes. For example, they could send a customized email to each team member reminding that person of the next team meeting. Or they could expand the database to include all the students in the class. Ask students to try to think of other ways this database could be useful. Go over the assignment instructions and the assessment criteria with students before they begin work. Look at the example email with them, and answer any questions about the assignment. Instruct students to begin working through the tutorial in Student Resource 7.8, Tutorial: Using a Database to Create an Email Blast, to write their email, create their database, and send out the emails using Mail Merge. Circulate while students are working and answer any questions. Tell students that they will have 30 minutes in the next class period to conclude working on their database and email blast. Make sure they save their

Step Min. Activity

work at the end of the class period.

CLASS PERIOD 6

13 30 Applied Practice: Using a Database to Create an Email Blast (Continued)

This activity is continued from the previous class period. Instruct students to continue working through the tutorial in Student Resource 7.8, Tutorial: Using a Database to Create an Email Blast, to write their email, create their database, and send out the emails using Mail Merge. Circulate while students are working and answer any questions.

After about 20 minutes, let students know that they only have 10 minutes left to complete their email blast. Point out to students that databases are used in numerous professional settings, and knowing how to use them is a skill that they should include on their resume. When students have sent their emails and received emails from their teammates, ask them to share any observations or questions they have about using Mail Merge. Assess students’ letters using Teacher Resource 7.5, Assessment Criteria: Using a Database to Create an Email Blast.

14 10 Culminating Project Work: Choosing Productivity Applications for Your Dream System This activity is designed to get students thinking about the kinds of productivity applications that would be most appropriate to install on the dream system they are designing. Ask students to gather in their culminating project groups and together read through Student Resource 7.9, Project Planner Page 3: Planning a Dream Personal Technology System. Instruct students to complete this page in class and then submit it for your review. To gauge student understanding, you may find it useful to collect and mark this assignment for credit/no credit. Explain that students should also add this page as a project planning page in the culminating project report that they started in this lesson. Instruct each group to choose the culminating project report of one member and to continue adding pages to the report each time there is a new project planning page. When they complete their project, they will need to have this completed report as one of their artifacts. By considering which productivity applications would be most appropriate for their system while the information about these applications is still fresh in their minds, students can be confident that they have laid plans that will ultimately yield a useful, powerful system designed to accomplish the set of tasks their group outlined earlier.

15 10 Group Reflection: Productivity Applications Because this lesson provides students with basic skills that they can use both in school and in a work environment, it is important to give them a chance to review what they have learned and evaluate their new skill levels.

Step Min. Activity

Explain to students that experience using productivity applications equips them with skills they need for a variety of jobs, and tell them it is important to be able to list these skills on a resume. Ask students to verbalize the productivity application skills they have, and make a list on the board. Tell them to give details, such as “Manipulate formulas using Excel.” Then ask students to make a list of their personal productivity application skills in their notebook for homework. Tell students they should refer to this page when they write their resume. Encourage them to add to this page as they pick up new skills. The skills that students have gained in this lesson will serve them throughout the rest of their academic careers and as they enter the workplace. It is virtually impossible to consider any modern workplace that does not ask employees to deal, in some way, with word processing, spreadsheets, and/or databases from time to time. With this solid foundation in place, students can move confidently into any workplace and begin making a positive contribution to the goals of the organization.

Extensions Content Enrichment  Have students research the first spreadsheet application and/or first word processor and write a report to present to the class. The following two articles are a good place to start: o Bellis, Mary. “The First Spreadsheet—VisiCalc—Dan Bricklin and Bob Frankston.” About.com, http://inventors.about.com/library/weekly/aa010199.htm o Bellis, Mary. “WordStar—the First Word Processor.” About.com, http://inventors.about.com/od/wstartinventions/a/WordStar.htm  Have students research different software suites and compare the specific software (e.g., word processor, spreadsheet) found in each. Make sure that they at least compare Microsoft Office and either OpenOffice or LibreOffice.  Have students research the history and importance of databases and write a report on their findings. Students should explore the various types of modern database management systems and their many features. STEM Integration  Economics/Math: Have students compare buying Microsoft Office 2016 to subscribing to Office 365 for a typical home or school environment. They should consider the number of users and computers and other variables in their analysis. The following web page will be helpful: http://office.microsoft.com/en-us/buy/compare-microsoft-office-products-FX102898564.aspx.  Science: Ask students to create a spreadsheet to track and analyze the food, water, and other care needs for any animals owned by (or who live at) the school.  Technology: Instruct students to create a spreadsheet using Google Docs and to share it with you. Tell them to begin by designing a spreadsheet that they think would be a useful asset as a shared document for the POIT class. For example, they could create a spreadsheet that tracks all of the assignments or a spreadsheet that tracks when each assignment is due.

 Technology: Have students create an email blast to request information from 10 colleges they might be interested in attending. Rather than using the Mail Merge feature of Google Docs, ask students to use the Mail Merge feature of Microsoft Word in conjunction with Microsoft Outlook. Instruct students to use Microsoft Help to figure out how to use this Mail Merge tool.  Technology: Many YouTube tutorials illustrate how to use Microsoft Word or Google Docs and a spreadsheet to send customized emails. For example, see the YouTube video “Mail Merge and Bulk Email in MS Word” at https://www.youtube.com/watch?v=9ofGE-2hMek. If your school does not allow access to YouTube, you may wish to download the video to your computer in advance using KeepVid (see keepvid.com) or a similar program. Encourage students to find online tutorials that are helpful and share them with their teammates. Additional Cross-Curricular Ideas  English Language Arts: Have students research and then use a word processor to write a report on the different kinds of word processors on the market. Although Microsoft Office dominates the word processing market, are there other applications equally viable and/or more versatile?

Teacher Resources

Resource Description

Teacher Resource 7.1 Guide: Adjusting for Differences in Students’ Skill Levels

Teacher Resource 7.2 Activity Guide: Step on Up Survey

Teacher Resource 7.3 Assessment Criteria: Microsoft Word Report

Teacher Resource 7.4 Assessment Criteria: Culminating Project Spreadsheet

Teacher Resource 7.5 Assessment Criteria: Using a Database to Create an Email Blast

Teacher Resource 7.6 Key Vocabulary: Basic Productivity Applications

Teacher Resource 7.7 Bibliography: Basic Productivity Applications

Teacher Resource 7.1 Guide: Adjusting for Differences in Students’ Skill Levels

This lesson assumes that students have created at least simple documents with Microsoft Word and that they are relatively new to Microsoft Excel, Google Drive, and Google Docs. Thus, the objective is to review some aspects of Microsoft Office applications while introducing some features and benefits of productivity applications that students may not know as much about. Since no one knows your students like you do, the following paragraphs provide alternative suggestions for teaching this lesson. These ideas are being presented in case you think that the current lesson plan has content too basic for your particular group of students or that your students have widely different skill levels. You may also want to check out the links to tutorials and guides listed in Teacher Resource 7.7, Bibliography: Basic Productivity Applications.

General Suggestions The following ideas can be applied to any of the Microsoft Office productivity applications taught in this lesson. You may ask students to do the following:  Use an application’s Help contents to scan and read about topics of interest or features that they have never used before. Then have students create a document using one or more of these features.  Explore and then practice using the wizards provided within a software application.  Research how to customize Quick Access toolbars and automate features.

Alternative Teaching Suggestions for Spreadsheets If you have students who are advanced users of Excel, some of Microsoft’s Excel tutorials may be appropriate for them. See “Training Courses for Excel 2013” here: http://office.microsoft.com/en-us/excel- help/training-courses-for-excel-2013-HA104032083.aspx.

Alternative Teaching Suggestions for Databases More advanced students can work in pairs to explore how databases work, types of databases, and so on. Challenge students to pick a topic related to a favorite sport or hobby and design a simple database for it. They might construct a database to hold statistics on the performance of major league ball players, or information on colleges and universities in their state and the majors they offer. Ask students to brainstorm the most efficient ways to maintain databases. For example, students could write procedures for keeping a classroom or business database up-to-date and include a suggested schedule for routine maintenance.

Teacher Resource 7.2 Activity Guide: Step on Up Survey

Directions: Read these questions aloud. Tell students that each time they answer yes to a question, they should take a big step forward.

Step on Up Statements  Have you ever written an assignment or essay in Microsoft Word? (All should step forward, as Word is the most common word processing software.)  Have you ever inserted page numbers into a Word document’s header or footer?  Have you ever created a bulleted or numbered list within a Microsoft Word document?  Have you ever made a to-do list with clickable check boxes in Microsoft Word?  Have you ever converted a simple list to a table or SmartArt within Word?  Have you ever used a Microsoft Word template (blog post, letter, agenda, newsletter, etc.)?  Have you ever inserted an image into a Microsoft Word document?  Have you ever cropped an image within a Microsoft Word document?  Have you ever made a greeting card using Microsoft Word?  Have you ever created a booklet or pamphlet in Microsoft Word?  Have you ever used Microsoft Word’s Mail Merge function for something other than creating labels and envelopes?  Have you ever used the spelling checker in Microsoft Word or a similar program?  Have you ever used Microsoft Word’s Track Changes function, which lets you see text edits made to a document by multiple users?  Have you ever used the Comments feature to insert a comment in a Microsoft Word document?  Have you ever created a linkable (clickable) table of contents in Microsoft Word?  Have you ever translated a Microsoft Word document into another language using the program’s Translate feature?

Teacher Resource 7.3 Assessment Criteria: Microsoft Word Report

Student Name:______

Date:______

Using the following criteria, assess whether the student met each one.

Met Partially Didn’t Met Meet

The title page is formatted using a template. The date is formatted correctly. The page includes a relevant picture, □ □ □ and the picture has some type of style formatting (such as a border). All elements fit nicely on one page.

The two project planning pages contain pertinent information about hardware and peripherals. □ □ □ The project planning pages are formatted correctly: □ □ □  The header is right-aligned and shows student names.  The title and subtitle are formatted correctly.  The major headings use a heading style. All major headings use the same style.  Bulleted items use a bullet style. All bulleted items use the same style.  All elements fit nicely on each project planning page.

The project planning summary table has a header, title, and subtitle formatted correctly. The summary table itself □ □ □ is formatted with two columns. The heading rows are bold. The information in the table is useful.

Additional Comments:

______

Teacher Resource 7.4 Assessment Criteria: Culminating Project Spreadsheet

Student Names:______

Date:______

Using the following criteria, assess whether the students met each one.

Met Partially Didn’t Met Meet

The spreadsheet details information about at least four peripherals. □ □ □

All rows and columns are labeled as directed in the tutorial (six columns, at least five rows, and so on). □ □ □

The spreadsheet uses the averaging function, as evidenced by all rows featuring an average price, located □ □ □ in column E.

The spreadsheet uses the AutoSum function, as evidenced by totals included for each column. □ □ □

The printout contains only the populated fields of the spreadsheet. □ □ □ All information on the spreadsheet is accurate. □ □ □

Additional Comments:

______

Teacher Resource 7.5 Assessment Criteria: Using a Database to Create an Email Blast

Student Name:______

Date ______

Using the following criteria, assess whether the student met each one.

Met Partially Didn’t Met Meet

The email template has correctly formatted Mail Merge fields. □ □ □ The email is professional in tone and subject. □ □ □

The email features merged email addresses from a spreadsheet list. □ □ □

The email includes merged data customized to the recipient. □ □ □ The email is neat and uses proper spelling and grammar. □ □ □

Additional Comments:

______

Teacher Resource 7.6 Key Vocabulary: Basic Productivity Applications

Term Definition

cell The smallest unit of storage in a spreadsheet. A cell can store a datum (a number, string, date, and so on) or a formula.

database (DB) A collection of information that is organized by field, record, and relation (table) so that a computer can quickly select desired pieces of the data. A field is one piece of data, a record is one complete set of fields, and a table is a group of records with the same fields of information.

database management A group of software programs that allow you to enter, organize, and system (DBMS) select information in a database.

email blast Bulk email to a large number of recipients and that may include customized content. This is a type of form letter.

formula An equation used within a spreadsheet to compute a value based on other cell values. The spreadsheet displays the computed value in the cell, while the formula appears in the spreadsheet’s entry bar.

killer app A software application that is so useful and popular that it fuels sales of the hardware type or operating system for which it was written.

productivity software Applications designed to help individual computer users complete tasks more efficiently. Examples are word processors, spreadsheet programs, and database applications.

query A specific set of instructions used to extract particular information from a database.

software suite A group of application software programs that are designed to work well together and are sold together as a package (for example, Microsoft Office, WordPerfect Office, Apache OpenOffice, and Lotus SmartSuite).

spreadsheet A software application that organizes data values using cells, with the relationships between cells defined by formulas; commonly used for budgeting and financial forecasting.

wizard An interactive utility program within a software application that guides a user step by step through a particular task.

Term Definition

word processor A software application used for creating and manipulating text-based documents.

Teacher Resource 7.7 Bibliography: Basic Productivity Applications

Print White, Ron. How Computers Work, 9th ed. Indianapolis, IN: Que Publishing, 2007.

Online Apache OpenOffice, http://www.openoffice.org/ (accessed May 20, 2016). Bellis, Mary. “The First Spreadsheet—VisiCalc—Dan Bricklin and Bob Frankston.” About.com, http://inventors.about.com/library/weekly/aa010199.htm (accessed May 20, 2016). Bellis, Mary. “WordStar—the First Word Processor.” About.com, http://inventors.about.com/od/wstartinventions/a/WordStar.htm (accessed May 20, 2016). Microsoft in Education: Products, https://www.microsoft.com/en-us/education/Products/default.aspx (accessed May 20, 2016). Microsoft Educator Network. Microsoft, https://education.microsoft.com/ (accessed May 20, 2016). On the web there are many tutorials that can illustrate, for example, how to use Microsoft Word or Google Docs and a spreadsheet to send customized emails. For example, see the YouTube video “Mail Merge and Bulk Email in MS Word” at https://www.youtube.com/watch?v=9ofGE-2hMek (accessed May 20, 2016). If your school does not allow access to YouTube, you may wish to download the video to your computer in advance using KeepVid (see keepvid.com) or a similar program.

Student Resources

Resource Description

Student Resource 7.1 Assignment: Creating a Report with Microsoft Word

Student Resource 7.2 Tutorial: Creating a Report with Microsoft Word

Student Resource 7.3 Reading: Introduction to Spreadsheets

Student Resource 7.4 Research: Pricing Components for Your Dream Personal Technology System

Student Resource 7.5 Assignment: Designing a Spreadsheet for Your Dream Personal Technology System

Student Resource 7.6 Tutorial: Designing a Spreadsheet for Your Dream Personal Technology System

Student Resource 7.7 Assignment: Using a Database to Create an Email Blast

Student Resource 7.8 Tutorial: Using a Database to Create an Email Blast

Student Resource 7.9 Project Planner Page 3: Planning a Dream Personal Technology System

Student Resource 7.1 Assignment: Creating a Report with Microsoft Word

A good way to learn new Microsoft Word skills is to use Word to create a professional document. For this assignment, you will create a report that includes the project planning pages for your dream personal technology system. Your report will include a title page, one page for each of your project planning resources, and a project planning summary table that summarizes the information for each component of your dream technology system. You have already completed project planning pages for your hardware and peripherals, so these will be the first pages you incorporate into your report. As you work through the other components for your dream system in future lessons, you will add those pages to your report. To create this report, follow the tutorial in Student Resource 7.2 step by step. Your completed report should look similar to the example report in this resource. Before you begin work on your report, read the assessment criteria and ask your teacher for more information if you have questions about any of them. Make sure your report meets or exceeds the following assessment criteria:  The title page is formatted using a template. The date is formatted correctly. The page includes a relevant picture, and the picture has some type of style formatting (such as a border). All elements fit nicely on one page.  The two project planning pages contain pertinent information about hardware and peripherals.  The project planning pages are formatted correctly: o The header is right-aligned and shows student names. o The title and subtitle are formatted correctly. o The major headings use a heading style. All major headings use the same style. o Bulleted items use a bullet style. All bulleted items use the same style. o All elements fit nicely on each project planning page.  The project planning summary table has a header, title, and subtitle formatted correctly. The summary table itself is formatted with two columns. The heading rows are bold. The information in the table is useful.

Example: Planning a Dream Technology System Report Your four report pages should look something like this:

Student Resource 7.2 Tutorial: Creating a Report with Microsoft Word

Directions: Follow the instructions in this tutorial to use Microsoft Word to create your report containing the project planning resources for your culminating project.

Step 1: Creating a New Document with a Template Microsoft Word comes with many templates designed to make your documents look professional. Using an existing template that is designed specifically for a report will save you time and make it easy to create a report for your culminating project. For your “Planning a Dream Personal Technology System” report, use Word’s Median Report template. Here’s how to get started.  Create a new document in Microsoft Word and choose the Median Report template, like so: Click the Microsoft Office button and select New. In the search templates box at the top of the Window, type Business Report Median Theme. Double-click the template that displays to open your document with this template.  Save your new document to a safe place on your hard drive, on a flash drive, or on OneDrive, like so: Click the Microsoft Office button and select Save As. Give your document a meaningful name and save it in the folder where your teacher has instructed you to save your work. Step 2: Creating Your Title Page  On the title page of your new document, click in the [Type the Document Title] section, and type Planning a Dream Personal Technology System.  If the title seems too large, you may want to adjust the font size. You can do this using the mini toolbar. Use your cursor and mouse to select the text in the title, and then right-click to display the mini toolbar. In the font size box, try different numbers until the text looks the way you want it to.  The template makes it easy to put a date on your report. In the “Pick the date” box at the bottom left, select today’s date. (You can revise this date later when you are ready to turn in your report.)  For your report, you don’t need a subtitle, but you can use the “Type the document subtitle” box to insert the names of your group members.  You don’t need an abstract for your report, so you can delete the row of the table on the title page that has a place for an abstract. Click anywhere in the abstract, and then click the Layout tab on the ribbon. In the Rows & Columns group, click Delete > Delete Rows.  You’ll need to replace the picture on the title page of your report with a picture of your dream technology system. You may not really know what it will look like yet, but you can find a picture on the Internet that shows elements of the kind of system you think you will choose. o Copy the picture that you chose to the folder where your teacher has instructed you to save your work, and give the picture a meaningful file name. o To insert the picture on the title page of your report, click the picture that is currently on the title page to select it. Next, click the Insert tab on the ribbon, and in the Illustrations group, click Picture. In the dialog box, locate and select your picture file, and then click Insert. o To resize the image so that it fits nicely in the box, click the image to select it, and then drag its sizing handles to make it larger or smaller. To maintain the height/width ratio, be sure to drag it using a corner sizing handle. You can also ensure that the height/width ratio remains consistent by right-clicking the picture and selecting Size. Under the Scale section, make sure the “Lock aspect ratio” box is checked, and then increase or reduce the percentage in either the height or width box, and that will resize your picture.

Just as you can format text with styles, so can you format pictures with styles. To set off your dream system picture, apply a picture style to it. Click your picture to select it, and then click the Format tab on the ribbon. In the Picture Styles group, play around with the different styles until you find something that you like. Try out the different Picture Shape, Picture Border, and Picture Effects options in the drop-down menus at the right of the Picture Styles group.  Now look at your page as a whole and make any changes you need to, to make it attractive. Make sure that everything fits nicely on one page. When you are happy with the look of your title page, save your document. Step 3: Creating Your Report Pages The next step is to create the pages of your report—one page for each page of your project planner. In previous lessons, you filled in Project Planner Page 1 (hardware) and Project Planner Page 2 (peripherals) for your culminating project. You can copy the information on those pages into your report and then format the information using the report styles to make your report pages look professional.  Note that the title of your report is already at the top of page 2. This box automatically contains the title text you typed on page 1. The title will probably look better if it is all on one line, so you may want to select it and change the font size, using the mini toolbar.  To keep track of the project planning pages in your report, you can use a subtitle on each page. In the Subtitle box, type Project Planner Page 1. For each page of your report, use the project planner page as the subtitle.  Rather than listing the names of students in your group in the text box on each page of your report, let’s put them in the header. That way they will be on each page, but you won’t have to reenter this information on each page. People will be able to spot the names and know whose report they are looking at.  At the top right of the page, double-click in the header text “Planning a Dream Personal Technology System,” and remove the text. Then type in names of your group members. This new header text should display on all pages of your report except page 1. Hint: Make sure you completely remove the header text that references the title on your title page. If the header is still linked to the title, the title will change too!  Copy page 1 of your project planner (the page about hardware) into your report. If you wrote your project planning page on paper, just type the information into the text box, and you will format it in the next step. If you have the project planning page as a Word document, you can open that document, copy the sections you filled in, and paste it into your report as follows: o Open your Project Planner Page 1 document. Using your cursor and mouse, select the text in your project planner starting with “What this computer system will be used for” all the way to the end of your document. To copy the selected text, use the Ctrl+C shortcut. o Now go back to the document where you are creating your report. Place your cursor in the text box (below the title and subtitle) on page 2 of your report, and use the Ctrl+V shortcut to paste the text that you copied. (The text you copied should replace the template text.) After you paste your text, click the arrow on the Paste Options icon that displays, and select Match Destination Styles. It’s important that you select Match Destination Styles so that you don’t bring styles that you don’t want into your document. Later you can fix up the formatting and make it look like you want.  It will be easier to work on formatting your page if you display formatting marks. This helps you see where each paragraph begins and ends, any tab stops, and any page breaks. To display formatting marks, click the Home tab on the ribbon, and then in the Paragraph group, click the ¶ icon.  The report template has a set of styles that will give your report a professional look and feel. The best way to work with these styles is to display the Styles box. Because you will be using the Styles box often, it is a good candidate to put on the Quick Access toolbar. The Quick Access

toolbar is a great place to store all the buttons that you use often so that you don’t have to go looking for them on the different tabs and groups. Do you see the Quick Access toolbar above the ribbon? This is what the default Quick Access toolbar looks like:

To place the Styles box on the Quick Access toolbar, do the following: From the Home tab, right- click the arrow at the very bottom right of the Styles group, and select “Add to Quick Access toolbar.” You should see the Styles icon in your Quick Access toolbar. Try adding another feature that you use often to the Quick Access toolbar using the same method.  The next task is to assign styles to the text in your report. Click the Styles icon in the Quick Access toolbar to display the Styles box. Then select sections of text and apply a style to them to make your report look professional. Here are some suggestions: o Use the Heading 1 style for the headings and questions, such as “Hardware we plan to puchase.” o Use the Normal style for your responses. o For the list under “What we need to consider about the following,” use the List Bullet 3 style.  When you are happy with the styles you are using, make sure all of your information fits on one page. If it doesn’t, you can adjust the font size from the Font group on the Home tab, or you can adjust the line spacing and paragraph spacing from the Paragraph group on the Home tab.  At the end of your page, make sure there is a page break so that the next page of your project planner will start on a new page. If you are displaying formatting marks, you can see if there is a page break. If there is not, put your cursor at the bottom of the page and click the Insert tab on the ribbon, then in the Pages group, click Page Break. The next page in your report will be your project planner page about peripherals (Project Planner Page 2). Start the page with a title and a subtitle, just like the page you just finished, and then open your Project Planner Page 2 document and copy the text about your peripherals into your report. Format the text in your report the same way you formatted the previous page. Remember to add a page break at the end. Step 4: Creating Your Project Planning Summary Table The last page in your report will be a table that summarizes the information in your project planner. You should create that page now and fill in more information as you add each page to your report. This means you will end up adding a line to this table for each project planner page you complete.  On the next page of your report, put a title and a subtitle. For the subtitle on this page, type Summary.  Create a table with 2 columns and 10 rows as follows: o From the Insert tab on the ribbon, click the Table arrow in the Tables group, and select Insert Table. o In the dialog box, specify a table with 2 columns and 10 rows and click OK. o In the header row of the table, left column, type Type of Component. In the right column, type Our Choices. o Fill in the table according to the information on your planning pages. (For example, in the first row, type Hardware in the left column, and type your chosen hardware components in the right column.)

o Adjust the fonts and font sizes to make your table look professional. Use bold typeface (select the text and press Ctrl+B) for the heading rows. Finishing Touches Before you hand in your report, you need to check grammar and spelling and then update the document properties to list yourself as the author of the document. Then you are ready to print your report and submit it to your teacher for assessment.  To check your report’s spelling and grammar, click the Review tab on the ribbon. In the Proofing group, click Spelling & Grammar. The spelling and grammar checker will display each potential problem it finds. You can click the Ignore button to leave the selection as is, or you can select a suggested alternative and click Change to modify the text.  Update the document properties to list you as the author and “Planning a Dream Personal Technology System” as the subject: Click the Microsoft Office button and select Prepare. Next, select Properties on the submenu. In the Properties box that displays below the ribbon, enter your name as the author, and enter Planning a Dream Personal Technology System as the title.  When each page of your document looks exactly the way you want it, you’re ready to print your report. o Save your file before printing it. You will need to have access to this report so that you can continue to update it for your culminating project. o From the Microsoft Office button, select Print. In the dialog box, select the printer that your teacher instructs you to use, and click OK.

Student Resource 7.3 Reading: Introduction to Spreadsheets

What Is a Spreadsheet? Imagine working at a company and being in charge of entering volumes of data—facts and figures—for multiple departments, product lines, or locations. You’d need to organize all the information into one place. Accountants and bookkeepers have always used spreadsheets with columns and rows, originally on paper, to record and organize financial information. Within a spreadsheet, categories typically run across the top in columns, while types of payments or expenses run down the left side, in rows. A figure or value is placed where a row and a column converge. When people began to use computers to organize accounting and payroll data and to generate reports, electronic spreadsheets were developed to run within software applications. Using formulas, these spreadsheets help people quickly and accurately calculate numbers and other information. As we will see, spreadsheet programs are smart enough to adapt a formula when it is copied from one location to another, so that the computation made impacts different data. One of the first spreadsheet software programs was VisiCalc in the 1970s. Other programs developed and added presentation abilities. Similar to what happened with word processing, spreadsheet software became easier for people to use.

How Are Spreadsheets Organized? All spreadsheets are basically grids of cells. Cells are the spaces where you can input different values. The columns of the grid are labeled across the top of the spreadsheet using letters, from A to Z, then AA to AZ, and so on. The rows are labeled along the left side using numbers. The most basic spreadsheet programs allow you to have at least 256 rows and columns, while more powerful programs increase this limit to the thousands. Each cell in a spreadsheet has a cell address, which can be used to identify it. The cell address consists of its column and row labels—so, the cell address for the cell in the D column and seventh row would be D7. If you click in a cell, its address will be displayed in the cell address box, which is usually near the upper-left corner of the window. You don’t have to select cells one at a time; you can also select a range of cells. You can define the range you want with the first and last cells of the range separated by a colon. Typing B2:B8 in the cell address box will select the cells in the B column from the second row to the eighth row. Typing F12:K20 will select all the cells in columns F to K from rows 12 to 20. You can also select all the cells in a column by clicking the column label at the top of the spreadsheet and select all the cells in a row by clicking the row label. With larger spreadsheets that have more than a few dozen rows or columns, not all the data will be able to fit on the screen. In these cases, the spreadsheet program is like a window that can be moved to look at the different parts of the spreadsheet. In addition, spreadsheets have multiple tabs or pages.

Entering Data Near the top of the screen, there should be a white box that stretches across the screen. This is the data entry box, where you can input data for the different cells. You can also type information directly in the cells on the spreadsheet. However, if your data is more than a few characters, you may find that the cells are too small to display everything you are trying to type. This is especially true for entering formulas, because they are longer and you’ll want to see the entire formula you are entering to be sure you haven’t made any mistakes.

A good method is to use both the grid and the data entry box. You can select the correct cell and begin entering data, making sure to look at the complete entry in the data entry box to check for correctness. Checking the data entry box is also important for checking the contents of the cell, as opposed to the value of the cell. For example, if you have a cell with “=SUM(C3:C6)” (which in some spreadsheet programs will add the values of the cells in column C, rows 3 to 6), then on the spreadsheet it will display a number—the sum of the values in that range. But the “=SUM(C3:C6)” formula will remain in the data entry box to remind you where the value that displays came from. In addition to numbers, spreadsheet cells can contain text, dates, currencies, and more. You can use the spreadsheet program to change the format in which the numbers, currencies, or dates are displayed. You can also change a spreadsheet’s appearance by choosing a different alignment for the contents of cells, changing font type and size, and using colored text or backgrounds. The real power of a spreadsheet comes from the formulas that perform calculations using the data in the spreadsheet cells. You can specify a formula to sum up the values of a column, for instance. Spreadsheets have hundreds of different formulas, including simple mathematical ones like sum, average, minimum, and maximum. There are also financial formulas that compute interest rates, logical formulas that operate on cells if specified conditions are true, and more sophisticated mathematical functions. All formulas are denoted by name and cell range.

Popular Spreadsheet Programs Spreadsheet programs are available within suites of office software, on their own, or both. Starting in the mid-1990s and continuing to the present, Microsoft Excel has dominated the commercial electronic spreadsheet market. Even though Excel is the most popular spreadsheet application, there are other spreadsheet applications that you should know about:  Apple Numbers is Apple’s spreadsheet application. It focuses on usability and effective chart presentation but lacks certain features such as a pivot table.  Calc is the Apache OpenOffice spreadsheet application, modeled after Excel. This is a free, open source program. Calc can both open and save in the Excel (XLS and XLSX) file format. You can download Calc from the OpenOffice website.  Gnumeric is a free spreadsheet program that is part of the GNOME Free Software Desktop Project. Gnumeric is very similar to Excel and is intended to be a free replacement for proprietary spreadsheet programs like Excel. Gnumeric has the ability to import and export data in several file formats, including CSV, XLS, XLSX, and HTML.  With the advent of advanced web technologies such as Ajax around 2005, a new generation of online spreadsheets has emerged. These web-based online spreadsheets have many of the features seen in desktop spreadsheet applications. Google Sheets on Google Drive is a good example of this. One big advantage of web-based spreadsheets is that they make it easy for multiple users to collaborate. Some web-based spreadsheets offer real-time updates from remote sources, for information such as stock prices and currency exchange rates. You can download a Google Sheets spreadsheet from the cloud to your hard drive in an Excel format or other useful formats if needed. Microsoft Office 365 is the web-based full-featured version of Office 2013. It includes Excel but runs as a web-based application instead of from your hard drive. Web-based applications such as this work well on tablet computers such as the Chromebook in addition to more traditional laptop and desktop machines.

Student Resource 7.4 Research: Pricing Components for Your Dream Personal Technology System

Student Names:______Date:______

Directions: Remember, you have a budget of $5,000 to spend on your dream system. A spreadsheet is the perfect tool to help you keep track of each part of your system and its cost. As part of your culminating project work, you will be creating a spreadsheet that lists the components of your dream system along with the manufacturer and price of each component. By researching the prices of your components and creating a spreadsheet that keeps a running total of your expenses, you will be able to stay on target.

The first step is to do some research on the Internet to find prices for your components. Since you haven’t defined all the items you need for your dream system yet, you will be pricing only your peripherals in this exercise. Then you can add the other components to your spreadsheet as you go, because you will have the skills you need to do the research and work with the spreadsheet.

Follow the instructions below to research prices for your peripherals on the web.

Online Research Tips It is easy to look at prices for computer parts by going to online shopping sites. Most consumers buy prebuilt computers from companies such as Dell or Hewlett-Packard. This is becoming even more popular, because these companies offer customization options for the computers they sell. But for your dream system, you need to buy parts to make sure you get exactly what you need. There are websites that offer individual computer components, either for those intending to upgrade their computer or for those who are planning to build their own. By building your own computer, you can buy each specific part that you want. Of course, you need to know what you are doing, because the pile of computer parts won’t do anything useful until you put them together correctly. Some sites that will probably be helpful for figuring out prices of computer parts and other hardware are Newegg.com (http://www.newegg.com), TigerDirect.com (http://www.tigerdirect.com), and Amazon.com (http://www.amazon.com). Newegg.com and TigerDirect.com are online electronics sites. Since they specialize in tech products, you can probably find everything you need there for your system, but it is still important to look elsewhere to see whether you can find better deals. Amazon.com is a shopping site that sells many different types of products. Its selection includes hardware and peripherals. In addition to these websites, you can look for other online retailers, which may offer better deals. For the project, restrict your research to new commercially available parts, rather than parts available on sites such as eBay. Price isn’t the only consideration when choosing components. There’s also performance to consider. Your goal should be to find the best performance you can at the lowest price. For example, you can buy a video card for $69, but that won’t do you any good if it won’t handle the graphics applications you throw at it. You can also buy a video card for $699, but you’re spending way too much if it packs more power than you’ll ever need. A good methodology to follow is to establish a price point you want to meet for each component, determine which components fall at or below that price point, and then review comparative speed tests (called benchmarks) for those components online. An excellent resource for benchmarks is Tom’s Hardware (http://www.tomshardware.com). It has one of the more extensive benchmark databases on the web.

Collecting the Data To collect the data, follow these steps:  In the first column of the table below, make a list of the peripherals you want to buy for your dream system.  Using the suggested websites, search for each of the peripherals, and find at least two different options for each.  In the second column, list the manufacturer. You may also want to include the model number in this column so that you know which device you are looking for.  In the third column, list the best price.  In the fourth column, list the highest price you find for the peripheral. This will remind you how much the part could cost. When you have filled out all four columns, you have the information you need to create your spreadsheet in the next activity.

Peripheral Manufacturer Best Price Highest Price

Student Resource 7.5 Assignment: Designing a Spreadsheet for Your Dream Personal Technology System

A good way to learn new Microsoft Excel skills is to create a professional spreadsheet. For this assignment, you will create a spreadsheet that itemizes the parts you intend to purchase for your dream system. Your spreadsheet will display the name of each item, the best manufacturer, the best price you can find, the highest price you found, and the average price for each component. You can also have a column for comments to remind yourself about important information you find in your research, such as the name of the site where you found the best price for each item. To create this spreadsheet, follow the tutorial in Student Resource 7.6 step by step. Before you begin work on your spreadsheet, review the assessment criteria, and ask your teacher for more information if you have questions about any of them. Make sure your spreadsheet meets or exceeds the following assessment criteria:  The spreadsheet details information about at least four peripherals.  All rows and columns are labeled as directed in the tutorial (six columns, at least five rows, and so on).  The spreadsheet uses the averaging function, as evidenced by all rows featuring an average price, located in column E.  The spreadsheet uses the AutoSum function, as evidenced by totals included for each column.  The printout contains only the populated fields of the spreadsheet.  All information on the spreadsheet is accurate.

Student Resource 7.6 Tutorial: Designing a Spreadsheet for Your Dream Personal Technology System

Directions: Follow the steps in this tutorial to convert your itemized list of parts for your dream system into a spreadsheet that displays the name of each item, the best manufacturer, the best price you can find, the highest price you found, and the average price for the component. Add a column for comments to remind yourself about important information you find in your research, such as the name of the site where you found the best price for each item.

 Open Excel and start working on a blank sheet. Save the document with a name related to your dream system project so that you will be able to find this document and continue to work on it throughout your project.  Create your spreadsheet with six columns labeled “Part,” “Best Manufacturer,” “Lowest Price,” “Highest Price,” “Average Price,” and “Comments.” You’ll enter the details for each part in a separate row under these columns. Your spreadsheet will have column labels in cells A1 to F1 (remember, cells are addressed by their column and row coordinates):

A1: Part B1: Best Manufacturer C1: Lowest Price D1: Highest Price E1: Average Price F1: Comments

Your spreadsheet should look something like this:

 Use the data you collected in your research on prices for your dream system peripherals. Enter the details for your first peripheral in the second row—that is, cells A2 to F2. Be sure to use the dollar sign with your prices. You can use the Comments column to make a note of the URL where you found the lowest price for each component. Typing the URL in the Comments column will create an actual link (called a hyperlink) to the website, which you can use later to return to the website. Leave the Average Price column blank; the spreadsheet program will calculate that price for you. Data for the second peripheral will go in cells A3 to F3, data for the third peripheral will go in cells A4 to F4, and so on. When you’re entering data, simply click in a cell to position the cursor, type the value into the cell, and then move to a new cell by using the arrow keys or (in most spreadsheets) by pressing the Tab key.

Your spreadsheet should look something like this:

Calculating the Average Price Now that you have the best price and the highest price for each peripheral, you could calculate the average price manually, but that’s what your spreadsheet is for: doing the manual labor of calculating. So, instead of working out the value and typing it in the appropriate row in column E, insert a formula in column E instead of a value.  Place the cursor in cell E2. This is the cell where you want to see the average price of your first peripheral.  Click the Formulas tab on the ribbon, and in the Function Library group, click Insert Function to display the Insert Function dialog box.  In the Select a Function box, select Average and then click OK. The Function Arguments dialog box displays.

 In the Number 1 box, you should see “C2:D2.” That means it will give you the average of the numbers in cell C2 through D2. That’s what you want, so click OK.  Now cell E2 displays the average price, and the data entry box above the spreadsheet displays the formula you used. Notice the “=” sign before the Average function name. This tells the spreadsheet to calculate the result and place the numeric result in the cell. The formula is still there in the cell, but it’s hiding below the calculated value. Suppose you hunt around a bit and find a lower price for this peripheral. What happens to the number in the Average Price cell if you change the value in the Best Price cell? Try it and see. It is even easier to calculate the Average Price column for the peripherals in the other rows. Spreadsheet programs are made so that if you type in the first formula and then copy and paste it to new cells, the formula will update based on its new position.  Using the cursor, select cell E2. Use the shortcut Ctrl+C to copy the formula in that cell.  Next, select all the cells in column E where you want to place average values.  Use the shortcut Ctrl+V to paste into those cells the average formula that you copied. Now each of the cells in the Average Price column should display the average price for the peripheral in that row. No matter how many different parts you are interested in buying, you can copy and paste the first formula into all the later Average Price cells. The spreadsheet will do the busywork of utilizing the appropriate formula in each cell.

Calculating the Total Price

Finally, to complete your spreadsheet, you need to calculate some totals so that you know how much all of your peripherals will cost you. In addition to giving you the option of inputting formulas instead of just values, spreadsheets have an automatic sum feature that adds ranges of cells for you. In Excel, there is an AutoSum button on the toolbar that looks like this: . Click the cell where you want the total to appear, and then click the AutoSum button. The program will guess which cells you want to add and highlight them. If it guessed correctly, just press Enter and you are done; if not, it is a simple matter of redefining the range you would like added together.  On your spreadsheet, in the row below your last peripheral, create a row entitled “Totals.” Then, in the C, D, and E columns of that row, use the AutoSum button to calculate the total value for each of the columns.  When all of the values display, select the row of totals and make it bold so that the total values stand out.

Performing a Common-Sense Check As helpful as all the spreadsheet functions are, it is still easy to get disoriented in the maze of cell references. You need to pay close attention and check your work to ensure that your spreadsheet formulas perform the right actions on the correct range of cells. The best way to do this is called a “common-sense check.” Look at the values in the different cells, and make sure they make sense. For example, the average price should be somewhere between the best price and the highest price. The total price should look somewhere in the ballpark of what you would get if you added all the numbers in the column. Use this kind of reasoning to quickly check all of your values.

Printing a Spreadsheet Finally, you need to print the spreadsheet so that you can hand it in for assessment. One tricky thing with spreadsheets is telling the printer which part of the spreadsheet you want it to print. You want to print only the area with your data in it, not all the empty cells that you can see. Here is how to define the right area for printing:  On the View menu, click Page Break Preview.  Using your mouse pointer, select the area you want to print.

 Click the Page Layout tab, then in the Page Setup group, click Print Area, and then select Set Print Area. When you save the document, your print area selection is also saved. You can use the Print Preview option on the Print menu to check if you have what you want prior to printing.  From the Microsoft Office button, select Print. In the Print dialog box, select the correct printer, and print your spreadsheet.

Save this spreadsheet according to your teacher’s instructions. You will need to have access to this spreadsheet so that you can continue to update it for your final project.

Student Resource 7.7 Assignment: Using a Database to Create an Email Blast

For as long as humans have had things, they have needed to keep track of them. The Sumerians kept track of things with symbols on clay tablets. Ancient Egyptians used papyrus scrolls. The ancient Chinese used paper made from mulberries, and the Inca used knots in colored strings. Today we store information in the computer database. With such a tool, we can store and retrieve information. Have you ever used iTunes? If you answered yes, you’ve used a database. The information in computer databases is arranged as a table with columns and rows. In database terms, a column is a field, and rows are records. For example, each song in an iTunes database is a record, and each piece of information (title, artist, or album) is a separate column, or field. When users need information, they ask a question of the database, or query it. One simple but powerful use of a database is to send out the same email to a group of people but customize the content so that it is personalized for each person that receives it. This is sometimes called an email blast, and professionals with small businesses sometimes use this technology to contact clients or potential clients. The tool used for this is called Mail Merge. Both Microsoft Office and Google have Mail Merge tools. In this assignment, you are going to use Gmail and a Google Drive spreadsheet to create an email for your culminating project members reminding them of a planning meeting for your culminating project. If you don’t have a meeting coming up, you can make it a fictitious meeting, but you will actually send the emails to your team members and check that the mailing works correctly. You will use a Google Drive spreadsheet to create a database with a list of your team members, an email address for each team member, and personalized message content for each team member. Then you can write an email using Gmail and use the Mail Merge feature to insert the personalized information into each copy of the email before you send it. Student Resource 7.8, Tutorial: Using a Database to Create an Email Blast, provides step-by-step instructions for creating your database and your email. Review the example email in this resource and use it as a sample of the types of information you might want to include in your email. Be sure to review the assessment criteria for this assignment before you begin work.

Make sure your letter meets or exceeds the following assessment criteria:  The email template has correctly formatted Mail Merge fields.  The email is professional in tone and subject.  The email features merged email addresses from a spreadsheet list.  The email includes merged data customized to the recipient.  The email is neat and uses proper spelling and grammar.

Example: Email Merge Letter In this example, the Mail Merge fields are highlighted in yellow.

3/24/2015 To: Fred Flintstone Dear Fred, This is a reminder that we will meet as a team on April 1, 2015, to work on our PowerPoint presentation for the culminating project in our Principles of Information Technology class. The meeting is at 1:00 p.m. in Room A9 at Bedrock High School. Please be on time. Please place a copy of your slides for the PowerPoint presentation on our Google Drive so that they can be shared among all our teammates. Please do this in advance so I can combine them before the meeting. Your piece is as follows: CPU and Tower Case/Power Supply, Wireless/Bluetooth Keyboard In our final presentation, you will speak second. Thanks in advance for your help! George Slate Team Leader

Student Resource 7.8 Tutorial: Using a Database to Create an Email Blast

Directions: The Mail Merge feature in Google Gmail allows you to customize an email blast so that each recipient receives a personalized message. You use Gmail to create a form letter and then insert personalized address information or messages into each copy that you generate. Follow the steps below to create a form email to send to your culminating project teammates.

Overview of Gmail’s Mail Merge You can use Gmail’s Mail Merge feature and a Google Drive spreadsheet to customize mass emails in a fraction of the time it would take to prepare a separate email for each recipient. You create an email that contains information you want to send to many recipients, and then you include space for information that varies (name, address, greeting, and so on) for each recipient. In essence, you prepare a form email with placeholders, and this email gets combined with a Mail Merge database (in this case, a Google Drive spreadsheet) that contains a list of the variable information to produce a group of customized emails.

Try It Yourself In this exercise, you will use Gmail and a Google Drive spreadsheet to create a reminder email for your culminating project team members. The email will remind them of a planning meeting for your culminating project. If you don’t have a meeting coming up, you can make it a fictitious meeting, but you will actually send the emails to your team members so that you can check that the mailing works correctly. Create Your Email

1. Go to Gmail and write an email similar to the example email in Student Resource 7.7, Assignment: Using a Database to Create an Email Blast. Decide what information will change for each customized email and in its place use a field variable: $%fieldname% (where fieldname is the name of a column in your accompanying spreadsheet). The field variable name in the email template must match the field name in the spreadsheet exactly.

2. Include a subject on the subject line of the email (with or without field variables). You will need to use this subject when you set up your variables.

3. Leave the recipient line blank.

4. Check the spelling, grammar, and formatting. When completed, your email should look similar to the following sample:

5. Include any graphics or attachments as you normally would, but keep it professional.

6. Save the email as a draft by pressing Ctrl+S; close it by clicking the X in the upper-right corner. Do not try to send it. Create Your Spreadsheet

1. Open another tab on your browser and go to Google Drive, and create a new spreadsheet. Type one of your field names at the top of each column, and type email at the top of one column. Fill in the data for each member of your project team. In the email column, type your team members’ Gmail addresses. Check twice to make sure there are no typing errors!

2. Go to the Add-ons menu at the top of the spreadsheet and select “Get add-ons.” Type the words Mail Merge into the search box and press Enter.

3. Scroll down until you find “Yet Another Mail Merge.” Click the Free button and then click Accept. You may get an error message, but the Mail Merge has likely been installed anyway. To check if it is installed, click the Add-ons menu again; Yet Another Mail Merge should now appear in the menu.

4. Be sure to save your completed spreadsheet by clicking Share and giving your spreadsheet a title. Your spreadsheet should now look something like the following.

Running Mail Merge 1. Run the Mail Merge script by clicking Add-ons > Yet Another Mail Merge > Start Mail Merge. 2. On the first pop-up, select the name of the column listing the email addresses from the drop-down menu, and click it so that it appears in the box. Click Save. 3. On the next pop-up, select the name of your draft email as the template, and click it so that it appears below the box. Also fill in your name as the sender. 4. Click Send Emails to complete your project. Check your Gmail inbox, and in a few minutes or less, have your team members do the same. All of your customized emails should arrive. You will find a copy of each email in your Sent folder. Check them to make sure everything worked properly. Print one sample email to give to your teacher. 5. Yet Another Mail Merge adds a new Merge Status column to your spreadsheet to confirm completion of the task. If you wish to rerun Yet Another Mail Merge after making some corrections, you will need to delete that Merge Status column first. Congratulations! You have successfully used a database.

Student Resource 7.9 Project Planner Page 3: Planning a Dream Personal Technology System

Student Names:______

Directions: This is the third page of the project planner you’ll use to help plan your group’s system. Later, you will add items such as the operating system, Internet access, and other software you need for activities such as creating graphics or listening to music. Remember that you should be keeping track of all of your project planner pages for the entire course. Your group will collect and submit all of these resources at the end of the project.

Answer the questions below to identify and plan the productivity applications you would purchase, install, or connect to your dream personal technology system. List the factors (such as ease of use, compatibility, features, and so on) that you will keep in mind while outfitting the system. When you are making these choices, remember to think about the specific needs you want your system to address.

When telling about the applications you would choose, be as specific as you can, but don’t worry about the exact version you might buy. For example, if you know you will need a database application but have not yet chosen which, you can come back to this later and add that information as your other plans for the system take shape.

When your group has completed this planner, add the information to the culminating project report you created earlier in this lesson. Be sure to keep that report up-to-date—including adding a line to your project planning summary table!

What this system will be used for:

Software we need to buy: (Be as specific as you can, but a general answer like “database” is fine for now.)

Why did you make these choices?

Additional notes:

This lesson introduces students to multimedia documents and graphics presentations and gives them practical information regarding the design and composition of such documents and presentations. Students gain hands-on experience working with Microsoft PowerPoint and learn about the layering involved in the desktop publishing process. They also learn about files sizes, resolution, and different graphic file formats. Students also gain firsthand knowledge of the different genres of games and explore their similarities and differences. Students analyze how organizations use multimedia products to shape audience impressions, and they have an opportunity to use graphics and multimedia software applications to design desktop publishing and presentation materials. This lesson is expected to take 6 class periods.

Lesson Framework Learning Objectives Each student will:  Characterize how organizations use multimedia products to shape audience impressions  Design effective promotional and presentation materials by employing graphics and multimedia software applications*  Describe similarities and differences between computer gaming genres *This is one of the 16 key learning objectives assessed by the NAFTrack Certification end-of-course exam for this course. Academic Standards The relevant Common Core State Standards are too extensive to list here but are an important basis for this lesson. For details, please refer to the separate document “Correlations to the Common Core Standards” (available in the Course Planning Tools section of the course materials).  Analyze how the application of visual arts elements and principles of design communicate and express ideas (Common Career Technical Core 2012, AR-VIS 2)

 Use product or service design processes and guidelines to produce a quality information technology (IT) product or service (Common Career Technical Core 2012, IT 2)  Demonstrate the use of cross-functional teams in achieving IT project goals (Common Career Technical Core 2012, IT 3)  Perform common editing and formatting functions (IC3 GS4 2012, Key Applications)  Perform common printing/outputting functions (IC3 GS4 2012, Key Applications)  Be able to create and format simple presentations (IC3 GS4 2012, Key Applications)  Communicate information and ideas effectively to multiple audiences using a variety of media and formats (ISTE NETS for Students 2007, 2b) Assessment

Assessment Product Means of Assessment

Flyer for the culminating project presentation Assessment Criteria: Invitation Flyer (Teacher event (Student Resource 8.4) Resource 8.1)

PowerPoint slides for the culminating project Assessment Criteria: PowerPoint Slides presentation (Student Resource 8.7) (Teacher Resource 8.4)

Prerequisites  Ability to create, edit, and print a simple document using Microsoft Word  Ability to evaluate printed matter for readability, aesthetic value, and message clarity  Ability to view a document or presentation empathetically, from an audience’s point of view rather than solely from a creator’s perspective

Instructional Materials Teacher Resources  Teacher Resource 8.1, Assessment Criteria: Invitation Flyer  Teacher Resource 8.2, Presentation and Notes: Making Presentations That Get Attention (includes separate PowerPoint file)  Teacher Resource 8.3, QuickStart Guide: Creating PowerPoint Presentations (separate Word file)  Teacher Resource 8.4, Assessment Criteria: PowerPoint Slides  Teacher Resource 8.5, Key Vocabulary: Graphics, Multimedia, and Games  Teacher Resource 8.6, Bibliography: Graphics, Multimedia, and Games Student Resources  Student Resource 8.1, Media Product Analysis: What Are Your Impressions?  Student Resource 8.2, Reading: Working with Graphics

 Student Resource 8.3, Reading: Desktop Publishing Basics  Student Resource 8.4, Flyer Assignment: Creating an Invitation Flyer  Student Resource 8.5, Reading: Introduction to Multimedia and Computer Games  Student Resource 8.6, Reading: Making Presentations That Get Attention  Student Resource 8.7, PowerPoint Slides: Culminating Project Presentation  Student Resource 8.8, Project Planner Page 4: Planning a Dream Personal Technology System Equipment and Supplies  Media products created to represent a company or an organization in some way, such as magazine ads, brochures, web pages, video commercials, and so on  All student computers loaded with Microsoft PowerPoint, a graphic design application, and the desktop publishing application that you use (Note: If Microsoft Word and PowerPoint are not available for students, say, working at home, or for additional variety and challenge for the students, Google Drive can be used. It provides a PowerPoint-like application called “Slides,” with all the features necessary for these exercises. And Google Drive allows the completed presentation to be downloaded as a PowerPoint presentation if required.)  A color printer to print the flyers students create  LCD projector and computer for PowerPoint presentation  Blackboard, whiteboard, or flip chart

Lesson Steps

Step Min. Activity

CLASS PERIOD 1

1 25 Think, Group, Share: Gathering Impressions about Media Products This activity introduces the concept of graphics evaluation and prompts students to think about how organizations use multimedia products to shape audience impressions. Gather a few examples of multimedia products created to represent a company or an organization in some way: magazine ads, brochures, web pages, video commercials, and so on. If possible, include at least one humorous example and one “serious” example for contrast. (Option: Allow students to choose their own examples from the Internet.) To begin the activity, ask students as a class if they agree that media representations— especially advertisements and commercials—are carefully constructed to make certain

Step Min. Activity

impressions. Then have students evaluate the media products you have chosen as follows: 1. Have students read the questions on Student Resource 8.1, Media Product Analysis: What Are Your Impressions? silently to themselves. 2. Organize students into groups, and assign one of the media products to each group. Ask them to evaluate their media product using Student Resource 8.1. 3. After groups have made notes, ask the class which elements in the media products are the most convincing, eye-catching, and powerful. What are the reasons for their opinions? You may want to compile the media products and copies of the students’ critiques into a class resource binder. Later, when students are designing their own products, they could look through the binder for ideas on how to create desired effects using text, images, sound, and/or video. Point out to students that understanding how media products communicate a message prepares them to create media products of their own.

2 25 Reading: Working with Graphics This reading equips students to prepare graphics for insertion in multimedia products. To introduce Student Resource 8.2, Reading: Working with Graphics, ask students to look at the different types of graphics on the first page of the reading. Have them work with partners to write down everything they can think of that makes the types of pictures different from each other. Then ask students to report out, and answer any questions. Next, ask students to read Student Resource 8.2 and to write a one-sentence summary of each of the following concepts in their notebook as they read:  Color models  Picture resolution  File size  Balancing image quality and transfer speed  File types When students have completed the reading, have them share their sentences with a partner and then report out so that you can be sure that everyone understands the basic concepts. Instruct students to put this reading in their notebook so that they can use it as a reference throughout the course. Reading about graphics equips students to successfully choose and prepare graphics for the flyer and PowerPoint slides they will create in this lesson.

CLASS PERIOD 2

3 35 Hands-on Learning: Preparing a Graphic This class period calls upon students to use what they have learned about graphic

Step Min. Activity

design and creation to create a media product. Explain to students that in this activity, they will create a flyer that will be used to invite professionals, friends, and family members to the presentation of their culminating projects at the end of the course. For the first step, they will prepare a graphic to go on the flyer. Place students in their culminating project groups and have them brainstorm about an image they could put on the flyer that would represent the presentation of their dream technology system. Instruct students to find relevant images on the Internet that are not copyright-protected and download them. Google Images and Wikimedia Commons are good places to start. Next, using your graphic design software, show students how to prepare an image for print by sizing it and saving it in a proper file type. Ask groups to prepare their graphic file, paying special attention to the resolution and file type. When students have prepared their picture, have them save it, and tell them they will use it to make a flyer in the next class period.

4 15 Reading: Desktop Publishing Basics This reading introduces students to the concepts of desktop publishing and prepares them for the hands-on activity of creating a flyer. To introduce the reading, engage students in a discussion of the multilayered process. Explain to students that desktop publishing differs from the way we usually create a Word document in that it is a multilayered process. Ask students to think of a sandwich, and make a list on the board of all the layers that might be in the sandwich. When you have a nice long list, ask students to look at the graphics on the first and second pages of Student Resource 8.3, Reading: Desktop Publishing Basics, and work together to list the layers in both of the graphics. Finally, ask students to tell what they like about the two graphics. Help them understand that when layers are tastefully placed, they improve the quality of a desktop publishing piece, just as they improve a sandwich. Next, instruct students to read Student Resource 8.3 for homework. Tell them that during the next class period, they will be creating a flyer using the knowledge they gain through this reading. Write the following prompts on the board, and ask students to take notes on them in their notebook to prepare for the hands-on assignment:  Five topics you should think about before starting a desktop publishing piece  Any ideas you have that you would like to explore during the hands-on portion of the lesson  Anything that was confusing to you After this reading, students will be ready to use a desktop publishing program.

CLASS PERIOD 3

Step Min. Activity

5 10 Homework Review: Desktop Publishing This brief discussion allows students to share their impressions of the reading (Student Resource 8.3, Reading: Desktop Publishing Basics) that they completed for homework. Instruct students to share what they wrote in their notebook with a partner and then report out. Clear up any questions students may have, and use this discussion to gauge their understanding of the material.

6 40 Hands-on Learning: Creating a Flyer with Desktop Publishing Software

This exercise gives students a chance to demonstrate what they have learned about desktop publishing by creating a flyer to promote the culminating project presentations at the end of the course. This activity also focuses on the following college and career skills:

 Demonstrating teamwork and collaboration  Demonstrating initiative and resourcefulness in challenging situations To introduce this activity, explain to students that today they will be using a desktop publisher to make their flyer. Ask students to recall what they learned from the reading and to keep it in mind as they work on their flyer. Write the following prompts on the board:  What is it?  Who is invited?  When?  Where?  Why should people want to come? If you don’t yet know the specifics of when and where for the culminating project presentations, instruct students to use a placeholder. Explain that they can save the soft copy of their flyer and update it when they have the information. Ask students to gather in their culminating project groups. Give them a few minutes to write down the text they want to put on their flyer. Refer them to Student Resource 8.4, Flyer Assignment: Creating an Invitation Flyer, for pointers on what they should include. Remind them to make sure that what they write meets the assessment criteria. Next, using the desktop publisher that your school uses (Microsoft Publisher, which is a part of the Microsoft Office suite, is a possible option for this) and an LCD projector, guide students to do the following:  Create a background color for the first layer.  Insert the graphic image that they prepared.  Choose an appropriate font and write their text on a third layer. Tell them to think carefully about font color, size, and style. If you are using Microsoft Publisher, you could use the “Event Flyer” and “Event Invitation Flyer” sample templates as a starting point. When students have completed their flyer, instruct them to print it so that they can see

Step Min. Activity

what the finished product looks like. When students are finished, have each group hang a copy of their flyer on the wall and then discuss as a class the good points about each flyer and the areas that need more work. Give students a chance to improve their flyers before turning in a printed copy for assessment. Use Teacher Resource 8.1, Assessment Criteria: Invitation Flyer, to evaluate the final versions of the flyers. Point out to students that a professional-looking flyer that publicizes their culminating project presentations is an important artifact that they could show a potential employer.

CLASS PERIOD 4

7 25 Reading: Multimedia and Computer Game Basics This reading explains the notion of multimedia in detail and prepares students to create multimedia content of their own. It also discusses the basics of computer games. To introduce the reading, write the word multimedia on the board. Ask students to offer their ideas of what this term means. If necessary, get them started by giving a few prompts, such as television, web pages, computer games, and animation. Next, ask students to contribute to a list of all the different types of media that might be considered multimedia, and list these on the board below the term multimedia. Point out to students that they are surrounded by multimedia nearly everywhere they go. Ask students to read Student Resource 8.5, Reading: Introduction to Multimedia and Computer Games. Instruct them to take notes in their notebook as they read about ways that music and video can be used in different types of presentations. Once the students have had time to complete the reading, ask for their impressions. What did they write in their notebook about computer games? Ask students to share their personal experience with specific genres of games: action, strategy, role-playing, puzzle, and so on. Prompt students to discuss some similarities and differences between the genres. Why do they like some types of computer games and not others? Next, discuss what they wrote in their notebook about using music and video in presentations. Have students suggest ways that music or video could enhance the PowerPoint presentation they are doing for their culminating project. Explain that, as they work on their presentation over the next months, they could consider learning to add music or video to it. Warn them, however, that having too many elements in a presentation can be distracting and confusing to the audience.

8 25 Presentation: Making Good Presentations

This activity gives students a more in-depth understanding of how to design a multimedia presentation. It gets them thinking about successful presentation strategies that they can use when delivering their culminating project presentation at the end of the course. It also develops students’ listening and note-taking skills. To prepare, make notes to guide class discussion using Teacher Resource 8.2, Presentation Notes: Making Presentations That Get Attention. Have Teacher Resource 8.2, Presentation: Making Presentations That Get Attention (separate PowerPoint file),

Step Min. Activity

ready to show as a full-screen slideshow using an LCD projector. Ask students to answer the following questions in their notebook during the presentation:  What makes a slide easy to read?  What are the important points about visuals?  What is most important for the person giving the presentation? Present the slideshow. Use the notes you prepared and the questions on the slides to encourage class discussion. This presentation is duplicated as Student Resource 8.6, Reading: Making Presentations That Get Attention. If an LCD projector is unavailable, students can read the presentation, answer the discussion questions in their notebook, and discuss their answers as a class. This student resource is also useful for review. After the presentation, divide the class into pairs or groups of three and have them compare their notes for completeness and accuracy. Invite each pair or triad to share their thoughts and questions, so that any outstanding questions or misunderstandings can be resolved. Point out to students that they can apply what they have learned about creating effective presentations in all of their classes where they are asked to make presentations.

CLASS PERIOD 5

9 50 Culminating Project Work: Creating a PowerPoint Presentation

The purpose of this activity is twofold: students learn the mechanics of using PowerPoint to create a presentation and at the same time do hands-on work to create the first slides of the PowerPoint presentation for their culminating project. This activity focuses on the following college and career skill:

 Prioritizing and completing tasks without direct oversight Review with students that for their culminating project, they will use a PowerPoint presentation to introduce their dream personal technology system to an audience of information technology professionals, NAF academy advisory board members, their peers, their family members, and other community members. Impress upon them the importance of learning good PowerPoint skills in order to succeed in their culminating project and in future educational and business ventures. Explain that in this class period, they will be going through a QuickStart Guide that will help them learn PowerPoint skills and help them create the first slides for their presentation. They will be creating the following slides:  A slide to introduce their culminating project  Two or three slides that present the peripherals they have chosen Explain to students that they will add more slides as they work through the project during the lessons following this one. Their objective now should be to become proficient working with PowerPoint so that they can create an excellent presentation for

Step Min. Activity

their culminating project. If possible, each student should work on his or her own computer in order to learn the PowerPoint skills. At the end of the class period, groups can decide which presentation they like best and use it for their presentation to the class in the next class period. An effective way to do this would be for each student to share his or her PowerPoint presentation to Google Drive or Microsoft OneDrive. Refer students to Student Resource 8.7, PowerPoint Slides: Culminating Project Presentation. Go over the instructions and review the assessment criteria with them. Then give students Teacher Resource 8.3, QuickStart Guide: Creating PowerPoint Presentations (separate Word file), and instruct them to work through the guide. Answer any questions before students begin work, and then circulate as students are working to provide help as needed. Use Teacher Resource 8.4, Assessment Criteria: PowerPoint Slides, to assess the assignment. Remind students that creating PowerPoint presentations is a professional skill that they will be called on to use in almost any career.

CLASS PERIOD 6

10 30 Culminating Project Work: First Project Slides

In this activity, students present their first slides for their culminating project to the class. Explain to students that each group will have two minutes to present to the class the slides they have created. Then engage students in a short discussion about what they have learned about presenting their slides. They should come up with ideas such as making sure they speak clearly, not reading from the slide, using the notes they have created, and so on. Give students 10 minutes in their groups to decide which person will deliver the presentation and to prepare and practice their presentation with each other. Finally, using an LCD projector if possible, ask each group to present their slides. Close the activity by answering any questions students have about PowerPoint presentations. Point out to students that they can use the new and different ideas they saw in their peers’ presentations to add depth, vibrancy, and variety to their own PowerPoint presentation.

11 20 Culminating Project Work: Choosing Multimedia Applications for Your Dream System This activity is designed to get students thinking about the kinds of graphics and multimedia applications that would be most appropriate to install on the dream personal technology system they are designing. Ask students to gather in their culminating project groups and together read through Student Resource 8.8, Project Planner Page 4: Planning a Dream Personal Technology System. Instruct project groups to complete this planner page in class and then submit

Step Min. Activity

it for your review. To gauge student understanding, you may find it useful to review and mark this assignment for credit/no credit. Remind students that they also need to add the information from this project planning page to the report they created in Lesson 7 that contains all of their project planning pages. Remind students that this lesson has shown them examples of the major types of graphics and multimedia applications on the market and has given them hands-on experience creating and working with these kinds of applications. Let them know that now that they have a good understanding of media applications commonly used in business and personal computer systems, they will next learn about computer networks.

Extensions Content Enrichment  Have students compare image quality versus file size for these image formats: BMP, JPG, GIF, PNG, and TIFF.  Ask students to compare various types of multimedia software products and prepare a list of recommendations. This website includes comparisons of products for clip art, photo editing, desktop publishing, video editing, and more: http://reviews.cnet.com/.  Divide students into two teams to play a game that will help them relate to how computers generate bitmapped images. Teams take turns sending one of their members to the board to draw an unknown image (written on a piece of paper by the teacher). The student draws the image using one dot at a time every 5–10 seconds. The first person from the opposite team to guess what is being drawn wins. After the game, ask students what they think this game suggests about how computers view, interpret, and produce images. Why do they think it might be harder for a computer to recognize faces than to read text? STEM Integration  Technology: Have students visit http://www.autodesk.com/education/free-software/all and explore the free software available to students and educators. Ask students to complete a project in which they use one of the featured software products, such as Inventor Professional, Revit, AutoCAD, or Maya.  Technology: Provide a few digital photos or digital art pieces for students to use while exploring the features of a graphics/image editor. You can ask students to use the image or photo editor available on their computers, or you can ask them to download and try one of the following: o Fotor is a free cross-platform photo editor: http://www.fotor.com/. o GIMP is a free image manipulation program: http://www.gimp.org/. o Paint.NET is a free image editing and drawing program: http://www.getpaint.net/index.html. Additional Cross-Curricular Ideas  Art: Computer animation has found its way into many fields where students would not think to look for it, including archeology, chemistry, and medicine. Ask students to research and find some

unusual applications for animation. Later, have them share their findings with the class through a brief oral report. They should use multimedia presentation software to support their report.  English Language Arts: Have students prepare a short PowerPoint presentation on an author of their choice. Slides should tell about the author’s early life, major works, and any other material students find relevant.  Journalism: Have students use Microsoft Publisher to create a flyer promoting the school’s newspaper or yearbook.

Teacher Resources

Resource Description

Teacher Resource 8.1 Assessment Criteria: Invitation Flyer

Teacher Resource 8.2 Presentation and Notes: Making Presentations That Get Attention (includes separate PowerPoint file)

Teacher Resource 8.3 QuickStart Guide: Creating PowerPoint Presentations (separate Word file)

Teacher Resource 8.4 Assessment Criteria: PowerPoint Slides

Teacher Resource 8.5 Key Vocabulary: Graphics, Multimedia, and Games

Teacher Resource 8.6 Bibliography: Graphics, Multimedia, and Games

Teacher Resource 8.1 Assessment Criteria: Invitation Flyer

Student Names:______

Date:______

Using the following criteria, assess whether the students met each one.

Met Partially Didn’t Met Meet

The description of the event is accurate and shows understanding of what will go on at the event. Relevant □ □ □ details (who, what, when, where, why) have been included.

The flyer uses at least three layers, with a background, a picture, and text. □ □ □

The flyer is original and creative—it is not a copy of some other flyer or poster design. □ □ □

The text, colors, and graphics in the flyer complement each other. □ □ □ The flyer is neat and uses proper spelling and grammar. □ □ □

Additional Comments:

______

Teacher Resource 8.2 Presentation Notes: Making Presentations That Get Attention

Presentation notes

This presentation introduces: • The purpose of presentations • The use of PowerPoint presentations • Tips for good presentations

Presentation notes

Making presentations is an important part of communicating with other people. You deliver presentations in school to teachers and other students. You’ll also present to people in a business context. Presentations can be delivered to just one person, to 500 in a large conference center, or to thousands of people over the web. There are many reasons to give a presentation. The most common are to inform, to educate, and to persuade. Presentations can also entertain, or invoke introspection.

Presentation notes

Good presenters understand that people learn differently. Some people learn best through seeing: words, or images on screen or in a book. Some people learn by hearing; still others by doing or by imagining that they’re doing through concrete examples. The best presentations try to balance what people hear, see, and experience during the presentation. This helps ensure that everyone in the room “gets” the point of the presentation. This is why good presenters add visual aids that directly support what they will say during their presentation. Visual aids should guide, enhance, and reinforce.

Presentation notes

Microsoft PowerPoint is a powerful and widely used software tool for presenting information. It is part of the Microsoft Office suite of software tools. PowerPoint uses a slideshow format. Usually, you create one slide for each major point or element in your presentation. You can shuffle the slides around and reorder them. PowerPoint can incorporate a number of types of objects, including text, charts, graphs, photos, graphics (TIFF, JPEG, GIF, or PNG format), audio, video, and sound and video effects. Once you’re done making your “stack” of content slides, PowerPoint makes it easy to polish and prepare for the actual presentation. We’ll learn about these steps next.

Presentation notes

Let’s review some basic tips that make for a good presentation. These are five really important things to remember.

Presentation notes

Slides do not help your audience if they are hard to read. Contrast makes type easier to read. If the venue for the presentation will be dark, choose dark backgrounds with bright text.

Presentation notes

See what happens when the background changes to a dark color? There is less contrast and it’s harder to read. But what if you really need to use a dark background? The best thing to do in that situation is to make the text light-colored or even white.

Presentation notes

Next, make sure you don’t put too many words on a slide. Save the detail for your speaker notes. Just put the most important points on the slide. Also, make sure that your font size is big enough for the people in the back of the room to read it—at least 20 points. And skip the fancy fonts that are hard to read. Use clean, clear typefaces. Be consistent with your formatting. Don’t place the text in different locations on each slide (such as changing from left to right or center justification, or placing text above some figures and to the right of others).

Presentation notes

Notice how this slide has an informative title: a simple statement telling the main points of the slide and including pictures to ensure that the audience knows exactly what the speaker is talking about. Even if no one was presenting this slide, a viewer could look at it and learn what a peripheral is.

Presentation notes

Now, consider this slide. It’s not at all user-friendly. What would make this slide more appealing to your audience?

Presentation notes

Good presentations are organized so that they’re easy for the audience to follow. At the start, tell people what the purpose is of the presentation. What do you want them to know? Remember that different people understand material in different ways. To emphasize important points, make sure they are listed on the slide and encourage the audience to take notes. End your presentation with a summary of your points that directly relates to your presentation. Do not be afraid to repeat important information. Remember, people will leave the presentation with no more than three main points. Know in advance what three “takeaway” messages you’d like them to remember. When you are done creating your presentation, use the slide sorter feature to organize the slides if any need to be moved to different places in the presentation.

Presentation notes

Use graphs and charts to illustrate numerical data; use pictures and clip art that enhance the information.

Presentation notes

While it can be tempting to make slides with lots of graphics, fancy fonts, and animation, remember that the purpose of a PowerPoint slide is to convey information clearly. This slide is a perfect example of excessive image use. Also remember that images can have large storage requirements, which then increase the storage requirements of your presentation. Fewer images will take up less disk storage space. Clip art and JPEG images take less space than bitmaps.

Presentation notes

How you give your presentation is just as important as what your presentation is about. It’s important to relax and be friendly. Look at the two women in the photos. Which one would you rather listen to? When you give your presentation, remember to: • Use your own words—don’t just read the slides. • Slow down and breathe in between each statement. • Pause after each slide to give your audience time to take notes. • Ask your audience, “What are your questions?” instead of “Do you have any questions?” after each slide. Often when we ask, “Do you have any questions?” people automatically say no. Also, if you have time, you can ask your audience to share information that will enrich the discussion. • Good presenters practice their presentation with slides in front of at least one other person before their big day. This will help you relax and feel comfortable in front of an audience discussing your topic.

Presentation notes

In summary, a good presentation: • Has slides that are simple and easy to read • Begins with a stated purpose or objective • Includes appropriate graphics, photos, and other visual elements • Is given by a confident and well-rehearsed speaker Most important of all, use the slides to support what you say. Don’t just read your way through the slides!

Teacher Resource 8.4 Assessment Criteria: PowerPoint Slides

Student Names:______

Date:______

Using the following criteria, assess whether the students met each one.

Met Partially Didn’t Met Meet

The slide set includes three or four slides that provide an effective introduction to the culminating project and clearly □ □ □ present the peripherals the group has chosen.

All slides use the same template, which is appealing to the eye and easy to look at. □ □ □ The text presents the main points and is not too cluttered. □ □ □

The graphics are sized correctly and are meaningful to the presentation. □ □ □ The notes provide useful information. □ □ □ The slides are neat and use proper spelling and grammar. □ □ □

Additional Comments:

______

Teacher Resource 8.5 Key Vocabulary: Graphics, Multimedia, and Games

Term Definition animation The illusion of movement created by showing many static images in rapid sequence. bitmapped graphic An image created by a pattern of dots. compression A means of reducing file sizes. In lossy compression, content is discarded and cannot be recovered (it is lost). Examples include JPEG images and streaming audio and video. In lossless compression (which is usually applied to text files), content is not lost, but the file might need to be expanded before it can be used. crop To trim the edges from a graphic for the purpose of making it fit into a particular space or to remove an unwanted part of the image. desktop publishing software Application software with specialized design features used to combine text and graphics for producing high-quality documents. drag handle One of the small rectangles or circles that appear on a graphic’s corners and edges; used to resize the image. frame In desktop publishing terms, a space containing and defining the proportions of text, a graphic, or both. image editor A program that allows the user to modify the appearance of bitmapped images. interactive multimedia A multimedia program that exchanges output and input with the user, allowing the user to choose what is displayed or to direct the flow of the content. layout The overall plan or design of a document that indicates the arrangement on page of text, graphics, backgrounds, images, and other design elements. multimedia A program or presentation that combines different types of media, such as text, graphics, video, sound, and animation. presentation software Application programs used to create and display information in a visual way.

Term Definition slide transition A technique in a presentation whereby there is some form of animation or visual effect in moving from one slide to the next. sound card A type of computer expansion board that allows the playback and recording of sound. vector graphic An image created from mathematical descriptions that give the position, length, and direction in which lines are drawn. video capture board A computer expansion board that converts video signals to digital form and stores them on the computer’s hard disk or other storage device. video editor A program used to modify the contents of a video file.

Teacher Resource 8.6 Bibliography: Graphics, Multimedia, and Games

Online Adobe Downloads. Adobe.com, http://www.adobe.com/downloads/ (accessed May 21, 2016). “Adobe InDesign Features.” Adobe.com, http://www.adobe.com/products/indesign/features/ (accessed May 21, 2016). Bellis, Mary. “Computer and Video Game History.” About.com, http://inventors.about.com/library/inventors/blcomputer_videogames.htm (accessed May 21, 2016). “Desktop Publishing.” Wikipedia, http://en.wikipedia.org/wiki/Desktop_publishing (accessed May 21, 2016). GNU Image Manipulation Program (GIMP). GIMP.org, http://www.gimp.org/ (accessed May 21, 2016). Golgotha. “The Anatomy of a Logo.” Search-This, March 28, 2007, http://www.search-this.com/2007/03/28/the-anatomy-of-a-logo/ (accessed May 21, 2016). “Graphic Design.” Wikipedia, http://en.wikipedia.org/wiki/Graphic_design (accessed May 21, 2016). Graphic Editors. Softpedia, http://www.softpedia.com/get/Multimedia/Graphic/Graphic-Editors/ (accessed May 21, 2016). “Image Resolution for Printing.” PrintingForLess.com, http://www.printingforless.com/images.html (accessed May 21, 2016). Microsoft Office Publisher. Microsoft.com, https://products.office.com/en-us/publisher (accessed May 21, 2016). “Pixel.” Wikipedia, http://en.wikipedia.org/wiki/Pixel (accessed May 21, 2016). Prensky, Marc. “True Believers: Digital Game-Based Learning in the Military.” From Digital Game-Based Learning (McGraw-Hill: 2001). Marcprensky.com, http://www.marcprensky.com/writing/Prensky%20- %20Digital%20Game-Based%20Learning-Ch10-Military.pdf (accessed May 21, 2016). “Serious Game.” Wikipedia, http://en.wikipedia.org/wiki/Serious_game (accessed May 21, 2016). Trials 2. MiniClips, http://www.miniclip.com/games/trials-2/en/ (accessed May 21, 2016). “Video Game Genres.” Wikipedia, http://en.wikipedia.org/wiki/Video_game_genres (accessed May 21, 2016). “Video Game Industry.” Wikipedia, http://en.wikipedia.org/wiki/Video_game_industry (accessed May 21, 2016). “The Video Game Revolution: History of Gaming.” KCTS Television, PBS.org, http://www.pbs.org/kcts/videogamerevolution/history/index.html (accessed May 21, 2016). “The Video Game Revolution: Impact of Gaming.” KCTS Television, PBS.org, http://www.pbs.org/kcts/videogamerevolution/impact/index.html (accessed May 21, 2016). “The Video Game Revolution: Inside the Games.” KCTS Television, PBS.org, http://www.pbs.org/kcts/videogamerevolution/inside/index.html (accessed May 21, 2016).

Student Resources

Resource Description

Student Resource 8.1 Media Product Analysis: What Are Your Impressions?

Student Resource 8.2 Reading: Working with Graphics

Student Resource 8.3 Reading: Desktop Publishing Basics

Student Resource 8.4 Flyer Assignment: Creating an Invitation Flyer

Student Resource 8.5 Reading: Introduction to Multimedia and Computer Games

Student Resource 8.6 Reading: Making Presentations That Get Attention

Student Resource 8.7 PowerPoint Slides: Culminating Project Presentation

Student Resource 8.8 Project Planner Page 4: Planning a Dream Personal Technology System

Student Resource 8.1 Media Product Analysis: What Are Your Impressions?

Student Name:______Date:______

Directions: Answer the following questions about the media representation/product (advertisement, brochure, commercial, etc.) chosen by you or your teacher. Work with your group to identify the ideas behind the decisions that were made in its creation. Use correct English and complete sentences.

1. What is the key point (or points) that the media product is trying to express?

2. What are the emotions or the general “tone” depicted?

3. Why do you think the producers of the media chose these particular images?

4. What visual layout or sequence was used?

5. Were any icons or logos used? If so, what do you think they are meant to represent?

6. Based on your answers above and where the media product was found, who is the probable target audience?

Additional notes and thoughts:

Student Resource 8.2 Reading: Working with Graphics

A graphic is a visual presentation used to inform, illustrate, or entertain. Graphics often combine text, illustration, photographs, and color. Examples include a photo, logo, map, chart, symbol, and diagram. The following are examples of graphics:

Logo graphic: Map graphic: Combining color, shape, and type Combining color, shape, and type Images included under fair-use guidelines of Title 17, US Code. This image included under fair-use guidelines of Title 17, US Copyrights and trademarks belong to respective owners. Code. Copyrights belong to respective owners.

Photographic graphic: Diagram graphic (aka line-art graphic): Combining photo, color, shape, and type Combining shape and type This image included under fair-use guidelines of Title 17, US This image included under fair-use guidelines of Title 17, US Code. Copyrights and trademarks belong to respective owners. Code. Copyrights belong to respective owners.

Technical Considerations When Creating Graphics

Color Model When you are creating computer graphics, you must choose a color model, or color range. A color model tells devices using your graphic how to show the colors you selected for your design. The two most important color models are RGB and CMYK:  RGB, which stands for red, green, and blue, is used to display color on scanners, digital cameras, and computer monitors. In addition, desktop, digital, and other printers usually print RGB images without problem. In most day-to-day personal, academic, and business applications, RGB is typically used because it’s the most common color range in the digital space.  CMYK, which stands for cyan (blue-green), magenta, yellow, and black, is used in commercial offset, four-color printing. When your end product is going to be printed in this manner, graphics must be created as (or converted from RGB to) CMYK images.

Resolution Pixels per inch (ppi) refers to the number of pixels on a linear inch of an image when the image is viewed on a monitor. A pixel is the smallest piece of information in an image. The more pixels per inch, the higher the resolution. An image with a higher resolution will look sharper. Dots per inch (dpi) refers to the number of dots on a linear inch of a printed image. Dots are the smallest piece of information that printers use. The more dots per square inch, the higher the resolution and the sharper the image. A dpi measurement is used only for printed images.

This example shows an image with a portion greatly enlarged. The individual pixels are rendered as little squares and can easily be seen. Image retrieved from http://commons.wikimedia.org/wiki/File:Pixel- example.png on June 27, 2012, and reproduced here under the terms of the GNU Free Documentation License.

Make Sure the Resolution Is Correct for Your Project The higher the resolution, the sharper the graphic will be. The lower the resolution, the more likely your image will appear fuzzy, jagged, and blurry. Two identical graphics can be the same size but look different if they have different resolutions.  For web (on-screen) graphics, the standard is 72 ppi.  For print design, resolution needs to be at least 300 dpi when the image is the actual size of the print.

There are exceptions to these rules of thumb, but if you keep these basic rules in mind when you create graphics, you won’t be too far off.

File Size File size is the amount of space your graphic takes up on your computer. Most graphics fall within the size range of kilobyte (also written KB or just K) and megabyte (MB or MEG or just M). The file size of a graphic depends on three elements:  Graphic dimension when viewed at 100% on the screen. Two examples: o A friend sends you a photo that is 4 inches wide by 6 inches tall. o The YouTube logo on the YouTube site is about 1 inch tall by 1.5 inches wide.  Graphic resolution, which refers to the number of dots/pixels per inch.  Compression, which is a way to reduce file size. Two types of compression: o Lossy compression causes the file to lose image quality that cannot be restored. o Lossless compression does not diminish image quality, but it is not guaranteed to effect much, if any, reduction in size. The larger the dimensions of the graphic and the higher the resolution, the bigger the file size will be. File size is important, especially since more and more graphics are being used on websites. Graphics with big file sizes take more space on your computer and take longer to load on your web page for visitors to view. However, reducing file size too much can affect the quality of a graphic.

Balancing Quality and Transfer Speed As you create and prepare graphics to be used, it’s important that you balance quality (determined by resolution) and transfer speed (determined by file size). Much of this balance comes from understanding how the graphic will be used. Here are some general rules of thumb:  Graphics published on a website or sent via email typically have smaller dimensions and have a resolution of 72 dpi. This combination usually results in a file size that transfers quickly.  Graphics you intend to keep on your desktop, share with friends via a thumb drive or other media, and/or print on a desktop printer should be at least 150 dpi. Base the dimensions of the graphic on the size that suits your project best (for example, chart, report cover, and so on). In this case, quality is more important than transfer speed, as sharing is less widespread than on a web page.  Graphics you are having professionally produced by a commercial press or digital printing provider should be at least 300 dpi. Again, base dimensions of the graphic on the size that suits your project best (newsletter image, poster image, and so on). In this case, quality is most important because you’re investing money in a printing process, requiring graphics with very high resolutions for the best outcome. Additionally, transfer speed is less important because the files can be delivered on a flash drive or via FTP over the Internet.

The following are some examples of graphics that balance quality and speed based on how they are used.

Use: Web page main logo Actual size: 276 x 110 pixels (3.8 x 1.5 in.) Resolution: 72 ppi File size: 2.6KB

File format: GIF This image included under fair-use guidelines of Title 17, US Code. Copyrights and trademark belong to respective owners.

Use: Emailed photo Actual size: 288 pixels square (4 in. square) Resolution: 72 ppi File size: 243KB File format: JPEG

Use: Flyer to be printed on a desktop printer Size: Reduced to 10% of the original 1275 x 1659 pixels (8.5 x 11 in.) Resolution: 150 dpi File size: 8MB File format: JPEG

Use: Print for photo album Size: Reduced to 25% of the original 2100 x 1500 pixels (7 x 5 in.) Resolution: 300 dpi File size: 9MB File format: JPEG

Graphic File Formats Once a graphic is created in a software application, you select a format to save it in. Most software applications will automatically save a graphic as an application file (for example, if you’re using Adobe Photoshop, it will save the graphic as “.psd”—a Photoshop file). This is fine if you’re not ready to use the

Copyright © 2007–2016 NAF. All rights reserved. NAF Principles of Information Technology Lesson 8 Graphics, Multimedia, and Games file on the screen or print it out. However, when you’re ready to use the graphic, you’ll have to save the graphic in—that is, convert it into—a format that is supported by your end-use application. A file format is simply a way to compress and transport the data that makes up the graphic. There are more than 100 graphic file formats. They differ in two ways:  How they compress the data, which gets very technical very fast.  Which applications are able to “use” the format. For example, web browser graphics are mostly JPEG, PNG, and GIF. Browsers cannot read most other file formats unless you first install additional plug-ins.

Common File Formats and Their Uses

Format Application/Preferred Use Real-World Example Full Name File Extension(s)

EPS Usually created using software Computer-generated graphics for specifically made for designing print: Graphic designers output their Encapsulated graphics, such as Adobe Illustrator. design as an EPS file so that it can be PostScript printed clearly no matter what the Allows for enlarging images without .eps size—from keychain to billboard. loss of clarity. Ideal for print publishing use; not used on websites.

TIFF Usually created from a digital scan Scanned images/photos: Images using a flatbed scanner or some other and photos that exist only in hard Tagged Image File digital scanning device. copy are scanned into a digital format Format as a TIFF. The image can then be Ideal for print publishing use; not used .tiff, .tif converted to another format. on websites.

GIF Used for graphics, but not photos, on Graphics for the web: Web web pages. designers output, or convert, a Graphics graphic to GIF to use it on a website Interchange Format Best viewed on-screen; not meant for and display it on-screen. print publishing. .gif, .gfa

JPEG Used for graphics, including photos, on Photos for the web: Web designers web pages. A very common format for output, or convert, a photograph to Joint Photographic photos taken from a digital still camera. JPEG to use it on a website and Experts Group display it on-screen. Best viewed on-screen; not meant for .jpg, .jpeg, .jpe print publishing.

PNG Used for graphics, but not photos, on Logos for the web: Web designers web pages. An alternative to GIF and output, or convert, a logo to PNG to Portable Network TIFF that provides some technical use it on a website and display it on- Graphics compression advantages. screen. .png Best viewed on-screen; not meant for print publishing.

Examples of Software Programs Used for Graphics Creation

Proprietary Software This is a list of software available for purchase to create graphics with or without photographic elements.

Name Ideal For Approximate Cost

Adobe Creative Film, video, and multimedia professionals Latest version (CS6) available Cloud (includes as a Creative Cloud Professional photographers Photoshop, subscription ($20/month for Illustrator, Serious amateur photographers student/teacher edition) Fireworks) Graphic and web designers 3-D editing

Adobe Photoshop Amateur photographers, movie makers, and $100 Elements and graphic designers Premier Elements 14

Corel Painter 2016 Amateur and professional graphic designers $406

Corel Painter Amateur graphic designers $45 Essentials 5

Microsoft Paint Beginning graphic designers Part of Microsoft Windows OS

Microsoft Office Beginning photographers and graphic Part of Microsoft Windows OS Picture Manager designers (Windows Vista, 7, 8, and 10)

iPhoto Beginning photographers and graphic Part of Apple Macintosh OS designers

Freeware and Open Source Software These applications are free and available on the web. Before downloading, be sure to read carefully the rights and responsibilities associated with each application. Here are a few of the more popular ones:  GIMP (http://www.gimp.org/downloads/) is an open source video editing program available for Windows, Mac, and Unix/Linux. GIMP stands for GNU Image Manipulation Program. It is similar to Photoshop.  Paint.NET (http://www.getpaint.net/download.html) is an open source graphics program for Windows. Paint.NET has evolved from a replacement for the Microsoft Paint program (included with Windows) into a more powerful graphics tool, often used as an alternative to the costly Adobe Photoshop packages.  Adobe Photoshop Express (http://www.photoshop.com/tools) is a free, web-based photo editor that allows you to crop, rotate, tweak, correct, and share photos on the following sites: Photoshop Express, Flickr, and Facebook.  IrfanView (http://irfanview.com/) is a free graphics editor for Windows workstations.

 Inkscape (https://inkscape.org/en/download/) is an open source vector line drawing program available for Windows, Mac, and Unix/Linux.

Getting Started Smart designers do some planning before they begin creating a graphic. They consider the following:  How will the graphic be used? Will it be used beyond this one time? Graphics to be viewed on- screen via the Internet, printed in a Microsoft Word document, or printed in a high-end marketing brochure have different requirements (in terms of color, resolution, file size, and file format, as described earlier). In general, it is best to create a graphic in a large resolution and size. Then, when you’re ready to use it, you can downsize a copy of the graphic, matching resolution and dimensions to meet your specific need. If you take a small graphic and enlarge it, you’ll get a blurry result both on-screen and in print.  Which software application should I use? What tools do I have? Which would be the best to create the highest-quality graphic? While most operating systems include some basic tool to create or edit graphics, using a more robust, professional one will result in a better, clearer, cleaner image.  How will I distribute or transfer the graphic? Graphic files can very quickly eat up memory and disk space. Large graphic files are hard to share with others, can slow your computer processing speed, and eat up network bandwidth. It is important to balance the need to create a high- resolution, quality image with the amount of space such an image uses—especially if you plan to use the graphic anywhere else but the computer you create it on.

Student Resource 8.3 Reading: Desktop Publishing Basics

Desktop publishing (also known as DTP) combines inexpensive personal computers and page layout software to create a document. This document can then be sent to a commercial printer for millions of copies or to the office printer for 10. Additionally, you can save the document as a PDF file and electronically send it to others without ever touching a piece of paper.

Desktop Publishing Software Let’s begin by understanding the difference between word processing tools and desktop publishing tools. A word processor (WP), such as the popular Microsoft Word, is a computer software application used to compose, edit, format, and print (usually to a desktop printer) any kind of document. Examples include memos, letters, and school reports. Although they provide basic page formatting and allow some graphic creation and insertion, word processors focus on manipulation of text. Because WP tools are designed around a single element (text), trying to create a WP document with complicated graphics and formatting gets to be frustrating and rarely turns out looking professional. However, because WPs are used in a variety of fields, most people are familiar with how they work. A desktop publishing tool is a computer software application that focuses on layout—that is, how a number of elements, such as text, graphics, photos, and other visuals, are positioned on a page or in a given space. To enable us to manipulate a variety of assets (text, photos, graphics, and so on), DTP tools treat each asset as a “layer.” A designer moves layers around the page to position them and indicates which layer should appear “in front” of another.

This invitation has seven elements and, therefore, seven layers, which sit near or on top of each other. The background layer is the light green rectangle. Sitting on top of that layer are the other layers. Notice on the far right, how three layers overlap: the brown tree sits on top of the slim dark green bar, which sits on top of the light green rectangle.

DTP tools require a fair amount of training and practice. People who specialize in the areas of graphic and web design typically use these tools, such as QuarkXPress, Adobe InDesign, Microsoft Publisher, and the free Scribus. If you are using Microsoft Office, you may already have Microsoft Publisher installed. The term desktop publishing is commonly used to describe page layout skills. However, uses for DTP skills and software are not limited to books or even to paper. The same skills and software are used to create flyers, billboards, and T-shirts as well as online graphics used across the web.

Desktop Publishing Basics

1. Consider the final product first. In DTP, you must “start with the end in mind.” That is, you have to know exactly how your final file will be used so that you can set up the file appropriately before you begin laying out the document. Specifically, you need to know the following: o Size. Before you open your application, you need to know what the final size of your document should be. If it is going to be printed, are you creating a single letter-size document? Or a multipage newsletter? If your layout is for the web, you’ll need to know the exact pixel width and height.

This ad, published on Amazon.com, is a fairly typical size for an online advertisement. It is 300 pixels wide and 250 pixels high. This image included under fair-use guidelines of Title 17, US Code. Copyrights and trademarks belong to respective owners.

o Printer. If it will be printed, how will it be printed (large commercial printer or your desktop printer)? This is important to consider so that you don’t have to redesign your page later, which is time-consuming and frustrating. Knowing the printer, you’ll be able to determine the color model, image resolution, and other elements to ensure your design comes out the way you expect.

2. Set guidelines and styles. Professional desktop publishers define some general guidelines for their document, which include the following: o Margins. Well-designed documents don’t run images or text right up to the very edge. They leave an even space, or margin, around each edge. Margins vary depending on the size of the document but usually range from a quarter-inch to an inch. As a general rule, the larger the size of the layout, the larger the margin around its edges. o Columns. For some documents, you may also want to set up columns to guide your layout. For example, most newsletters have at least two columns, which make it easier on the reader to view large amounts of text.

o Color palette. To create an attractive and well-organized visual document, designers usually limit the colors they use for text and graphics. Defining a specific palette of three to five colors before you begin speeds design as you lay out the document. o Text styles. To create a unified look, you’ll want to select one style (font, size, color, and so on) for headlines, another for body text, and so on. These visual cues help readers follow your document.

Invitation within a desktop publishing application showing document edge, margins, colors, and type.

3. Collect your components. Next, you want to collect the components (also called assets) you’ll use in your layout. This includes images such as logos, photos, maps, and so on. It also includes the text you’ll use for headlines and body text.

Layout Examples Left: The cover of a newsletter. Finished size 8.5 x 11 in. Components include graphic logo, headline text, body text, abstract shapes, photograph, etc. Right: Screenshot of InDesign application open to inside newsletter spread.

4. Create the layout. Layout is the process of adding each component to the page in a precise and aesthetic way. Some DTP applications give you the option to use a template that has a professionally designed look and feel to it with places for you to “drop in” your image and text assets. These can be a quick and painless way to produce a newsletter or web page. A more customized approach is to place each item using your own sense of design. Many designers follow these conventional notions of layout, or composition: o Line: The visual path that enables the eye to move within the piece o Shape: Areas defined by edges within the piece, whether geometric or organic o Value: The lightness and darkness throughout the piece, characterized by tint, tone, and shade o Texture: Surface qualities, which translate into tactile illusions o Color: Hues with their various values and intensities o Direction: Visual routes, which take vertical, horizontal, or diagonal paths o Size: The relative dimensions and proportions of images or shapes to one another o Perspective: Expression of depth showing foreground, middle ground, and background

5. Prepare the final file. There can be a number of steps involved in preparing your final file. This step greatly depends on how your final layout will be used. Professional commercial printers will need other files in addition to your DTP file, such as fonts used and possibly original source photo images. Fortunately, most DTPs have a process to make prepping the file relatively easy.

Student Resource 8.4 Flyer Assignment: Creating an Invitation Flyer

Directions: Your group is working very hard during this course to prepare for your culminating project, the design of a dream personal technology system. As the course draws to a close, you and your classmates will have a chance to present your projects to the NAF academy advisory board, your fellow students, your family, and friends—but no one will know about the presentations if they aren’t invited. Using what you have learned about desktop publishing, design an eye-catching invitation to your culminating project presentation day.

Think of the following as you design your flyer:  What is the event?  Who is invited?  When is it?  Where is it?  Why should people want to come? Your teacher will tell you when and where the event will take place—or, if that has not yet been decided, you can include a placeholder, something as simple as “Month XX, 2016” or “Site Name Here.” You can save this version with a placeholder now, and then when you know the specifics, you can add that information before printing the final version of the flyer. Think about the reading and discussions you’ve had in class about desktop publishing. Feel free to look at your notes and reading anytime while you are working on this flyer.

Keep in mind some basic tips:  Create a background color for the first layer.  Insert the graphic image that you have already prepared.  Choose an appropriate font, and write your text on a third layer. Think carefully about the font color, size, and style that you use. You want to make the flyer interesting and eye-catching but also very easy to read.  Be original! Being inspired by something is a good thing, but don’t copy a design you’ve seen used somewhere else. Be sure that the work you do here is entirely your own.  Spell-check your work. It would be a shame to create a beautiful flyer with a spelling mistake in the middle of it.  Have fun! Your enthusiasm will come through in your finished product and will make others feel excited about the event you are promoting.

Make sure your assignment meets or exceeds the following assessment criteria:  The description of the event is accurate and shows understanding of what will go on at the event. Relevant details (who, what, when, where, why) have been included.  The flyer uses at least three layers, with a background, a picture, and text.  The flyer is original and creative—it is not a copy of some other flyer or poster design.  The text, colors, and graphics in the flyer complement each other.  The flyer is neat and uses proper spelling and grammar.

Student Resource 8.5 Reading: Introduction to Multimedia and Computer Games

Computers have given us many ways to share information and experiences. Unlike older styles of communication, which usually reach people through just one medium, multimedia has become the standard. Multimedia means using different kinds of media, such as text, images, audio, and/or video, to communicate or express ideas. Think about places where you may have seen multimedia in use. Many websites use audio, video, and/or animation to go along with text. The PowerPoint presentations you have seen in this course are also a kind of multimedia, using images and text together. Interactive multimedia lets viewers or users input data, which then alters the media’s output. A virtual reality computer game is an example of interactive multimedia.

Uses of Multimedia You’ve already thought about several places where multimedia is used, but there are more uses for it than you may think. Almost all areas of communication now use some multimedia features. Businesses use multimedia in lots of ways. Presentations, internal communications, and employee training are often delivered using multimedia these days. Businesses also like to use multimedia when communicating with the public, especially online. Websites and online ads often include audio or video. There are also lots of educational uses for multimedia content. From encyclopedias to textbooks, many traditionally text-based educational tools have begun to use multimedia. Where a print edition of the Encyclopedia Britannica had entries that were text with occasional pictures, the online version mixes video and audio to go along with the words and pictures. Multimedia also allows teaching tools to involve many of the senses at once—for example, a flight simulator can incorporate video and audio, and a computer-based language learning program can show images and play sound to teach vocabulary. The entertainment industry has also benefited from the rise of multimedia. Multimedia is used in everything from special effects to video games. As technology continues to develop, interactive virtual reality games will become more common.

Creating and Viewing Multimedia Multimedia presentations can be made on almost any computer; all you need is the right software. Serious multimedia work requires several software and hardware components. A sound card is needed to play high-quality audio, but computers can also take inputs from several external audio devices for high- quality recording and playback. You can create video using a digital video camera and then upload the footage to your computer using its FireWire port. Other media can be created directly on a computer using tools such as Flash and HTML5, which you can use to create animation or games. Online ad creators often use Flash and HTML5 to liven up the feel of a dry ad or to make an ad somewhat interactive. Once you’ve created your digital audio or video file, you can then use video and audio editing software to create your final file. Sony Movie Studio, Avid Media Composer, Audacity, and WavePad are just a few examples of popular editing software. There are also many different software programs designed to play back multimedia content. Chances are that any computer you’ve used has had some combination of Windows Media Player, QuickTime, or RealPlayer installed. Each player is capable of handling several different kinds of multimedia files, but each one also has a special file type associated with it. As you create multimedia files, think about what

Copyright © 2007–2016 NAF. All rights reserved. NAF Principles of Information Technology Lesson 8 Graphics, Multimedia, and Games kind of audience you want to view them. It may be best to use a generic file type such as MPEG-4 or use more than one special file type, such as MOV for QuickTime or RAM for RealPlayer.

Computer Games Computer games might be the type of multimedia you are most familiar with. Although computer games were relatively rare and considered a hobbyist activity a few decades ago, electronic gaming today represents a multibillion-dollar industry in the United States. Gaming has grown to become a very diverse field, with thousands of unique titles meant to suit a number of different tastes. Dedicated game consoles such as Nintendo’s Wii U, Microsoft’s Xbox One, and Sony’s PlayStation 4 and a multitude of handheld gaming devices are extremely popular. Computer games also have uses beyond just entertainment and are sometimes used as educational tools.

Interacting with the Computer Something common to all computer games is that the player interacts with the computer using different devices. The methods have evolved over time, but they are all used to transmit information between the player and the computer. Even the simplest handheld gaming devices are computers with specialized and customized features in the underlying microprocessor. Inputs A device that has been used since the beginning of computer gaming and is still used today is the keyboard. Because there are so many keys, a keyboard offers flexibility over how to control the game. In some games, each key might represent a specific action; for example, pressing the arrow keys might navigate a ship. With other games, the player might type keyboard commands; for example, typing go north might cause an on-screen adventurer to travel north. Another device used commonly today for gaming is the mouse. In games where there is a graphic world to explore, it is common for movements of the mouse to change the perspective being displayed on the screen. Players can also use the mouse to control the mouse pointer, with the mouse buttons allowing interaction with whatever the pointer is selecting. Some computer peripherals, called game controllers, are designed specifically for playing games. There is a wide variety of game controllers, and they have undergone many changes over the course of computer history. Most early game controllers were joysticks. Used with one hand, a joystick consists of a stick that pivots on a base and usually has a few buttons. Modern controllers, usually used with both hands, often have in excess of a dozen buttons, along with analog sticks, which are like mini joysticks. Some modern controllers are also capable of vibration and other tactile (or touch) responses. These are sometimes called haptic feedback. Certain games also use specific controllers; for example, a racing game might have a controller shaped like a steering wheel, and a dancing/rhythm game might have a controller on the floor that detects where you step. Outputs The computer also needs to communicate information to the player during the interaction of the game. Although monitor and speakers have been used almost exclusively for this purpose, the nature of the display varies depending on the game. The earliest computer games used text to display information. In order to play, you read about your character’s situation and visualized the character’s environment. This type of output is the least taxing on computer hardware because displaying text is a simple operation. Later, games began to use images to display what was happening in the game world. Two-dimensional (2-D) graphics allow representation of a game space—and allow for faster gameplay, since it takes significantly less time to interpret a picture than it does to read a page of words. Although 2-D graphics are definitely not the cutting edge of technology, it is still common for them to be used in games today.

Some reasons a game might use 2-D graphics are that they are cheap to produce, they do not have heavy system requirements for the user, and they can achieve certain aesthetics easily. There are 2-D games for all modern computers.

This game uses 2-D graphics to display what is happening in the game world. Image source: Wideland Developers (GPL license).

Three-dimensional (3-D) graphics are frequently used for modern games. These graphics allow a gaming experience that is closer to reality. Many 3-D games allow the player to explore the game world, giving the feeling that there is actual space associated with the game. But 3-D games can be very taxing on computer hardware. Games with realistic lighting, water, fire, and other effects require high-performance PCs to run. The job of rendering graphics to the screen falls to the video card, also called a graphics processing unit (GPU). Modern GPUs are designed for mathematically intensive operations and are more powerful and deliver higher performance than the CPU that runs all the other functions in the same computer. (Many supercomputers actually use GPU cores rather than CPU cores for high-speed mathematical computing.) Games require a system with the power to run a video card properly. More basic, less complicated games can run with the components found in most computers. But the more demanding and complicated games can require a multicore 3 GHz processor, 4GB of RAM, and a video card with 1GB or more of onboard memory.

This game world is displayed using 3-D graphics. The illusion of depth invites the player to explore the space. Image source: Image retrieved from Trials Evolution Gallery, included here under fair-use guidelines of Title 17, US Code. Copyrights and trademarks belong to their respective owners.

Virtual reality is another output method. Virtual reality uses goggles instead of a traditional monitor, and the controllers are usually attached to the body. A player might wear gloves that communicate finger movements to the computer or might wear a vest that communicates when the player is leaning to the left or right. The goal of virtual reality is to immerse the player in the virtual world completely, more so than a 3-D game can. The game reacts to body movements in such a way that the character is performing the same actions in the game as the player is performing in real life. Virtual reality games have hardware requirements similar to those for games using 3-D graphics; the difference lies in the peripherals that are necessary to play a virtual reality game.

Types of Computer Games Many different types of games exist, and some of the different genres are listed here. This section is not definitive; many games can’t be categorized easily because they contain elements from multiple genres. There are also many genres not covered here; this is only a basic overview. Action games are probably what first come to mind when you think of computer games. They test a player’s reflexes and dexterity, because obstacles must be dealt with in real time. There is a great variety of action games; the only element that ties them together is the fast-paced gameplay. Action games are usually played by pressing buttons to command an on-screen avatar. An avatar might have to run, jump, and pick up objects in order to avoid obstacles and locate a door that allows the player to advance to the next level. Super Mario World is an example of an action game you are probably familiar with. Strategy games are another common type of computer game. In these, players must make decisions that influence their level of success. Some strategy games also incorporate randomization or luck, and some integrate action elements by having choices come in quick succession. Strategy games usually give players an overhead view so that they can consider what is occurring and make a decision based on what they observe. Players usually interact with strategy games by selecting objects on the screen with a

Copyright © 2007–2016 NAF. All rights reserved. NAF Principles of Information Technology Lesson 8 Graphics, Multimedia, and Games mouse pointer and then selecting actions for them. Chess is an example of a strategy game, although many computer strategy games are much more complicated. Role-playing is a genre in which the player assumes the role of another person and dictates that person’s actions in the game world. In role-playing games, outcomes of events usually depend on attribute values assigned to the player’s character, not on the skill of the player. Also, there is almost always a large focus on the narrative of role-playing games, because the game is generally designed so that the player becomes drawn in to the story of the character he or she is controlling. Role-playing games are usually played by selecting an action from a list of available options for your character. This might include how to respond in dialogue or how your character will react to aggression from a rival. Dungeons and Dragons is a good example of a role-playing game. Puzzle and word games are another common type of computer game. They are usually simple, where the objective is for the player to solve a problem or to identify words. Puzzle games are usually played by pressing buttons to manipulate objects on the screen. Tetris is a well-known puzzle game in which falling shapes can be rotated and moved left or right by the player. The objective is to arrange the shapes so that full rows form. Word games can help improve vocabulary and may involve rearranging letters to form as many words as possible or to identify words within a board of letters. Simulation is a genre in which games try to re-create some aspect of reality. There are many types of simulation games, such as games where you run a business and attempt to maximize your profit or where you run a city to attract as many citizens as possible. There are flight simulators and racing games that simulate piloting a vehicle. There are even life simulators, such as The Sims, where you control a family of virtual people and monitor their social interactions. The large variety of simulation games leads to many different ways to play them. A racing game might be played like an action game, whereas a city-running game might be played like a strategy game. Multiplayer games have become very popular, thanks to the proliferation of the Internet. In multiplayer games, the player interacts with other players, not just the computer. Multiplayer games act as a medium through which people can interact, sometimes competitively and sometimes cooperatively. Similar to simulation games, multiplayer games can be played in a number of ways. Massively multiplayer online role-playing games (MMORPG) have become extremely popular with the release of games like World of Warcraft. These games combine elements of role-playing and multiplayer games, but they differ in that even when all the players sign off, the game world remains persistent. MMORPG’s usually require a monthly subscription to play, plus the cost of purchasing the game itself. Board games and games of luck are games that are based on actual games such as Monopoly, Snakes and Ladders, or card games. Games of luck may involve gambling with real or fake money.

Beyond Entertainment Mainly used for entertainment, games can be very fun—but there are other uses for games as well. Some games are used for educational purposes, because it is very helpful for some people to learn with assistance from the interactive situations that computer games can provide. Word games can help students build a vocabulary. Math games can help reinforce mathematical skills even if the games are not overtly mathematical in nature. Other games, like Tetris, can help build spatial understanding. Hidden- object games can improve observational skills. Some games are transparently educational; for example, a game may display equations, and the player must type in the correct answer as quickly as possible. Other games are more discreet: Oregon Trail is a game in which the player leads a family of settlers in a covered wagon across the United States. The player must make decisions about which path to take, what supplies to buy, and how to deal with obstacles. Through the course of the game, the player learns about pioneer life. Many simulation games can also be important tools for professional training. A pilot in training might use a flight simulator to become comfortable with the basics of landing before undertaking the challenge of

Copyright © 2007–2016 NAF. All rights reserved. NAF Principles of Information Technology Lesson 8 Graphics, Multimedia, and Games landing a real plane with no previous experience. Microsoft’s Flight Simulator, which was introduced with the original IBM PC in 1981 and has evolved with PC technology, is still considered one of the best flight simulators ever produced. It is now called Microsoft Flight. Similarly, a game that simulates the outbreak of a disease can be used to train health workers in how best to respond if the real situation should occur. The US military uses realistic battlefield simulations to train its troops for real-life combat. Games are becoming more and more complex, with millions of dollars being spent on their development. In the future, we will likely see games become more advanced and more realistic, and the potential for what they can do—even beyond entertainment—will expand drastically.

Student Resource 8.6 Reading: Making Presentations That Get Attention

This presentation introduces: • The purpose of presentations • The use of PowerPoint presentations • Tips for good presentations

Let’s review some basic tips that make for a good presentation. These are five really important things to remember.

Slides do not help your audience if they are hard to read. Contrast makes type easier to read. If the venue for the presentation will be dark, choose dark backgrounds with bright text.

Now, consider this slide. It’s not at all user-friendly. What would make this slide more appealing to your audience?

Use graphs and charts to illustrate numerical data; use pictures and clip art that enhance the information.

Student Resource 8.7 PowerPoint Slides: Culminating Project Presentation

Directions: When the time comes to present your culminating project, you will want your presentation to be as smooth and professional as possible. Getting started on your PowerPoint slides now will help you to achieve this goal.

You have already been working with your culminating project group to decide which peripherals you will include in your dream system. Now you need to create three or four slides: one to introduce your project and two or three others that tell about the peripherals. Refer back to Student Resource 6.5, Project Planner Page 2: Planning a Dream Personal Technology System, to help you remember which peripherals your group chose.

Because your culminating project will be presented as a PowerPoint presentation, it is very important that you develop good PowerPoint skills. Use the step-by-step procedure in Teacher Resource 8.3, QuickStart Guide: Creating PowerPoint Presentations, as you create these first slides for your presentation.

Keep the following in mind as you create your slides:  Use just one slide theme so that all slides match.  Choose an attractive color palette, one that is both interesting and easy to look at.  Use a title at the top of each slide to tell what that slide is about.  Use short bullet points rather than long sentences.  Use graphics that are meaningful and well sized for the slide.  Don’t forget to include “white space” (empty space) so that the slide does not look cluttered.  Include speaker’s notes: the script you will present as your audience looks at the slide.  Check your spelling and grammar to ensure that the slides are free of mistakes.  Save your work often so that you don’t have to worry about losing anything you’ve created.

Make sure your assignment meets or exceeds the following assessment criteria:  The slide set includes three or four slides that provide an effective introduction to the culminating project and clearly present the peripherals the group has chosen.  All slides use the same template, which is appealing to the eye and easy to look at.  The text presents the main points and is not too cluttered.  The graphics are sized correctly and are meaningful to the presentation.  The notes provide useful information.  The slides are neat and use proper spelling and grammar.

Student Resource 8.8 Project Planner Page 4: Planning a Dream Personal Technology System

Student Names:______

Directions: This is the fourth page of the project planner you’ll use to help plan your group’s personal technology system. Later, you will add items such as the operating system, Internet access, and other software you might need. Remember that you should be keeping track of all of your project planner pages for the entire course. Your group will collect and submit all of these resources at the end of the project.

Answer the questions below to identify and plan the graphics, desktop publishing, and multimedia applications—including any games—you would purchase and include in your dream system. List the factors (such as ease of use, compatibility, features, and so on) you will keep in mind while outfitting the system. Remember to think about how your system will address your group’s specific set of needs when you are making these choices.

When telling about the applications you would choose, be as specific as you can, but don’t worry about the exact version you might buy. For example, if you know you will need a desktop publishing application but have not yet chosen it, you can come back to this later and add that information as your other plans for the system take shape. If you do not believe that your system needs any of these applications, be sure to explain this and justify your reasoning.

When your group has completed this planning sheet, add the information to the culminating project report you created in Lesson 7. Be sure to keep that report up-to-date—including adding a line to your project planning summary table!

What this system will be used for:

Graphics, desktop publishing, and multimedia software we need to buy (be as specific as you can):

Why did you make these choices?

Additional notes:

This lesson gives students a basic overview of how computer networks operate. Students learn to identify the main types of computer networks and how they can be used. They complete the lesson by designing client/server and peer-to-peer networks using topologies that they choose based on information presented in the readings and in class demonstrations. This lesson is expected to take 3 class periods.

Lesson Framework Learning Objectives Each student will:  Compare and contrast LAN and WAN networks  Describe the main types of computer network architecture (client/server and peer-to-peer) and explain how they operate*  Identify the main network topologies  Identify the hardware needed to set up and operate a computer network *This is one of the 16 key learning objectives assessed by the NAFTrack Certification end-of-course exam for this course. Academic Standards The relevant Common Core State Standards are too extensive to list here but are an important basis for this lesson. For details, please refer to the separate document “Correlations to the Common Core Standards” (available in the Course Planning Tools section of the course materials).  Use product or service design processes and guidelines to produce a quality information technology (IT) product or service (Common Career Technical Core 2012, IT 2)  Analyze wired and wireless network systems to determine if they meet specifications (e.g., IEEE, power, security) (Common Career Technical Core 2012, IT-NET 2)  Design a network system using technologies, tools and standards (Common Career Technical Core 2012, IT-NET 3)

 Identify network fundamentals and the benefits and risks of network computing (IC3 GS4 2012, Living Online) Assessment

Assessment Product Assessment Criteria

Drawings of peer-to-peer and client/server Assessment Criteria: Network Design (Teacher networks (Student Resource 9.6) Resource 9.4)

Prerequisites  Working knowledge of the essential functions of a computer  Theoretical understanding that computers can work together to share resources or achieve common goals  Ability to classify objects as they relate to one another in space and/or function  Awareness that different types of the same device (e.g., cabling) can serve different purposes

Instructional Materials Teacher Resources  Teacher Resource 9.1, Presentation 1 and Notes: Network Topologies (includes separate PowerPoint file)  Teacher Resource 9.2, Multi-Pass Instructions: Network Topologies  Teacher Resource 9.3, Presentation 2 and Notes: Comparing Types of Network Architecture (includes separate PowerPoint file)  Teacher Resource 9.4, Assessment Criteria: Network Design  Teacher Resource 9.5, Key Vocabulary: Introduction to Networks  Teacher Resource 9.6, Bibliography: Introduction to Networks Student Resources  Student Resource 9.1, Reading: Introduction to Computer Networks  Student Resource 9.2, Reading: Network Topologies  Student Resource 9.3, Note Taking: Network Topologies  Student Resource 9.4, Defining Format Chart: Networks  Student Resource 9.5, Reading: Comparing Types of Network Architecture  Student Resource 9.6, Network Design Assignment: Peer-to-Peer and Client/Server Networks  Student Resource 9.7, Project Planner Page 5: Planning a Dream Personal Technology System Equipment and Supplies  LCD projector and computer for PowerPoint presentations

 Blackboard, whiteboard, or flip chart  Selection of cables: coaxial, USB, FireWire, fiber optic, Ethernet (twisted pair)  Selection of networking hardware: routers, modems, hubs, network cards

Lesson Steps

Step Min. Activity

CLASS PERIOD 1

1 5 Demonstration: Networking This activity introduces students to how networks operate. Write the terms networking, signal, transmission medium, and receiver on the board. Ask for three volunteers to come to the front of the room. Ask one student to whisper a sentence to a second student, leaving the third student simply standing there. Then ask the class the following question:  What is the signal here? (The sentence that was whispered.)  What is the transmission medium? (The air transmitting sound waves.)  What is the receiver? (The student getting whispered to.) Next, ask students: How could the three students be organized differently so that the third student can hear what is being whispered? Ask for volunteers to share their thoughts, and then explore as a class the ideas they come up with. Then explain that the demonstration presented a very simple network, and it is one way to think about how computer networks work. Tell students they will learn about computer networking in more detail in the next activity.

2 45 Reading and Active Summarizing: Networking Basics This reading introduces students to the many facets of computer networking. Write the word summary on the board and ask students if they know what it means. Refer to any summaries the students might be familiar with (they may have used SparkNotes or CliffsNotes in an English class, for example). Emphasize that the goal of a summary is to identify the key points, not to include every detail. Professionals in every field rely on summaries of lengthy reports, analyses, and other documents, and in college being able to summarize is an important skill. Tell students that they are going to practice summarizing an article about computer networks. Explain to the students that they will be working—first alone, and then with a partner—

Step Min. Activity

to summarize the key points of Student Resource 9.1, Reading: Introduction to Computer Networks. Write the following prompts on the board:  A computer network is…  We use computer networks because…  Some pieces of network hardware include…  The main types of computer networks are… Ask students to begin by reading the assignment alone, keeping these prompts in mind while they read. Explain that when they finish reading, they should turn over or cover their reading assignment and write a summary in their notebook. Each sentence of the summary should start with one of the prompts provided for them. Emphasize that the goal is to write a first draft of their summary from memory—what “stuck” about their first read-through? When they have finished their first summary, tell students to compare their draft summary with their reading assignment. Did they miss anything? Encourage them to revise or add to their summary as necessary. Next, divide the class into pairs. Have students share their summary with their partner. Encourage students to add to or revise their summary based on peer feedback. When the pairs have finished that process, ask the class to work together to help you complete the prompts on the board with the best possible answer. As students volunteer their responses, tell the rest of the class to be checking their summary against the one they are writing as a class and to revise their summary if they see something missing. As you work through the prompts as a class, take this opportunity to review the vocabulary words introduced in this reading using Teacher Resource 9.5, Key Vocabulary: Introduction to Networks. Encourage students to add these words and/or their definitions to their summary as necessary. Make sure to answer any questions before the end of the class period. You may choose to assess the students’ summaries on a credit/no credit basis. Explain to students that what they have learned in this reading forms the foundation for the hands-on work they will be doing next in this lesson.

CLASS PERIOD 2

3 15 Hands-on Learning: Examining Networking Hardware and Network Basics In this hands-on exercise, students examine various networking hardware components up close. The activity also focuses on the following college and career skill:  Thinking critically and systemically to solve difficult problems Before students arrive, set up stations around the room with different types of hardware at each station. For example, you might have stations featuring modems, hubs, routers, cabling, network cards, and so on. Do not label or otherwise identify any of the materials yet. Ask students to visit each station to examine the items on display. Have them keep

Step Min. Activity

track of what they think they are seeing by taking notes in their notebook. They should draw a rough sketch of each item, note what they think the name of the item is, and note anything they know about the item’s function. Once everyone has had a chance to examine all items on display, bring the class back together for a brief discussion of networking hardware. Ask students to call out what they think each piece is and what they think it does. Identify each piece as you go, and ask students to make notes in their notebook about any pieces they had misidentified. Next, provide students with a diagram of two LANs using star topologies, where both LANs are connected together by some distribution of routers. Ask the students to draw the route that a message might take from a computer in one LAN to a computer in the other, if the message consists of three packets, and each packet finds its own route across the Internet. After students have had a chance to draw their routes, discuss the various methods as a class. Point out to students that familiarity with these components and with the basic concept of networking is an important skill.

4 20 Presentation: Network Topology

This activity gives students a more in-depth understanding of network topology. It also develops students’ listening and note-taking skills. To prepare, make notes to guide class discussion using Teacher Resource 9.1, Presentation 1 Notes: Network Topologies. Have Teacher Resource 9.1, Presentation 1: Network Topologies (separate PowerPoint file), ready to show as a full-screen slideshow using an LCD projector. Ask students to use Student Resource 9.3, Note Taking: Network Topologies, to take notes during the presentation. Present the slideshow. Use the notes you prepared and the questions on the slides to encourage class discussion. Another option for this presentation is to use the multi-pass method, with the slides printed and posted around the classroom. Follow the instructions in Teacher Resource 9.2, Multi-Pass Instructions: Network Topologies. This presentation is duplicated as Student Resource 9.2, Reading: Network Topologies. If an LCD projector is unavailable, students can read the presentation, answer the discussion questions in their notebook, and discuss their answers as a class. This student resource is also useful for review. After the presentation, ask students to compare their notes with a partner to check for accuracy and completeness. Invite each pair to share their thoughts and questions. This presentation has given students a way to envision different network topologies and evaluate their benefits and potential uses.

5 15 Defining Format: Network Terms This exercise allows students to formulate definitions of networking terms. Ask students to complete the Defining Format chart found in Student Resource 9.4,

Step Min. Activity

Defining Format Chart: Networks. When students have completed the chart, have them compare their definitions with a partner. Next, draw the Defining Format chart on the board and ask students to call out information to help you complete whole-class definitions of these terms. Take this time to answer any lingering questions about LANs and WANs, and ensure that all students are clear on what each type of network is, what it is used for, and so on. By formally articulating their understanding of computer networks, LANs, and WANs, students bring together all that they have learned thus far about networking.

CLASS PERIOD 3

6 15 Presentation: Client/Server and Peer-to-Peer Networks

This activity helps students distinguish between client/server and peer-to-peer networks. They learn why these two types of networks exist and how they are used. To prepare, make notes to guide class discussion using Teacher Resource 9.3, Presentation 2 Notes: Comparing Types of Network Architecture. Have Teacher Resource 9.3, Presentation 2: Comparing Types of Network Architecture (separate PowerPoint file), ready to show as a full-screen slideshow using an LCD projector. Introduce the presentation by explaining to students that a peer-to-peer (P2P) network is a type of network where all computers have equal ability to communicate and control files. Each computer in this type of network has the ability to work both as a client and as a server. All computers can share files with others, request files from other computers, and access office machines such as a fax or a printer. Ask students whether they can think of any P2P networks they have used or heard of. What do these networks do? Take a moment to explore what P2P networks are capable of: sharing hardware, disk space, files, and so on. This discussion will get students thinking about how computers that are linked can work together to help users achieve common goals or pursue common interests. Tell students that they will learn more about client/server and peer-to-peer networks in the presentation. Ask them to take notes in their notebook during the presentation, noting the similarities and differences between P2P and client/server networks. Present the slideshow. This presentation is also duplicated as Student Resource 9.5, Reading: Comparing Types of Network Architecture, to use according to your preferences. Once you’ve shown the slides to the students, ask them to call out similarities and differences they have observed between P2P and client/server networks, and list these on the board. This presentation has prepared students to draw their own peer-to-peer and client/server networks in the next activity.

7 25 Drawing: P2P and Client/Server Networks This activity gives students an opportunity to illustrate what they have learned about

Step Min. Activity

client/server networks, P2P networks, and different network topologies. It focuses on the following college and career skills:  Prioritizing and completing tasks without direct oversight  Demonstrating creativity and innovation Refer students to Student Resource 9.6, Network Design Assignment: Peer-to-Peer and Client/Server Networks, and explain that they will be drawing their own P2P and client/server networks, as directed. Go over the instructions with them and explain how the drawings will be assessed. Have them start a rough sketch of their drawings and tell them that they can complete their drawings for homework. Near the end of the activity, ask students to share their drawing with a partner. Tell them to share what they like about their partner’s drawings and also note anything that might be missing or incorrect. Ask students who have completed their drawings to share them with the class, and answer any questions that have come up. Assess the students’ work using Teacher Resource 9.4, Assessment Criteria: Network Design. Remind students that a clear understanding of P2P and client/server networks will help them make networking decisions for their culminating project system.

8 10 Culminating Project Work: Networking Decisions This activity gets students thinking about the kind of network presence that would be most appropriate to plan for the personal technology system their group is designing. Ask students to gather in their culminating project groups and work through Student Resource 9.7, Project Planner Page 5: Planning a Dream Personal Technology System, together. Students should complete this resource in class and then submit it for your review. To gauge student understanding, you may find it useful to collect and mark this assignment for credit/no credit. Also remind students to add this information to the culminating project report that they began in Lesson 7. By considering which networking hardware (if any) would be most appropriate for their personal technology system while the information about these devices is still fresh in their minds, students can be confident that they have laid plans that will ultimately yield a useful, powerful system designed to accomplish the specific set of needs their group outlined when they began the culminating project. If students cannot complete the planning page in class, ask them to finish it as homework. To conclude the lesson, take a minute to explain to students that what they have learned about networks provides a good foundation for studying the Internet. Ask students to call out some of the networking concepts they have learned. They should mention the major types of networking topologies in use today, how data passes along networks, and the differences between client/server and peer-to-peer networks.

Extensions Content Enrichment  Arrange with the school’s network administrator to see and learn how the school’s network is set up and maintained. Prior to this meeting, provide the administrator with a copy of the students’ readings and ask him or her to plan to share with students some of the benefits and risks involved in the school’s network system. (An alternative is to arrange a visit to a network maintained by a NAF academy advisory board member.)  Work with students to research and possibly contact organizations that use WANs to find out how they have benefited. For example, the Navajo Nation’s Diné College uses small satellite dishes and phone/data lines to connect its campuses that are hundreds of miles apart.  Ask students to design a poster that shows how information is transmitted through the local and wide area networks of your classroom, school, and district. Instruct them to find out how many servers are used in your classroom, school site, and district. Suggest that students access the Internet to search their district’s website, or make phone calls to the district's Instructional Technology Branch or similar department that determines server use and firewall decisions. They should also find out who facilitates Internet connectivity at their site and ask this person to help answer their questions.  Ask students to research the early pay WANs—America Online, Prodigy, Compuserve, and so on—to see what services they provided (for example, email). Most pay WANs pre-date the World Wide Web. Have students find and research services that we use to access the web today. Ask students to discuss why they think pay WANs have become less popular than they once were.  Explain to students that a network switch records MAC addresses to identify which device to pass a message on to, while a router uses IP addresses. Have students open a command prompt and type ipconfig and getmac (in Windows) and compare what the two values are. In Mac OS and Unix/Linux, use ifconfig, which provides both pieces of information (the MAC address is denoted as HWaddr). Discuss the differences. STEM Integration  Technology: Ask students to watch the video “BitTorrent” (http://www.commoncraft.com/bittorrent- video) for a good example of the use of peer-to-peer networks. Then ask them to draw a diagram that shows how peer-to-peer networks share data when someone uses a program like BitTorrent. Additional Cross-Curricular Ideas  Journalism: Have students imagine that they have been asked to make recommendations about what kind of network to set up for the school yearbook team. Some people want a client/server network, while others think a peer-to-peer network would be a better choice. After doing research, students should write a memo to the yearbook staff explaining which network would work best, including the rationale behind the recommendation.  Social Studies: Set up a debate about the following topic. o Countries such as China, Egypt, and Libya have censored Internet usage in their countries at times of political unrest. Do you think the president of the United States should have that power? Why or why not? Consider the controversy caused by the classified information made public by WikiLeaks.  English Language Arts: Ask students to write a biographical sketch of Robert M. Metcalfe—one of the key people responsible for creating Ethernet technology.

Teacher Resources

Resource Description

Teacher Resource 9.1 Presentation 1 and Notes: Network Topologies (includes separate PowerPoint file)

Teacher Resource 9.2 Multi-Pass Instructions: Network Topologies

Teacher Resource 9.3 Presentation 2 and Notes: Comparing Types of Network Architecture (includes separate PowerPoint file)

Teacher Resource 9.4 Assessment Criteria: Network Design

Teacher Resource 9.5 Key Vocabulary: Introduction to Networks

Teacher Resource 9.6 Bibliography: Introduction to Networks

Teacher Resource 9.1 Presentation 1 Notes: Network Topologies

Presentation notes

This presentation explains the basics of network topology.

Presentation notes

There are many ways to set up a computer network. In this presentation, we’ll talk about the most common ways to organize a network.

Presentation notes

Network topology is a way to describe the “shape” of the interconnections between computers. Image retrieved from http://commons.wikimedia.org/wiki/Image:Japanese_clas sroom.jpg on June 21, 2012.

Presentation notes

In a bus topology, every computer is connected to a central cable that has a terminator at each end. It is easy to connect computers to a linear bus, and it requires less cable than a star topology. However, if the central cable breaks, it divides the network into two separate sections. This gap will mean that computers on opposite sides of the break won’t be able to communicate. Also, if the entire network shuts down, it’s difficult to locate the problem. In addition, since there is only a single network line, any message sent from one computer to another must travel over that one line. As more and more devices are connected to the bus, the chance increases that more than one device needs to use the network at a time. This creates message contention—another main drawback of a bus network. If two devices attempt to use the bus at the same time, it creates a collision that must be handled, as neither message is able to make it across the bus. These factors make the bus less desirable than other topologies. Today, this type of network topology isn’t used very often except on large-scale networks connecting many smaller networks. Even then, this is only a conceptual picture of what a bus topology looks like; bus topologies are almost never physically configured this way. The World Wide Web employs this topology, connecting major service providers together. The central cable is called the “backbone.”

Presentation notes

This is a ring network topology. Each node connects to exactly two other nodes. This forms a continuous single path—a ring—for signals to travel through each node. A main benefit of this setup is that it is very organized. And since the data travels all in the same direction, it can travel at high speeds. A main disadvantage of this type of network is that if one computer goes down, the entire network is impacted and cannot function. Because of this, ring topologies are less popular today than they once were. Image retrieved from http://commons.wikimedia.org/wiki/File:Topology_ring.jpg on May 25, 2015, and reproduced here under the terms of the Creative Commons Attribution-Share Alike 4.0 International license (http://creativecommons.org/licenses/by-sa/4.0/deed.en). Image courtesy of Thanakorn rakkusan.

Presentation notes

This is a star network topology. This is the most common network topology today. It’s easiest to think about this layout as the hub of a bicycle wheel and the spokes. There is one central node (the hub), and each computer and network device is attached to that hub individually. All data first goes into the central node and then is sent out to its destination. One benefit of this setup is that if there is a problem with one node, that node is isolated and can be separated off from the network easily without any of the other nodes suffering as a result. Also, unlike a ring topology, data doesn’t go to nodes that don’t need it. This kind of network is easy to expand—the only limitation on how many computers can be added is the maximum number of computers that can be attached to the hub—and it is easy to set up and understand. Most home computer networks employ this topology, where the hub and router are a single device and the cabling is replaced by Wi-Fi connections. The main downside is that if the central hub stops working, the network goes down completely. You should note that the hub is the center of the star, but it does not have to actually be a network hub, it can also be a network switch. Another drawback of the star topology is that it is more expensive than either the ring or bus because a dedicated device (the hub or switch) must be purchased. Local area networks in a ring or bus topology do not need such a device.

Presentation notes

In a mesh LAN layout, each device in the network can act as a router. In a fully connected mesh network, every device is connected directly to every other device. A network in which some devices connect only indirectly to others is a partial mesh network. Messages sent on a mesh network can take any of several possible paths, or routes, from source to destination. A mesh network enables connections around broken or blocked paths to be continually remade by “hopping” from device to device until the destination is reached. The Internet is an example of partial mesh routing. The advantage of using a mesh network is that it provides redundancy, which makes it more reliable. However, it is expensive. A fully connected mesh is the most expensive of the topologies.

Presentation notes

In a tree LAN, groups of devices are connected to a linear backbone cable. A tree LAN is also called a hierarchical network or an expanded star. In a simple tree LAN, a central “root” device or hub is connected to other devices that are one level lower. There is a point-to-point link between each of the second-level devices and the top-level central “root” device, and so on throughout the tree. Each device in the network has a specific number of devices connected to it at the next lower level in the hierarchy. The hierarchy of the tree is symmetrical. Tree topologies enable you to expand an existing network as needed as the network grows. Advantages of a tree topology include: • Point-to-point wiring for individual segments. • Support of several hardware and software vendors. Disadvantages of a tree topology are: • The length of each segment is determined by the type of cabling used. • If the backbone line breaks, the entire segment goes down. • It is more difficult to configure and wire than other topologies.

Presentation notes

Wide area networks (WANs) work very much like LANs, but they connect machines separated by distance. Device connectivity encompasses city to city, state to state, and country to country. This is much different from a LAN, which is limited to a small geographic area like a school campus or a single building. Diagram retrieved from http://en.wikipedia.org/wiki/Image:Sample-network- diagram.png on June 21, 2012, and reproduced here under the terms of the GNU Free Documentation License. Authored by SilverStar.

Presentation notes

Ethernet is the primary type of LAN technology in use today. In addition to standardizing other aspects of networks, it sets standards for the addressing of packets and data and also has a method for avoiding data conflicts on the network. Image retrieved from http://en.wikipedia.org/wiki/File:CAT5e_Cable.jpg on June 21, 2012, and reproduced her under the terms of the GNU Free Documentation License. Photo by Richard Wheeler.

Presentation notes

Think about when you would need a LAN and when you would need a WAN. For your networking needs, would a star LAN, a mesh LAN, or a tree LAN be the best choice?

Teacher Resource 9.2 Multi-Pass Instructions: Network Topologies

These instructions apply if you choose to print out the corresponding student resource reading pages and post them around the room. It’s important to print the student reading pages rather than the PowerPoint slides, because the reading pages include notes that have further important information for students to consider about each key concept. Instruct the students to take several passes around the room, each time noting the information described below.

First Pass: Survey (5 minutes)  Read the title and introduction, and note the sections of the presentation.  Examine the illustrations: Have you seen network diagrams like these before? What type of network would you guess our classroom has?  Read the headings to see how the presentation is organized.  Paraphrase the information acquired. What information has been the most surprising to you? Second Pass: Size Up (15 minutes)  Identify key concepts by using titles and headings, visuals, bold print, and italics. Had you encountered any of the hardware or other equipment shown before?  Generate questions about key concepts in networking and network topology and answer them by looking at the slides.  Paraphrase key concepts. How can a network’s size determine its topology? Do you think any one LAN design is more efficient than the others? Can you predict how a hardware failure in a LAN could affect the rest of a network?

Third Pass: Sort Out (10 minutes)  Answer student-generated questions, and reinforce key concepts.

Teacher Resource 9.3 Presentation 2 Notes: Comparing Types of Network Architecture

Presentation notes

Just as there are different ways to organize a network (topology), so are there different ways to link computers. Some networks have an architecture with clients and servers, while others are designed so that all nodes (parts) of the network connect to each other.

Presentation notes

In a client/server network, one computer, called a server, controls everything. The server controls the access that other computers have to shared resources like storage space, documents, email, fax machines, and printers. Some servers are set up to perform many functions, while others perform only one particular task. Larger networks may utilize multiple servers to help balance the load, or there may be multiple servers, each handling a difference service (for instance, an email server, a web server, and a print server). The client machines, those that talk to the server and receive data from it, usually do not communicate with each other unless they first go to the server.

Presentation notes

Peer-to-peer networks are more democratic than client/server networks. With this type of network, each computer is equal to every other computer on the network, and all may send and receive data without going through any other machine first. When a P2P network is in place, any user on the network can access explicitly shared files and folders stored on the other machines in the network. This works well when those on the network have a high level of trust in one another, but it can be a security risk, too.

Presentation notes

You can choose whether to set up a P2P or client/server network depending on your situation and technology needs. In addition, a client/server network will be more expensive because one or more computers must act as dedicated servers rather than clients. The online music sharing service Napster was an early, popular P2P file sharing system. Another example is Skype, which uses P2P technology to enable users to make phone calls over the Internet. The service was originally called “Sky peer-to-peer,” which was eventually shortened to “Skype.” Skype can be seen as a proprietary implementation of voice over IP (VoIP), which is a way of sending communication traffic over P2P connections that use the same VoIP industry standards. P2P networks are also used for instant messaging by applications such as Jabber, Yahoo! Messenger, and AIM. The client/server model is used by WANs and LANs whenever a client device receives information from a dedicated server. A typical example is email, which usually is hosted on an email server, to which clients can connect to download messages. Other examples are websites that are hosted on the Internet and accessed by client PCs.

Teacher Resource 9.4 Assessment Criteria: Network Design

Student Name:______

Date:______

Using the following criteria, assess whether the student met each one.

Met Partially Didn’t Met Meet

The peer-to-peer and client/server drawings show accurate connections between the computers. □ □ □

The drawings show an understanding of different network topologies and accurately depict reasonable topologies for □ □ □ the given network type.

The written descriptions for each type of network match typical uses for such a network. □ □ □

The drawings are neat and the descriptions use proper spelling and grammar. □ □ □

Additional Comments:

______

Teacher Resource 9.5 Key Vocabulary: Introduction to Networks

Term Definition

backbone The central core of a network, this connection can link many smaller networks to a larger network.

bridge Often called a network switch, this connects many parts of a network and directs traffic as needed.

bus topology A network layout in which there is one main trunk, or backbone, that all the various computers and network devices are connected to.

client/server network A network architecture in which each computer is either a client or a server. Servers are powerful computers dedicated to managing the clients. Clients are PCs on which users run applications. Clients rely on servers for resources.

client workstation A computer intended to be used by one person at a time.

coaxial cable A type of electrical cable often used to transmit cable TV.

Ethernet The primary networking technology currently in use. Ethernet defines standards for addressing packets and data and a method for avoiding data conflicts on the network.

extranet What an organization’s intranet becomes when the organization allows outsiders to access its intranet.

fiber-optic cable Cable that uses light guided through thin glass tubes, instead of electrical signals, to transmit data. It is very fast but also expensive.

firewall A piece of hardware or software on a network designed to limit access to certain machines to authorized users only.

hub A central point on a network where computers can connect. The central point is often a switch rather than a hub.

intranet A private network that looks and functions a lot like the Internet but is typically available only to the employees of an organization.

Term Definition

local area network (LAN) A type of network where computers are close together, typically in the same building or office.

network Two or more devices connected together, along with the equipment used to connect them.

network administrator A person who manages a computer network; he or she designs the topology and adjusts the network as needed to suit the organization’s needs. The network administrator may also be responsible for securing the network against attack.

network architecture The design of a computer network, which specifies how devices communicate with one another. The most common network architecture types are client/server and peer-to-peer.

network interface card (NIC) A card that enables one computer to send and receive data to and from another computer.

network operating system A set of programs used to manage and secure a network. (NOS)

network protocols The rules of initiating, interrupting, and continuing communication on a computer network.

node Any sending and receiving point in a computer network.

packet The small unit into which information is broken down before being sent across a network.

peer-to-peer (P2P) network A network architecture where all computers have equal responsibilities and all computers can share files with each other.

ring topology A network layout in which two adjacent computers are connected together so that all computers in the network form a ring. Any message is sent from computer to computer until it reaches its destination.

router A device that links two computer networks or that links a local area network to the Internet. A router reads packet addresses and routes packets.

server A computer dedicated to providing one service (such as web hosting, disk storage, etc.) and that is shared by many users across a network.

Term Definition

star bus topology A LAN topology wherein two star networks are linked using a bus.

star topology A topology with one central node that has each computer or network device attached to the central node. All data first goes into the central node and then is sent out to its destination. (Think of it like a bicycle wheel with spokes.)

switch A type of hub that uses a table to keep track of destinations so that data can be sent directly to its destination, rather than to every computer on the network before the destination machine receives it.

token ring topology A network layout in which each individual node is connected to two others, with the first and last coming back to connect to each other, thus completing the ring shape.

topology The study of how items are related to one another in space; a configuration.

twisted-pair cable The most commonly used kind of networking cable today.

wide area network (WAN) A type of network where the computers are far apart—in different buildings, different cities, or even different countries.

wireless communication Data transmission that uses radio frequencies instead of cabling. Wi-Fi is a version of this.

Teacher Resource 9.6 Bibliography: Introduction to Networks

Print White, Ron. How Computers Work, 9th ed. Indianapolis, IN: Que Publishing, 2007.

Online “An Educator’s Guide to School Networks.” Florida Center for Instructional Technology, University of South Florida, http://fcit.usf.edu/network/ (accessed May 24, 2016). “Ring Network.” Wikipedia, http://en.wikipedia.org/wiki/Ring_network (accessed May 24, 2016). “Topology.” Dictionary.com, http://dictionary.reference.com/browse/topology (accessed May 24, 2016). “Topology.” Wikipedia, http://en.wikipedia.org/wiki/Topology (accessed May 24, 2016).

Student Resources

Resource Description

Student Resource 9.1 Reading: Introduction to Computer Networks

Student Resource 9.2 Reading: Network Topologies

Student Resource 9.3 Note Taking: Network Topologies

Student Resource 9.4 Defining Format Chart: Networks

Student Resource 9.5 Reading: Comparing Types of Network Architecture

Student Resource 9.6 Network Design Assignment: Peer-to-Peer and Client/Server Networks

Student Resource 9.7 Project Planner Page 5: Planning a Dream Personal Technology System

Student Resource 9.1 Reading: Introduction to Computer Networks

What Is a Computer Network? A computer network is formed when two or more computers are connected. A network can be made up of two computers or hundreds of thousands of computers—there is no maximum size. The two main types of computer networks are local area networks (LANs) and wide area networks (WANs). In a LAN, computers are close together, typically in the same building or office. When connected computers are far apart—in different buildings, different cities, or even different countries—we call the network a WAN. The Internet is the largest of all WANs, made up of many smaller networks. Many organizations set up their networks as an intranet, which is a private network that looks and acts a lot like the Internet but is available only to the employees of the organization. If a company decides to allow certain customers or other “outsiders” to access areas of its intranet, those areas of the network are then called an extranet. Networks can be connected using cables, or they can be wireless networks that use Wi-Fi technology.

Why Use Networks? There are many reasons for connecting computers in a network:  Accessing web pages, email, and social network sites such as Facebook transforms our means of communication.  Sharing information such as data files and software programs saves time and allows people to work together more easily.  Sharing peripheral resources such as printers and fax machines saves money on buying equipment.  Managing a group of computers becomes easier when they are connected.

How Do Networks Operate? As you just learned, similar to people in conversation, computers interacting on a network have a way to transmit a signal, a transmission medium, and a receiver. A computer network is controlled by its network operating system (NOS), a set of programs used to manage and secure a network. The NOS controls access to the network and everything about how the network is used. For computers to share data and communicate, rules are in place to tell when and how communications can occur. For example, in a room full of people trying to have a conversation, there are “rules” we follow (yet might not even notice) that make it possible for people to speak without being interrupted—or that permit an interrupted speaker to finish a point as the conversation continues. Classrooms also have rules; for example, students typically raise their hands and take turns speaking. With computer networks, the rules of initiating, interrupting, and continuing communication are known as network protocols. We measure the communication rate over a network in bandwidth. The bandwidth is the number of bits that can be transmitted or received per second. Early network bandwidth was around 300 bits per second (bps). Today, with broadband Internet connections, we often measure bandwidth in megabits per second (Mbps). Note that this is not megabytes per second. To put this in perspective, a small image file might be

1MB in size. To receive such a file at 300 bps, it would take over 26,000 seconds (12 hours), but with a speed of 1.5 Mbps, it would take about 5 seconds.

Network Hardware A network has several physical components that, together, make it possible to send signals, provide a medium across which signals are transmitted, and make it possible to receive signals. The physical elements of a network are as follows.

Network Interface Cards (NICs) A network interface card makes it possible for a computer to send data to and receive data from another computer. A NIC has a port that extends outside the computer, usually in the back. The most common port looks like a large version of a telephone jack and is known as an RJ-45 jack.

Cable Cable is the transmission medium by which computers in a network usually send and receive data. Different kinds of cables have varying speeds and limitations in sending signals clearly. If you were to study the history of cabling, you would see how technological breakthroughs have increased transmission speeds, made it easier to send signals clearly, and brought costs down. The most common cable used in LANs today is Ethernet twisted-pair cabling. Industry-standard specifications categorize cables according to performance characteristics and test requirements. Category 5 (CAT5) cable sends signals at 100 megabits per second; CAT5e cable is an enhanced version of CAT5 that reduces interference. CAT5e replaced CAT5 and is the most widely used type of network cable. Category 6 (CAT6) cable has a top speed of 1,000 megabits per second. CAT7 has a top speed of 10 gigabits (10,000 megabits) per second and includes heavier shielding than CAT6 for even less interference. These cables are also all backwards-compatible, which means that CAT6 can be replaced with CAT7, CAT5e can be replaced with CAT6, and so on. The most common way to connect all flavors of CAT cable is with an RJ-45 jack. You may also come across fiber-optic cable, which uses light guided through thin glass tubes to send data. Fiber-optic cable sends data at faster speeds and for longer distances than CAT5 cable can, but it is also more expensive. It is primarily used to connect distant network segments over longer distances than you would find in a building. For example, if you had networks in two buildings across the street from each other and wanted to tie them together into one LAN, you would more than likely bridge them with fiber-optic cable. Now that fiber-optic cable has become cheaper, it is a popular choice in many cities for connecting households to Internet service providers.

Wireless Networking Wireless networking, as its name implies, doesn’t use cables. Instead, it uses radio frequencies to send data. Wireless networking is limited by its ability to send signals over short distances only, and certain walls and structures can prevent signals from being sent and received at all. Wi-Fi is a popular implementation of this technology. Other forms of wireless communication are used in longer distance communication. One example is cellular telephones broadcasting and receiving to and from cell phone towers. Other examples include the use of high-frequency radio signals to transmit to a microwave tower or into orbit to bounce off a satellite. Both microwave and satellite communications have been used to connect networks together across greater distances, such as across a city or across an ocean. Satellite communication in particular is very expensive, so long-distance communication has mostly been achieved with cables laid underground or underwater.

Hubs, Switches, and Routers A hub is the central point where all of the computers on a network connect. All data is sent first to the hub, which then sends it on to the other computers on the network. In other words, when Computer 1 sends a message to Computer 23, the message from Computer 1 travels along the cable to the hub, which then sends the message out to the computers on the network. Computer 23 receives the message and sends back an acknowledgment. All of the other computers ignore the message. As you can imagine, there is a lot of unnecessary traffic on the network as a result. A switch is a type of hub that uses a table to keep track of destinations so that the message from Computer 1 to Computer 23 is sent directly to Computer 23, and not to every other computer on the network, too. Switches are the most common way to connect computers that are physically near each other. Whereas switches manage communication on a network, routers connect networks. A router links computers to the Internet, so users can share the connection. A router acts as a dispatcher, choosing the best path for information to travel so that it’s received quickly.

Wi-Fi In the past, hardwired cable connections were roughly twice as fast as Wi-Fi. Although a wired connection is still a very good option for optimum speed and security, some new Wi-Fi technologies are faster than traditional cable. Wireless didn’t become a reliable method for computer networking until the late 1990s, when the 802.11 standard for wireless networking was developed by the IEEE (Institute for Electrical and Electronic Engineering). Several versions of this standard for communication have been released. They are labeled a, b, g, n, and ac. The data rate has increased over time from 54 Mbps (802.11a in 1999) to 1,000 Mbps (802.11ac in 2014). The wireless networking standards use two unlicensed frequencies, at 5 GHz or 2.4 GHz, to communicate. Using 2.4 GHz, for the 802.11b and g standards, can cause interference from appliances like microwave ovens and cordless telephones that use the same frequency. The b and g standards can’t communicate with 802.11a devices, because they operate at a different frequency. The 802.11n standard uses both frequencies, so it’s compatible with all previous standards. The network doesn’t always perform at the speed and range advertised. This is because walls, trees, and appliances can cause interference with the signal that slows the network and prevents the signal from traveling as far. Other wireless devices broadcasting in the same area can cause interference, too. And when the computer is farther from the wireless router, the network speed slows considerably. One aspect of Wi-Fi that users should be aware of: It is an insecure form of communication. In other words, it’s easy for someone to sit nearby and intercept Wi-Fi signals. This is why most Wi-Fi users set up a login and password mechanism. This means that any transmission—for instance, from laptop to the household modem—is done using encryption.

Network Speed One of the considerations for your dream personal technology system is how you will connect to the Internet. A fast cabled or wireless connection will still be limited by the connection speed provided by the service provider. It does no good to have a fast NIC if the speed of your home or school connection is slow. You may want to check with your teacher about what the native speed of your school’s Internet connection is. This might typically be in the 12 to 50 Mbps range but can be significantly slower if multiple people are using the bandwidth at the same time. The same applies for a home computer network or the network you might use at the public library.

Types of Networks Local area networks (LANs) are used to connect computers that are relatively close together. Many LANs operate using an architecture called a client/server system. In this arrangement, one computer or one set of computers, the servers, are assigned a specific task—to handle all email, for example. The other machines on the network, called clients, communicate with the server(s) but do not communicate with each other. The server sends and receives data and directs it to each client machine as needed. There are many types of servers, such as email servers, web servers, print servers, and File Transfer Protocol (FTP) servers. When computers on different LANs or in different geographic locations want to communicate, something larger than a LAN is needed. Wide area networks (WANs) make this possible. The largest WAN in the world is the same one that you use when you want to connect to computers or servers outside of your immediate area: the Internet.

Purpose of a WAN WANs connect smaller networks together. In addition to the Internet, there are many other WANs that are smaller and more specialized. Some organizations have built their own for private use, and Internet service providers (ISPs) have their own that they use to connect their clients’ LANs to the Internet. WANs are what make global communication between computers possible. Thanks to WAN technology, you can send an instant message to talk to someone on another continent in real time, or use FTP to access files on a server hundreds of miles away. The Internet also makes it possible for you to connect with other, more specialized WANs—for example, your bank’s WAN allows you to bank online.

How WANs Are Created A variety of technologies are in use to connect WANs. The simplest kind of WAN is built on a leased line, which is a fixed and dedicated line that provides a direct connection between two LANs. This type of connection is purchased from telecommunication companies and uses a permanent path through the company’s infrastructure, from one site to another. For instance, a telephone company might use the public telephone lines, and a cable company might use the coaxial cable used for cable television delivery. The speed and security of these WANs are excellent, but they are expensive to establish.

Virtual private networks (VPNs) can also be considered a type of WAN, although they don’t stand on their own. VPNs are built using another network, but they may have their own security settings and modifications to user connectivity. For example, a business may set up a secure VPN for its employees to use when they want to work from home. The VPN will use the standard Internet connection, but it will then add on its own security measures or restrictions, commonly making it so that the user is connecting to the Internet through the VPN instead of directly through the user’s own ISP. A VPN tunnel, as shown in the figure below, is a network service that is not directly supported by the Internet but is created by running specialized software. In this case, the VPN will use its own encryption technology so that communication between the hosts and clients is secure.

Satellites can also be used to send data across a WAN.

How Data Moves Across a Network At the most basic level, computer networks move data from one place to another. How the data moves, however, is not so simple. Computer networks use packet switching. When you send information, the data must first be broken down into smaller bits of information called packets. Packets travel across the network in no special order, and can even take different routes to the same destination. Each packet has a flag to tell where it should be delivered. Once the packets arrive at their destination, they are put back together in the right order and can then be interpreted. Breaking each transmission into several small packets allows for the most efficient use of bandwidth, since data is constantly being transmitted. It also helps networks avoid collision, which is what happens when more than one transmitter tries to pass data along at once. Complicated and fine-tuned routing protocols are used to make sure data goes across the network as efficiently as possible.

Summary A network is made up of both hardware and software. The rules, or “language,” that computers on a network agree to use is called a protocol. The physical pieces of a network include network interface cards, the cables, and hubs or switches. In addition to the physical hardware, networks need an operating system to communicate. The services that can be shared by the computers on a network include file, printer, email, and media services. A network for a small geographic area, such as a house, an office, or a building, is known as a local area network, or LAN. A wide area network, or WAN, serves a larger area.

Student Resource 9.2 Reading: Network Topologies

This presentation explains the basics of network topology.

There are many ways to set up a computer network. In this presentation, we’ll talk about the most common ways to organize a network.

Network topology is a way to describe the “shape” of the interconnections between computers. Image retrieved from http://commons.wikimedia.org/wiki/Image:Japanese_classroom.jpg on June 21, 2012.

Wide area networks (WANs) work very much like LANs, but they connect machines separated by distance. Device connectivity encompasses city to city, state to state, and country to country. This is much different from a LAN, which is limited to a small geographic area like a school campus or a single building. Diagram retrieved from http://en.wikipedia.org/wiki/Image:Sample-network-diagram.png on June 21, 2012, and reproduced here under the terms of the GNU Free Documentation License. Authored by SilverStar.

Think about when you would need a LAN and when you would need a WAN. For your networking needs, would a star LAN, a mesh LAN, or a tree LAN be the best choice?

Student Resource 9.3 Note Taking: Network Topologies

Student Name:______Date:______

Directions: Use this resource to take notes as you view or read the presentation on network topologies.

Topology means . . .

Some of the most common network topologies are . . .

What happens if a cable breaks in a star topology?

How are computers physically linked? What is the most common type of material to do this?

Additional notes:

Student Resource 9.4 Defining Format Chart: Networks

Student Name:______Date:______

Directions: Fill in the characteristics for each term, using the example below as a guide.

Term Category Characteristics

1. is made up of twisted pairs of wiring or fiber-optic Ethernet is a type of data cable cable. that 2. can connect to computers, printers, routers, hubs, and so on. 3. is the most common type of network cabling in use today.

Term Category Characteristics

A computer network is a data communication 1. system that 2. 3.

A local area network is a data communication 1. system that 2. 3.

A wide area network is a data communication 1. system that 2. 3.

Student Resource 9.5 Reading: Comparing Types of Network Architecture

Student Resource 9.6 Network Design Assignment: Peer-to-Peer and Client/Server Networks

Student Name:______Date:______

Directions: On the following pages of this assignment, draw a peer-to-peer network and a client/server network. Before you begin drawing, read all of the specifications below and read the assessment criteria so that you know how your work will be assessed.

Specifications for peer-to-peer and client/server network drawings:  Each network should have at least four computers.  Choose a network topology for each network. You may use any network topology (star, bus, star bus, ring, etc.) that is appropriate for the type of network.  Write a sentence above each design to explain what the network is used for and why you chose its particular topology.

Make sure your assignment meets or exceeds the following assessment criteria:  The peer-to-peer and client/server drawings show accurate connections between the computers.  The drawings show an understanding of different network topologies and accurately depict reasonable topologies for the given network type.  The written descriptions for each type of network match typical uses for such a network.  The drawings are neat and the descriptions use proper spelling and grammar.

Description of Peer-to-Peer Network:

Description of Client/Server Network:

Student Resource 9.7 Project Planner Page 5: Planning a Dream Personal Technology System

Student Names:______Date:______

This is the fifth page of the project planner you’ll use to help plan your group’s personal technology system. Later, you will add items such as the operating system, Internet access, and other considerations you might need to keep in mind. Remember that you should be keeping track of all of your project planner pages for the entire course. Your group will collect and submit all of these resources at the end of the project.

Answer the questions below to identify and plan if and how the dream system your group is designing will connect to a network. List the factors (such as ease of hardware sharing, shared storage, and so on) you will keep in mind while making plans for the system. Don’t forget to think about your system’s stated purpose when you are making these choices.

When discussing your plans, be as specific as you can, but don’t worry about the exact model number of networking card, router, or other hardware you might buy. For example, if you know you will choose a networking card but have not yet chosen the specific one you would want, you can come back to this later and add that information. If you do not believe that your personal technology system needs any networking equipment, be sure to explain this and justify your reasoning.

When your group has completed this planning sheet, add the information to the culminating project report you began in Lesson 7. Be sure to keep that report up-to-date—including adding a line to your project planning summary table!

What this system will be used for:

Networking hardware we need to buy (be as specific as you can):

Why did you make these choices?

Additional notes:

This lesson provides students with an overview of the Internet and explains how it quickly connects people all over the world. Students learn the basics of Internet protocols. They learn the technology involved in Internet communication so that they can explain how data is broken into packets and routed across the Internet. Advance Preparation Prepare for the bingo game as described in Lesson Step 9. This lesson is expected to take 4 class periods.

Lesson Framework Learning Objectives Each student will:  Describe the Internet’s origins and what it has become  Describe how data packets travel across the Internet*  Display understanding of how Internet service providers operate and what role they play in enabling users to connect to the Internet* *This is one of the 16 key learning objectives assessed by the NAFTrack Certification end-of-course exam for this course. Academic Standards The relevant Common Core State Standards are too extensive to list here but are an important basis for this lesson. For details, please refer to the separate document “Correlations to the Common Core Standards” (available in the Course Planning Tools section of the course materials).  Describe trends in emerging and evolving computer technologies and their influence on IT practices (Common Career Technical Core 2012, IT 6)  Identify different types of electronic communication/collaboration and how they work (IC3 GS4 2012, Living Online)

 Identify information about the Internet, the World Wide Web and Web sites and be able to use a Web browsing application (IC3 GS4 2012, Living Online) Assessment

Assessment Product Means of Assessment

Quiz on how the Internet works (Teacher Answer Key: How the Internet Works Quiz Resource 10.5) (Teacher Resource 10.6)

Prerequisites  Ability to do research on the Internet  Basic understanding of what the Internet is  Basic understanding of local area and wide area networks (LANs and WANs)

Instructional Materials Teacher Resources  Teacher Resource 10.1, Presentation and Notes: How Data Travels the Internet (includes separate PowerPoint file)  Teacher Resource 10.2, Multi-Pass Instructions: How Data Travels the Internet  Teacher Resource 10.3, Bingo Cards: How the Internet Works (separate Word file)  Teacher Resource 10.4, Bingo Game: Terms and Definitions  Teacher Resource 10.5, Quiz: How the Internet Works  Teacher Resource 10.6, Answer Key: How the Internet Works Quiz  Teacher Resource 10.7, Key Vocabulary: How the Internet Works  Teacher Resource 10.8, Bibliography: How the Internet Works Student Resources  Student Resource 10.1, Reading: How the Internet Works  Student Resource 10.2, Reading: How Data Travels the Internet  Student Resource 10.3, Reading: Connecting to the Internet  Student Resource 10.4, Comparison Shopping: Learning about ISPs  Student Resource 10.5, Project Planner Page 6: Planning a Dream Personal Technology System Equipment and Supplies  Blackboard, whiteboard, or flip chart  Computers with Internet access, each with at least two browsers installed (e.g. Internet Explorer and Mozilla Firefox, or Internet Explorer and Google Chrome)  LCD projector and computer for PowerPoint presentation

 Bingo placeholders (see Lesson Step 9)

Lesson Steps

Step Min. Activity

CLASS PERIOD 1

1 10 Discussion: Protocols This activity introduces students to the protocols that the Internet uses. Begin by writing the following terms on the board: handshake, kiss, high five, hey, and yo. Ask students what the terms are. After a couple of minutes, explain to students that they are protocols that we as humans use for our communication (specifically greetings) and that the Internet also uses protocols, but to define how networks communicate with one another. Next, list the following Internet protocols on the board. Ask students to work in pairs and write in their notebooks their guesses about what each protocol is used for.  Transmission Control Protocol (TCP)  Internet Protocol (IP)  File Transfer Protocol (FTP)  Hypertext Transfer Protocol (HTTP)  Hypertext Transfer Protocol Secure (HTTPS) When they have finished writing down their ideas, give students a chance to report out. Then tell students that they will find out in the reading how these protocols were first developed and how they work.

2 30 Reading: How the Internet Works This reading on how the Internet works gives students a historical perspective on the Internet and an understanding of what the Internet really is. Instruct students to read Student Resource 10.1, Reading: How the Internet Works. As they read, have them write down any questions they have or note any sections of the reading they find confusing. Remind students that data transmission across the Internet is an important concept in information technology today.

Step Min. Activity

3 10 Reading Review: How the Internet Works In this activity, students share their reflections on the reading. The activity focuses on the following college and career skill:  Working effectively with a diversity of individuals and perspectives Ask students to share with a partner any reading-related questions that they jotted down as they were reading Student Resource 10.1. Pairs should work together to resolve any confusion or unanswered questions. Then have pairs report out to the class, and work together to develop answers that the entire class agrees upon. Let students debate their shared observations. Try to let this be a student-directed discussion insofar as it is possible. Taking this time to share with the group and respond to others’ questions and observations allows students to solidify in their minds how the Internet works and prepares them to learn more about the technology behind it.

CLASS PERIOD 2

4 30 Presentation: How Data Travels the Internet

This activity gives students a more in-depth understanding of how data travels across the Internet from one machine to another, and informs them about ways to monitor and troubleshoot an Internet connection. It also develops students’ listening and note-taking skills. To prepare, make notes to guide class discussion using Teacher Resource 10.1, Presentation Notes: How Data Travels the Internet. Have Teacher Resource 10.1, Presentation: How Data Travels the Internet (separate PowerPoint file), ready to show as a full-screen slideshow using an LCD projector. Before you start the presentation, write the following prompts on the board and ask students to take notes on these topics in their notebook:  Data packets  IP addresses  Firewalls Present the slideshow. Use the notes you prepared and the questions on the slides to encourage class discussion. Another option for this presentation is to use the multi-pass method, with the slides printed and posted around the classroom. Follow the instructions in Teacher Resource 10.2, Multi-Pass Instructions: How Data Travels the Internet. This presentation is duplicated as Student Resource 10.2, Reading: How Data Travels the Internet. If an LCD projector is unavailable, students can read the presentation, answer the discussion questions in their notebook, and discuss their answers as a class. This student resource is also useful for review. After the presentation, divide the class into pairs or groups of three and have them compare their notes for completeness and accuracy. Invite each pair or triad to share

Step Min. Activity

their thoughts and questions. Point out to students that understanding how the Internet works is important knowledge that will be useful to them in any job or internship. Let students know that in the next activity, they will be learning about what happens when they connect to the Internet.

5 20 Reading: Connecting to the Internet This reading explains what an Internet service provider (ISP) is and helps students understand what happens when they connect to the Internet. Explain to students that in the next class period, they will be doing some research about Internet service providers and that this reading provides information they need before they do the research. To introduce the reading, ask students to name the Internet service providers they know. Make a list on the board, and then ask students to tell what they know about how the ISPs differ from each other. Ask students to read Student Resource 10.3, Reading: Connecting to the Internet. Write the following questions on the board, and instruct students to write answers to these questions in their notebook as they read:  What is an ISP?  What are the different ways your computer can connect to an ISP?  How does your computer get an IP address? For homework, ask students to explain how an Internet connection works to a friend or family member. Tell them that in the next class period, they will have a chance to report whether they were able to explain this successfully.

CLASS PERIOD 3

6 35 Internet Research: Learning about ISPs

This hands-on learning lab shows students exactly what an ISP does and helps them compare and contrast services offered by different ISPs. To begin, ask students to share with a partner how successful they were in explaining to a family member or a friend how an Internet connection works. Next, assign students or pairs to a computer, keeping groups as small in size as possible. When forming groups, try to pair more experienced or technically savvy students with those who are less confident or experienced so that all groups will be able to complete the exercise on time and successfully. Explain to students that they will be learning about the services that popular ISPs offer and defining the criteria they would use to select an ISP. Ask students to work through Student Resource 10.4, Comparison Shopping: Learning about ISPs. Tell them to follow the directions on the resource, making note of requested items, and to follow the prompts to examine the features offered by a variety of ISPs. Note: If any of the ISPs that are listed on the resource no longer offer service, replace them with ISPs that offer similar services.

Step Min. Activity

When students have completed their work, ask them to compare answers with a partner. Then engage students in a discussion about how they would use the information they noted about the different ISPs to select an ISP. Answer any questions students have about the different methods of Internet access. To gauge student understanding, you may find it useful to collect and mark this assignment for credit/no credit. Point out to students that what they have learned about the different levels of service available to ISP customers will prove useful to them as they work in their culminating project groups to make decisions about Internet access for their dream personal technology system.

7 10 Culminating Project Work: Choosing Internet Access This activity is designed to get students thinking about the kind of network access that would be most appropriate to plan for the dream system their group is designing. Ask students to gather in their culminating project groups and work together through Student Resource 10.5, Project Planner Page 6: Planning a Dream Personal Technology System. Point out to students that the choices they make for an Internet service provider are likely to impact their budget, so they should choose carefully. Students should complete this page in class and then submit it for your review—or, if time is an issue, students can complete it for homework. Remind students to update the culminating project report they began in Lesson 7 with information from this resource. To gauge student understanding, you may find it useful to collect and mark this assignment for credit/no credit. To conclude the activity, ask a few groups to share what they think are the strong points of their personal technology system so far, as well as any concerns they have.

8 5 Think, Pair, Share: Networking Insights This lesson has exposed students to information about how the Internet works, explained to them how data passes along networks, and given them hands-on experience examining the range of services offered by ISPs today. Ask students to write a sentence in their notebook that tells the most important new concept they learned about the Internet in this lesson. Give them a couple of minutes to write, and then have them share their sentence with a partner. Finally, ask for volunteers to share concepts they have learned. At the end of class, tell students that they will take a quiz in the next class period that covers all the topics from this lesson.

CLASS PERIOD 4

9 25 Bingo Review: How the Internet Works Students review the terminology they have learned in this lesson by playing bingo.

Step Min. Activity

Before class begins, prepare the bingo cards (Teacher Resource 10.3, Bingo Cards: How the Internet Works [separate Word file]). Ideally, they should be laminated so that they can be used many times. There should be enough bingo cards so that every student has a different one. Note: As an alternative, you can give students blank bingo cards and have them fill in their own words. This takes additional class time and can be more prone to error or multiple bingos. Also create or collect a set of bingo placeholders for each student. These can be small pieces of paper, poker chips, coins, or buttons. The placeholders need to be small and nonpermanent (i.e., not stickers) so that students can reuse their cards for several games of bingo. When you begin the activity, tell them that they are going to play a game as a way of reviewing for the quiz that will follow. Distribute the bingo cards and placeholders to students. Explain that you will read the definition of a word without saying the word itself. If students think they have that word on their bingo card, they should cover it with a placeholder. Students must make a line horizontally, vertically, or diagonally before they can call “bingo.” Begin playing, using Teacher Resource 10.4, Bingo Game: Terms and Definitions. Keep note of which terms you have called by filling in your own bingo card as you proceed. When a student calls “bingo,” ask the student to read off the five words that he or she had. Make sure students correctly recognized the words, and take this opportunity to re-teach any vocabulary that students misunderstand. Repeat the game multiple times. Optional: Give bonus points to the winner of each game.

10 20 Quiz: How the Internet Works Students take a quiz on how the Internet works. Give students the quiz, Teacher Resource 10.5, Quiz: How the Internet Works. After approximately 20 minutes, collect the quizzes. Let students know that they will review their answers immediately. After the class period ends, assess the quizzes using Teacher Resource 10.6, Answer Key: How the Internet Works Quiz, using your preferred scoring method.

11 5 Review: How the Internet Works Quiz Students review the answers to the quiz. Read the first question on the quiz out loud and ask for volunteers to share their answers. Use this opportunity to correct any misunderstandings. Repeat the process with the rest of the quiz questions. Point out to students that now that they have a good understanding of how the Internet works, they are ready to focus their attention on communication over the Internet and how it can increase productivity, facilitate other business functions, and aid in communication.

Extensions Content Enrichment  Have students pretend they are the IT manager for a small office. Have them create a report assessing their firm’s Internet access needs and then get service quotes from ISPs for the level of connectivity they would require. Have students analyze this data and draft a formal proposal to give to their “boss” that recommends a service package.  Have students research how people obtained Internet access prior to the development of ISPs in the mid-1990s. Students should report to the class what they have learned.  Ask students to research the growth of the Internet. Have them create a poster that charts the increase in the number of computers connected to what would become known as the Internet from 1969 through 1983. Consider asking them to make their poster using an online graphic design tool like Canva (www.canva.com) or CollageIt (www.collageitfree.com), or if you have the technology to use apps in your classroom, consider having them make their posters with an app like PicCollage, ThingLink, or Moldiv. STEM Integration  Math: Ask students to make a rough estimate of the size of their school’s computer network: how many machines and other devices does the school have that connect to the Internet? Using what they have learned in this lesson, what would they guess the school’s bandwidth needs would be in a typical month? Have them compile their findings in a brief report that could be given to the school’s network administrator.  Technology: Ask students to watch the video World Wide Web in Plain English (http://www.commoncraft.com/world-wide-web) and report to the class what they have learned about communication over the web.  Technology: Have students conduct a study on Internet traffic in your area. Using a website like http://www.speakeasy.net or http://www.speedtest.net, they can run speed tests on their connection at different times of the day, on different days of the week, and so on. Do they notice any changes in upload and download speeds? What can they infer from these speed patterns? Ask students to create a chart to display their peak and off-peak usage data. Additional Cross-Curricular Ideas  Geography, Social Studies: Have students research Internet usage levels in different parts of the globe. Which country (or countries) has the highest percentage of its population going online regularly? Which country’s (or countries’) people go online the least often? Then, ask students to hypothesize explanations for these differing usage patterns. Have them prepare a brief oral presentation of their findings for the class.  Social Studies: In the United States, most people access the Internet through home computers (desktops, laptops) and tablets using ISPs. Have students explore how people gain access to the Internet in other countries, especially developing countries. Have them identify countries in which most of the populace has no Internet access at all.

Teacher Resources

Resource Description

Teacher Resource 10.1 Presentation and Notes: How Data Travels the Internet (includes separate PowerPoint file)

Teacher Resource 10.2 Multi-Pass Instructions: How Data Travels the Internet

Teacher Resource 10.3 Bingo Cards: How the Internet Works (separate Word file)

Teacher Resource 10.4 Bingo Game: Terms and Definitions

Teacher Resource 10.5 Quiz: How the Internet Works

Teacher Resource 10.6 Answer Key: How the Internet Works Quiz

Teacher Resource 10.7 Key Vocabulary: How the Internet Works

Teacher Resource 10.8 Bibliography: How the Internet Works

Teacher Resource 10.1 Presentation Notes: How Data Travels the Internet

Presentation notes

This presentation explains how data is packaged to travel across the Internet and how computers that connect to the Internet send and receive the packaged data.

Presentation notes

The Internet is the world’s largest computer network. It is, at the most basic level, a WAN made up of many, many smaller WANs and LANs. This picture shows an artist’s view of the Internet. Does it remind you of galaxy or star maps you have seen in science classes? It is not hard to think of the Internet, with its millions and millions of connection points, as being a lot like the universe, with its millions and millions of stars. Image retrieved from http://commons.wikimedia.org/wiki/File:Internet_map_10 24.jpg on June 21, 2012, and reproduced here under the terms of the Creative Commons Attribution 2.5 Generic license. Image created using data from The Opte Project.

Presentation notes

Every device on the Internet has an IP address. Think of it like the street address for a house. This address tells data where it should be delivered and also helps track where data has been sent from. To find your computer’s IP address, click the Windows Start icon and type command prompt in the search box. When the Command Prompt window opens, type ipconfig. In Mac OS X or Linux/Unix, open a terminal window and use ifconfig (or the newer ip addr command). A computer’s IP address is usually assigned “dynamically” by the router and may change whenever the computer is rebooted. However, computers or servers that host web pages must have a fixed, or strategic, IP address, since the Domain Name Service (DNS) must know where to find the website.

Presentation notes

As this chart shows, data is placed into logical packets that are addressed individually with the destination. This allows multiple messages (packets) to be turned into one coherent message.

Presentation notes

Computers in a home or an office often use a router and cable modem to connect to the Internet through an ISP. Data from the Internet comes through the ISP’s network to the user’s cable modem. Once it arrives at the cable modem, the router takes over, directing the information to its intended recipient on the network. The router can tell which machine to send data to based on the IP information in each packet; it matches the data to the IP address assigned to each machine. A cable modem may include the capabilities of a router, simplifying the home network.

Presentation notes

Once a user has requested data from a website, the request and reply are sent across the Internet using many different computers and computer networks. Each stop along the route is called a “hop.” This request, sent from a computer in the San Francisco Bay Area to the BBC News website in London, England, took 16 hops. As a request or data transmission is sent to a router, the router analyzes the packets and then looks at the available routes to send the data. The router then sends each packet on to the next most-efficient location. Sometimes a packet may spend most of its time traveling through a single data network (as the example here shows, where the packet spent most of its time in the network owned and operated by the firm Level 3). Other times, a packet might change networks or travel along a large backbone connectivity line before reaching its destination. Depending on the path each packet takes, packets will likely arrive out of order. The destination computer reassembles the packets into the correct order and can send a request for re-transmission if a packet is missing or corrupted.

Presentation notes

If you are worried that your connection to another computer is not working well, you can “ping” that other computer. When you ping a machine, test packets are sent over the Internet to the other machine and then evaluated to see if they were delivered and how long they took to arrive. This example shows a successful ping test—no packets were lost during the test transmission and response. Sometimes a ping request doesn’t work even if the connection to the other site is working, because many ISPs block Internet Control Message Protocol (ICMP), which is the protocol needed for ping requests. If ICMP is blocked, the ping will fail, even if the other site is working.

Presentation notes

A firewall can protect your computer from Internet threats. It is usually a software program that filters the messages that reach your computer over an Internet connection. If an incoming message is flagged by the filter, the firewall does not allow that message to pass. Firewalls also filter outgoing messages. The operating system on your PC probably includes a software-based firewall. You can even download a free firewall program from the Internet. Although you can customize the firewall on your own PC, most people rely on the firewall in their operating system, which uses default rules and restrictions. You can also connect a hardware-based firewall device to your computer using an Ethernet cable. Many routers that send and receive data between networks use a hardware firewall. Hardware firewalls are sometimes more secure, although software-based firewalls are convenient and inexpensive. Most of the time, hardware and software firewalls can coexist, although this may not significantly improve your protection from outside threats.

Presentation notes

A firewall works by having rules that define types of acceptable and unacceptable messages. The firewall compares messages against the rules. A rule will have some matching criteria, and if the message matches, the rule is “fired” (executed). The criteria of the rule might be specific to a website (reject all messages from Facebook.com), specific to a port (accept all messages from port 22), or based on other features such as the size of the message, the time that the message was sent, or the protocol used to send the message (reject any message sent by ICMP but accept any message sent by HTTP). Schools, large companies, and other organizations configure their firewalls to comply with a set of rules. These rules determine what information can pass to and from the computers based on certain words, websites, or IP addresses.

Presentation notes

As we’ve seen, the Internet is a vast, complicated system of data transfer rules. Because the packets we send follow these rules, the Internet is also a highly reliable way to send and receive information, whether that information is traveling across town or across the world. Internet travel time is measured in seconds or less. It is common for a user to see the result of clicking a hyperlink in a second or less. The time it takes to transfer content is more likely to be affected by the amount of traffic a server is dealing with than by physical distance.

Teacher Resource 10.2 Multi-Pass Instructions: How Data Travels the Internet

These instructions apply if you choose to print out the corresponding student resource reading pages and post them around the room. It’s important to print the student reading pages rather than the PowerPoint slides, because the reading pages include notes that have further important information for students to consider about each key concept. Instruct the students to take several passes around the room, each time noting the information described below.

First Pass: Survey (5 minutes)  Read the title and introduction, and note the sections of the presentation.  Examine the illustrations: Have you seen any screenshots like these before?  Read the headings to see how the presentation is organized.  Paraphrase the information acquired. What information has been the most surprising to you? Second Pass: Size Up (15 minutes)  Identify key concepts by using titles and headings, visuals, bold print, and italics. Have you encountered any of the hardware or other equipment mentioned before?  Generate questions about key concepts related to the Internet’s connectivity and answer them by looking at the slides.  Paraphrase key concepts. How is the Internet organized? How does each machine send and receive data over the Internet?

Third Pass: Sort Out (5 minutes)  Answer student-generated questions, and reinforce key concepts.

Teacher Resource 10.4 Bingo Game: Terms and Definitions

Directions: Call out the definitions only, in random order, giving students time between each definition to look at their bingo card and put a placeholder on the term they think you have defined. Fill in your own bingo card as you go so that you can check for accuracy when a student shouts “bingo!”

1. Internet: The world’s largest computer network.

2. packets: All data travels the Internet in frames that contain these.

3. client: A computer that connects to a server computer.

4. ISP: A company that manages and sells consumer access to the Internet.

5. LAN: A type of network where computers are close together, typically in the same building or office.

6. hop: A stop along the route that data travels across the Internet.

7. WAN: A type of network where computers are far apart—in different buildings, cities, or countries.

8. firewall: A piece of hardware or software on a network designed to limit access to certain machines or users.

9. HTTP: A networking protocol that allows web browsers to talk to web servers.

10. router: A device that links two computer networks or that links a LAN to the Internet.

11. ARPANET: The first wide area network (WAN), which sent its first message in 1969.

12. FTP: A protocol that allows files to be transferred through a network.

13. IP address: A unique set of numbers assigned to a specific computer that is connected to the Internet.

14. HTTPS: A networking protocol that allows web browsers to talk to web servers, using only encrypted messages.

15. URL: The address for a resource, typically a web page.

16. ipconfig: You use this command to show a computer’s IP address in Windows.

17. TCP/IP: The standard Internet protocol used since 1983 that networks use to exchange data.

18. cable modem: This is often used, along with a router, to connect home and office computers to the Internet; it uses the same coaxial lines that go to your television.

19. Domain Name Service (DNS): This is like a phonebook for the Internet: it looks up a host name and returns an IP address, or vice versa.

20. domain name: A name that identifies a computer network on the Internet.

21. DSL modem: This is often used, along with a router, to connect home and office computers to the Internet. It uses phone line connections to connect to the Internet, but since data travels at a higher frequency, the line can simultaneously be used for phone calls.

22. server: A computer that provides information or services to other computers.

23. IPv6: The most recent style of Internet address that uses 128 bits.

24. frames: Web pages and files travel as a series of packets in these.

Teacher Resource 10.5 Quiz: How the Internet Works

Student Name: ______Date: ______

Directions: Respond to the questions and statements below.

1. What is the Internet? What is it made up of?

2. How does data travel the Internet? How does it know where to go?

3. Draw a simple LAN diagram showing IP addresses and how each computer connects to the Internet.

4. What is an ISP? How does it work?

Teacher Resource 10.6 Answer Key: How the Internet Works Quiz

While student answers will vary, the following answer key contains the basic knowledge and concepts to be stated in their responses. Use your preferred scoring or point system to assess the quizzes.

1. What is the Internet? What is it made up of? The Internet is the world’s largest computer network. At its most basic level, it is a WAN made up of many, many smaller WANs and LANs. The Internet links together billions of computers and networks around the world.

2. How does data travel the Internet? How does it know where to go? Each device on the Internet has an IP address, which is similar to the street address for a house. The IP address tells data where it should be delivered and also tracks where data has been sent from. Data travels the Internet in frames that contain packets. Web pages and files travel as a series of packets encapsulated in a frame. Data is divided into packets, packets travel along different networks toward their destination, and then packets are reassembled at their destination. Routers are the devices that receive the frame and process each packet’s IP address.

3. Draw a simple LAN diagram showing IP addresses and how each computer connects to the Internet.

Student drawings should resemble the diagram below.

4. What is an ISP? How does it work?

An ISP is an Internet service provider. It is a company that provides individuals and companies with a connection to the Internet. An ISP’s services usually include providing users with email addresses and providing access to online storage space, and they sometimes offer web hosting services. DSL and cable Internet are the most common types of consumer Internet connections provided by ISPs. How it works depends upon the type of modem you connect your computer to. DSL modems use phone lines to connect to the Internet. But since the lines carry digital data at a higher frequency, they do not tie up the phone line. For this reason, DSL can be “always on.” Cable modems work like DSL but use the same coaxial lines that go to your television.

Teacher Resource 10.7 Key Vocabulary: How the Internet Works

Term Definition

backbone Large fiber-optic cables (or bundles of them) that move much of the data packets on the Internet from one place to another.

broadband An Internet connection that is made using a modem but is always on (dialing in to establish a connection is not needed).

client A computer that connects to a server computer.

digital subscriber line (DSL) A type of Internet connection that uses phone lines but transmits signals digitally across an always-open connection.

domain name A name that identifies a computer network on the Internet.

File Transfer Protocol (FTP) One particular protocol that allows files to be transferred through a network.

Hypertext Transfer Protocol The networking protocol used by the World Wide Web. It defines (HTTP) how messages are formatted and transmitted, and the actions web servers must take in response to requests received from clients.

Hypertext Transfer Protocol A variation of HTTP in which messages are encrypted before they Secure (HTTPS) are transmitted. This assures a user that any information entered into a web form, such as a credit card number, cannot be intercepted or understood by a third party. HTTPS is needed because HTTP is not secure.

integrated services digital An older type of Internet connection that uses standard circuit- network (ISDN) switched phone lines to send digital data.

Internet Protocol (IP) address A unique set of numbers assigned to a specific computer that is connected to the Internet. This is similar to a house’s street address.

Internet service provider (ISP) A company that sells and manages consumer access to the Internet.

IPv4 An older form of addressing that limited the number of unique IP addresses available.

Term Definition

IPv6 A newer form of addressing that has a nearly unlimited number of unique IP addresses. IPv6 also provides a form of encryption technology not available in IPv4.

router Networking hardware responsible for keeping data going from hub to hub across a network.

server A computer that provides information or services to other computers.

Transmission Control The set of networking rules that control how data is sent from one Protocol/Internet Protocol specific machine (as defined by its IP address) to another. (TCP/IP)

Teacher Resource 10.8 Bibliography: How the Internet Works

Print Gralla, Preston. How the Internet Works, 8th ed. Indianapolis, IN: Que Publishing, 2007.

Online Cerf, Vinton G. “How the Internet Really Works.” NetLingo, http://www.netlingo.com/more/cerfart.cfm (accessed May 24, 2016). “History of the Internet.” Internet Society, http://www.isoc.org/internet/history/ (accessed May 24, 2016). Internet World Stats Usage and Population Statistics, http://www.internetworldstats.com/stats.htm (accessed May 24, 2016). Nuasoft Internet Surveys, http://www.nua.ie/surveys/ (accessed May 24, 2016). Ookla Speedtest, http://www.speedtest.net/ (accessed May 24, 2016). “Packet Switching.” Wikipedia, https://upload.wikimedia.org/wikipedia/commons/f/f6/Packet_Switching.gif (accessed May 24, 2016). Speakeasy, http://www.speakeasy.net/ (accessed May 24, 2016). “Three Technology Revolutions.” Pew Internet & American Life Project, http://www.pewinternet.org/three- technology-revolutions/ (accessed May 24, 2016). Zakon, Robert H. “Hobbes’ Internet Timeline.” Zakon.org, http://www.zakon.org/robert/internet/timeline/ (accessed May 24, 2016).

Student Resources

Resource Description

Student Resource 10.1 Reading: How the Internet Works

Student Resource 10.2 Reading: How Data Travels the Internet

Student Resource 10.3 Reading: Connecting to the Internet

Student Resource 10.4 Comparison Shopping: Learning about ISPs

Student Resource 10.5 Project Planner Page 6: Planning a Dream Personal Technology System

Student Resource 10.1 Reading: How the Internet Works

What Is the Internet? Sending emails, downloading music, searching for information: all of these are acts that have become so automatic for us. But have you ever stopped to think about what is happening when you click Send or Download or Search? What actually is “the Internet” and how does it work? At its most basic, the Internet is a network. In fact, it is the world’s largest wide area network (WAN). As of November 2015, more than 3 billion people were regular Internet users (3,366,261,156 users according to Internet World Stats at http://www.internetworldstats.com/stats.htm). So what makes up this giant WAN? The answer is: smaller networks. Everything that you find online, including web pages, email, instant messaging, FTP sites, online games, and more, comes to you through the Internet. But it was not always this way. In the early 1990s, the number of Internet users was only in the thousands. And at the very start, the Internet was made up of only three computers.

How Did the Internet Begin? Let’s take a step back in time and see how we even got to this big complicated network. We associate the Internet with our current times, but really it began much earlier. Let’s take a look at the important dates in the history of the Internet: Early 1960s: The idea of connecting computers across long distances is born. The researchers at the US Department of Defense’s Advanced Research Project Agency (ARPA) had three computers—two in California and one in Boston—and they wanted to be able to access each of them, regardless of their location. Their work to make this happen led to the idea that would become the Internet. October 29, 1969: The first ARPANET message is sent. Once the groundwork had been laid by ARPA, work began on the ARPANET, the first WAN. To manage the messages, this network had four small computers (called interface message processors) that connected to four large mainframe computers, three in California and one in Utah. 1969: The first network protocol is established. Early on, there was a need to establish rules for how computers in a network communicate with each other. These rules are called network protocols. Protocols control or enable the connection, communication, and data transfer between two computing endpoints. 1971: The ARPANET starts being used for email. 1972: ARPA is renamed DARPA. When ARPA’s mission became more focused on national security and defense issues, a D for defense was added to the beginning of its name. The name has changed back and forth over the years, but today the agency is most commonly known as DARPA. 1973: File Transfer Protocol (FTP) comes into use. A common set of rules for transferring files, FTP created a standard that allowed more computers to join the ARPANET. 1981: 213 computers are connected to the network, including several outside of the United States. In the early 1980s, new networks started to crop up. Each of these networks used its own set of protocols to handle data. Some of these networks gave network access to personal computer users. The earliest bulletin board and real-time chat services also appeared around this time. 1983: TCP/IP is introduced. Transmission Control Protocol (TCP) uses a set of rules to exchange messages with other Internet points at the information packet level. Internet Protocol (IP) uses a set of rules to send and receive messages at the Internet address level. TCP/IP became the standard that

Copyright © 2007–2016 NAF. All rights reserved. NAF Principles of Information Technology Lesson 10 How the Internet Works networks used to exchange data, allowing the various networks to link up and communicate. The transition to TCP/IP, along with the original ARPANET, led to a new name being used: Internet. Soon, the term Internet began to be used to describe any network that used TCP/IP. TCP/IP is still the standard Internet protocol today. Mid-1980s: The Internet expands globally. Also, the first Internet service providers (ISPs) appeared near the end of that decade. 1993: Netscape is introduced. Netscape was the first popular web browser, and with the addition of the World Wide Web, the Internet took on the basic form we know today.

How Does the Internet Work? We think of the Internet as being an invisible area where information just floats around. In reality, it is made up of very real—and visible—hardware: computers on the Internet connect through fiber-optic cable, telephone networks, and long-distance communication via satellite or microwave radio waves. Networks These physical connections build networks. As you know now, the Internet is actually made up of many small networks. So, imagine a big room full of people who can only communicate by passing notes to each other. In one corner of the room, a few people start writing notes on paper they find. They are one network. In another corner, they write on their hands and hold them up for the others to see. In yet another corner, they have small whiteboards they pass around. Each small group can talk to each other, but the people with paper can’t communicate with the hand or whiteboard people, and vice versa. What they need is an agreement about the type of material they are going to use to pass their messages. This is what the protocols do on the Internet. In fact, because the Internet is so large and made up of so many different parts, it is these protocols that do most of the work in defining it. Internet Protocols TCP/IP is still the standard that defines what data packets look like on the Internet and how they are sent and received. In addition, protocols like Hypertext Transfer Protocol (HTTP) and File Transfer Protocol (FTP) control the more specific messages and data formats used by the network. Let’s go back to our big room full of people. Let’s say they decided to all use paper. So, bits of paper are moving from person to person and flying through the air. Messages are going, but it is chaos. How do people get the messages intended for them? What we need is a way to manage the flow of messages. On the Internet this is called the Internet backbone. The backbone is a group of networks that includes what are known as core routers, responsible for identifying which network to route a message to from the backbone. The backbone used to be maintained by the US government and other governments, but today management of the backbone is handled by the largest of the ISPs, such as AT&T and Sprint. Servers and Clients Remember, the Internet is made up of networks, which are in turn made up of individual computers. Every computer on the Internet is either a server or a client. A server provides information or services to other computers. A client asks for information from a server. There are many kinds of servers (such as web servers, gaming servers, and email servers). How a client computer connects to the server and what software it uses to access the server’s information is determined by the server type and the type(s) of protocol that this type of server uses. So how do clients and servers find each other? Let’s go back to our big room once again. Now we have managers who are getting all of the messages and sending them on to the right network. But how do they know which network—and which computer—to go to? In the room, individuals have to write the name and location of the person they are sending a message to. Computers on the Internet use the IP address of the other computer (whether server or client). The IP address is a computer’s unique address, like its name. But that’s not the only number in play: When a client computer connects to a server, it also uses a

Copyright © 2007–2016 NAF. All rights reserved. NAF Principles of Information Technology Lesson 10 How the Internet Works numbered port on the server. The number of the port that it is connected through also depends on what type of information the client computer is trying to get from the server.

What Are the Parts of an Internet Address? Because of the sheer number of computers on the Internet, IP addresses have to be really long to ensure that there are enough variations for each computer to have its own. All IP addresses are 32-bit numbers separated into four parts known as octets. For instance, one Internet address could be 10.11.12.13. While it is helpful to have that address, it is not efficient for the core routers to have to find a specific address out of millions. In our room, we said messages have to list both who they are for and where they are located in the room—which network they are in. IP addresses are the same; they have two parts: a network address, and a device address on that network. As an example, 10.11.12.13 might represent the network 10.11.12 and the device 13. Currently two forms of IP addresses are in use. The older form, known as IPv4 (Internet Protocol version 4) has been in use since the 1980s. The IPv4 address consists of 32 bits providing for roughly 4 billion unique addresses. This sounds like a lot, but we are quickly running out of unique addresses. A newer addressing scheme is called IPv6 (version 6). Although not in use by everyone, it promises to provide far more addresses than we can ever use, because the IPv6 address will be 128 bits in length. Now, imagine you are doing research for a project. Numbers are the language of computers, but it’s not realistic that you would remember a 32-bit number for every website you want to visit. Instead, you use addresses with words. We refer to these as IP aliases instead of IP addresses. The most common form of IP alias is the URL. So rather than 10.11.12.13, you would use the IP alias research.com (that’s a made-up example!). The IP alias (or URL) and the IP address are interchangeable. For example, if you wanted to go to cnn.com, in any browser, you could type http://www.cnn.com or http://157.166.226.26. While the names are easier for us to remember, they still contain a lot of information. A basic Internet URL has three parts: the protocol, the web server’s name (called a host name), and the specific resource being requested (a file). For example, consider the web address for CNN online: http://www.cnn.com.  The first part, http://, is the protocol that is needed to view the page. Although HTTP is the most commonly used protocol, others include HTTPS (for secure communication), MAILTO, and FTP.  The second part, www.cnn.com, is the web server’s name. Let’s break this down: o The www refers to the World Wide Web. Sometimes called “the web” for short, the World Wide Web is the huge set of documents (web pages) stored on special computers called web servers. In fact, it is so large, people often incorrectly use its name interchangeably with the Internet. The documents of the web are linked together by hyperlinks and URLs and are sent using the protocol HTTP, creating an interconnectivity (that’s why it’s called a web). o cnn.com is the domain name. Domains are a way to organize web pages on the Internet. There are several top-level domains that divide all web pages into types. The end of the domain name lets you know what kind of domain it is. The domain .com stands for commercial, while .edu stands for educational and .gov for government. Other top-level domain names may signify the country code. For example, a domain name of .cn stands for China, .uk for United Kingdom, and .it for Italy. o The third part is the file name. Let’s say you wanted to send a message to CNN. You might go to www.cnn.com/contact. The contact is the file name. In the case of the home page, www.cnn.com, the file name has been omitted because you are using the default file, often named index.html (or index.php or some other variation). Our web servers are programmed to fill in the default file name if it has been omitted. In other words, when you point your browser to http://www.cnn.com, you are actually going to http://www.cnn.com/index.html.

Translating a Computer’s Domain Name to an IP Address So how do the names of web pages or specific computers get changed from our human names for them to the 32-bit number that computers can understand? Well, we need a translator. On the Internet, that translator is the Domain Name Service (DNS). DNS is like a phone book for the Internet; it looks up a host name and returns an IP address, or vice versa. When you type www.cnn.com into a web browser, the application has to go to a DNS server to find the IP address associated with www.cnn.com. Of course, one translator cannot handle all of the requests flying around the Internet. Instead, there are multiple DNS servers assigned to different physical parts of the Internet. Each part of the Internet has DNS servers, and each computer is configured to query a specific DNS server. Usually home computers are configured to send requests to their Internet service provider’s name server or a free DNS name server. When you type in cnn.com, your computer sends a request called a DNS lookup to its assigned DNS server. Remember, no one server knows all of the domains and IP addresses on the Internet. So if your computer’s assigned DNS server doesn’t have information about cnn.com, it asks its friends, sending out its own request to other DNS servers, which are all linked in a network. That network is linked to a root server, which in turn is linked to other DNS root servers. So, if your DNS server’s network still doesn’t have the information, the root server sends a request to its friends, and the DNS lookup goes on until the DNS name is found on a DNS server and sent back through all of the requests to the original DNS server. Then the DNS server “resolves” the name to the IP address that the application needs to find the right computer. For our www.cnn.com example, the DNS would return the IP address of www.cnn.com, which is 157.166.226.26.

Student Resource 10.2 Reading: How Data Travels the Internet

This presentation explains how data is packaged to travel across the Internet and how computers that connect to the Internet send and receive the packaged data.

The Internet is the world’s largest computer network. It is, at the most basic level, a WAN made up of many, many smaller WANs and LANs. This picture shows an artist’s view of the Internet. Does it remind you of galaxy or star maps you have seen in science classes? It is not hard to think of the Internet, with its millions and millions of connection points, as being a lot like the universe, with its millions and millions of stars. Image retrieved from http://commons.wikimedia.org/wiki/File:Internet_map_1024.jpg on June 21, 2012, and reproduced here under the terms of the Creative Commons Attribution 2.5 Generic license. Image created using data from The Opte Project.

As this chart shows, data is placed into logical packets that are addressed individually with the destination. This allows multiple messages (packets) to be turned into one coherent message.

Student Resource 10.3 Reading: Connecting to the Internet

How Networks Link to the Internet The Internet is a collection of many smaller networks that communicate with each other. Therefore, instead of thinking of “networks linking to the Internet,” you might think of many networks connecting to each other to create the Internet. The smallest networks are the ones individual Internet users set up in their own homes. These connect to a larger network run by an Internet service provider (ISP). The ISP then connects at network access points to other networks, all of which follow rules that help them to communicate freely. The Internet is just a conglomeration of connections made at network access points. Backbones and routers handle data at the highest levels. Backbones are large fiber-optic cables (or bundles of them), or in some cases, connections made through microwave or satellite communication. Routers are responsible for moving data between networks or sections of a network. Different networks use this equipment to talk to one another as though they were part of the same network.

What Is an Internet Service Provider (ISP)? An ISP provides individuals and companies with a connection to the Internet. When you sign up with an ISP, you can expect to be given an email address and access to some storage space on the ISP’s servers. ISPs also allow their customers to choose the type of service that best suits their needs. Not so long ago, dial-up accounts (connections that ran over telephone lines) were common. The first type of broadband connection available to consumers was called ISDN (integrated services digital network), but it has been replaced by faster broadband services. Today, DSL (digital subscriber line) and cable Internet are the most common types of consumer connections. Connections can be made through copper wire telephone lines or cable TV lines, but fiber-optic lines are slowly becoming more and more popular.

Connecting Your Computer to the Internet There are many ways to connect a computer to the Internet, but all those ways are the same at the most basic level: get a modem and an ISP, plug your computer into the modem, and then turn the modem on. What happens when you do that is a little more complicated. If you have a broadband connection, you connect your computer to a modem, but you needn’t connect to your ISP every time you want to use the Internet—the connection is always on. DSL (and ISDN) connections use phone lines, but the lines carry digital data at a higher frequency, so they do not tie up the phone line. That is why DSL can be “always on.” Cable modems work like DSL but use the same coaxial lines that go to your television. In other cases, a dedicated fiber-optic line might be connected to your household, capable of carrying Internet, telephone, and cable television. If you have a T1 connection, you have a dedicated line—no one else can use it. T1 lines are connected using a pair of copper wires, similar to phone lines. If you have a dial-up modem, each time you connect to the Internet, your modem uses a phone line to dial the banks of modems at your ISP. Once your modem “handshakes” with the network, it converts digital signals from your computer into analog signals that can be sent over your phone line to your ISP. You can also choose to connect to the Internet wirelessly. Most wireless devices connect to the Internet in the same way as the wired ones described above, but instead of the modem connecting to your computer, the modem connects to a wireless hub or router. With a wireless networking card, your computer can then connect to the hub or router. When your computer connects to your ISP, the ISP assigns it an IP address, the number that is used to identify your computer on the Internet. This is typically a dynamic address that changes every time your computer connects to the Internet. Servers or computers that host web pages are issued a static IP address that stays the same so that the DNS can find the site. Static IP addresses are more expensive and are used much less frequently on today’s Internet.

Student Resource 10.4 Comparison Shopping: Learning about ISPs

Student Name:______Date:______

Directions: Follow the steps below to learn how to compare different Internet service providers. Keep this resource handy as your culminating project group discusses choosing an ISP.

Open your web browser and go to http://www.earthlink.net. Select the Residential tab in the upper-left corner of the page. What types of access are offered in the menu bar across the top of the screen? What types of high-speed access are offered?

What is the typical price for the services? Do you see any pricing trends (what makes a price higher or lower)?

Choose one service plan and click “Learn More.” Record what the plan offers here:

Now go to http://www.att.com. Use the menu to select Shop > Internet > U-verse Internet. What types of service do you see advertised? Write three different levels of service here:

What is the typical price for the services? Do you see any pricing trends (what makes a price higher or lower)?

Choose one service plan and click to learn more. Record what the plan offers here:

Now go to http://www.megapath.com. Use the Check for Services feature. What types of service do you see advertised? Write three different levels of service here:

What is the typical price for the services? Do you see any pricing trends (what makes a price higher or lower)?

Choose one service plan, and click it to learn more. Record what the plan offers here:

What differences have you observed between the service plans offered by Earthlink, AT&T, and MegaPath? How would you use this information to select an ISP?

Student Resource 10.5 Project Planner Page 6: Planning a Dream Personal Technology System

Student Names:______Date:______

This is the sixth page of the project planner you’ll use to help plan your group’s personal technology system. Later, you will choose items such as the operating system and deal with other considerations you might need to keep in mind. Remember that you should be keeping track of all of your project planner pages for the entire course. Your group will collect and submit all of these resources at the end of the project.

Answer the questions below to identify and plan whether and how the dream system your group is designing will connect to the Internet. List the factors (such as ease of connectivity, desired connection speed, and so on) you will keep in mind while making plans for the system. Don’t forget to think about the goals you outlined for your personal technology system when you are making these choices.

When discussing your plans, be as specific as you can, but don’t worry about the exact service plan or ISP you might choose. For example, if you know you will choose broadband but have not yet chosen the specific connection speed you would want, you can come back to this later and add that information. You may also choose to add the ISP you would use at a later date. If you do not believe that your system needs to connect to the Internet, be sure to explain this and justify your reasoning.

What this system will be used for:

Type of Internet access we need (be as specific as you can):

How will you connect to the Internet (dial-up, DSL, cable, satellite, T1, etc.)?

Why did you make these choices?

Additional notes:

This lesson introduces students to the primary modes of Internet communication. Students learn about the client/server technology behind email and then get practice writing a professional email. Students also learn about the technology behind voice over IP (VoIP) and instant messaging, all of which are ways to communicate on the Internet. Students then get a basic overview of what the “digital divide” issue is and why it is important. Students learn about the kinds of technological inequalities that exist, and they work collaboratively to think of something they can do as a class to address concerns associated with the digital divide. Their ideas are then published on a blog site created for the class. Advance Preparation  In Class Period 3, students send professional emails to NAF academy advisory board members, asking for advice about their culminating project. You will need to contact the board members in advance about the emails they will receive.  For Class Period 4, you will need to install Skype on at least two computers in the classroom. To do this, go to http://www.skype.com, select Downloads from the menu bar, and click “Get Skype for Windows” (or scroll down to learn about Skype for a different operating system). Download the file appropriate for your operating system and follow the installation prompts.  Before Class Period 6, create a blog site that all of your students can post to, or have one or more students create a “Digital Divide” blog site that all students can post to. Be sure to check with your IT support to find out whether blogging is blocked by your school, and find out if a blog application that can be used by students and teachers is already available within your IT infrastructure. If you need to set up a blog site, three good resources are: o http://edublogs.org/ o http://www.blogger.com o http://wordpress.com/ As an alternative to a cloud-based blog site, you could simply have your students post to your school’s website or intranet. This lesson is expected to take 7 class periods.

Lesson Framework Learning Objectives Each student will:  Describe how email is routed through SMTP servers and delivered to the recipient  Explain how the primary modes of Internet communication are used  Demonstrate the ability to communicate using email in a professional setting (professional email address; messages that are professional in content, tone, and construction)  Identify the IT inequalities that exist and explain the significance of those inequalities  Describe issues related to the digital divide and propose a solution to address them* *This is one of the 16 key learning objectives assessed by the NAFTrack Certification end-of-course exam for this course. Academic Standards The relevant Common Core State Standards are too extensive to list here but are an important basis for this lesson. For details, please refer to the separate document “Correlations to the Common Core Standards” (available in the Course Planning Tools section of the course materials).  Demonstrate effective professional communication skills and practices that enable positive customer relationships (Common Career Technical Core 2012, IT 1)  Identify different types of electronic communication/collaboration and how they work (IC3 GS4 2012, Living Online)  Identify how to use an electronic mail application (IC3 GS4 2012, Living Online)  Identify the appropriate use of different types of communication/collaboration tools and the “rules of the road” regarding online communication (“netiquette”) (IC3 GS4 2012, Living Online)  Select and use applications effectively and productively (ISTE NETS for Students 2007, 6b)  Demonstrate positive cyber citizenry by applying industry accepted ethical practices and behaviors (Common Career Technical Core 2012, IT 4)  Describe trends in emerging and evolving computer technologies and their influence on IT practices (Common Career Technical Core 2012, IT 6)  Identify information about the Internet, the World Wide Web and Web sites and be able to use a Web browsing application (IC3 GS4 2012, Living Online)  Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media (ISTE NETS for Students 2007, 2a)  Contribute to project teams to produce original works or solve problems (ISTE NETS for Students 2007, 2d)  Identify and define authentic problems and significant questions for investigation (ISTE NETS for Students 2007, 4a)  Exhibit leadership for digital citizenship (ISTE NETS for Students 2007, 5d)

Assessment

Assessment Product Means of Assessment

An email to a local NAF academy advisory board Assessment Criteria: Professional Email member (Student Resource 11.4) (Teacher Resource 11.2)

A blog entry on how to shrink the digital divide in Assessment Criteria: Blogging about the Digital the local community (Student Resource 11.7) Divide (Teacher Resource 11.4)

Prerequisites  Ability to create, edit, and send a simple email message  Ability to navigate independently to websites on the Internet  Working understanding of how computers can be linked together to serve common goals and/or exchange data  Understanding of binary numbers  Awareness of how the Internet works and how it is accessed  Awareness of technology’s importance in business, government, and education

Instructional Materials Teacher Resources  Teacher Resource 11.1, Examples: Professional and Unprofessional Email (separate PowerPoint file)  Teacher Resource 11.2, Assessment Criteria: Professional Email  Teacher Resource 11.3, Presentation and Notes: How VoIP Communication Works (includes separate PowerPoint file)  Teacher Resource 11.4, Assessment Criteria: Blogging about the Digital Divide  Teacher Resource 11.5, Prompts: Learning Objective Reflection (separate PowerPoint slide)  Teacher Resource 11.6, Key Vocabulary: Communicating over the Internet  Teacher Resource 11.7, Bibliography: Communicating over the Internet Student Resources  Student Resource 11.1, Survey: Who Knows About…  Student Resource 11.2, Reading: Communicating on the Internet  Student Resource 11.3, Guide: Email Client/Server Role-Play  Student Resource 11.4, Writing Assignment: Professional Email  Student Resource 11.5, Reading: How VoIP Communication Works  Student Resource 11.6, Reading: What Is the Digital Divide?

 Student Resource 11.7, Writing Assignment: Blogging about the Digital Divide Equipment and Supplies  Two computers with Internet access, speakers, and a microphone (built-in or separate) on which you can install Skype and make a call  Computer connected to an LCD projector for PowerPoint presentations  Computers with Internet access  Two sample email messages: one professional in tone and construction, one unprofessional in tone and construction  Blackboard, whiteboard, or flip chart

Lesson Steps

Step Min. Activity

CLASS PERIOD 1

1 15 Survey: Who Knows About… This activity gives students a chance to survey each other informally and share their experiences with online communication. With the class, read the directions in Student Resource 11.1, Survey: Who Knows About…. Within 5 minutes, students should try to find as many of their classmates as possible to fill in the boxes. For example, if a student uses Snapchat, he or she should initial the “I use Snapchat” box. Students should not write their initials in more than two boxes on any one resource—the goal is to survey as many students as possible. Allow time for students to talk with classmates and gather initials. Then ask students to return to their seats, and invite them to discuss their findings, first with a partner and then as a class. Ask the following questions:  Which boxes had the most initials? The least?  Were there any boxes that no one was able to fill? Which ones were they?  Why do you think certain sites and apps are more popular than others? Let students know that in this lesson, they will focus on communicating on the Internet.

2 35 Reading: Communicating on the Internet

Step Min. Activity

Students learn about different forms of communication over the Internet. Before having students read Student Resource 11.2, Reading: Communicating on the Internet, coach them in the use of the SQ3R method. Tell them that this way of reading is really useful in any class where they need to learn new material. (For a detailed explanation of this instructional strategy, please see The NAF Learning Handbook.) Place students in pairs and explain that these are the steps that they will follow in this activity:  Survey: Ask students to read the title and speculate about the topic.  Question: Have the pairs generate questions about the topic before the reading. Each pair should create at least three questions. Post some of the questions for the entire class.  Read: Read Student Resource 11.2 to answer questions. Reread the headings as well as anything that is unfamiliar or unclear.  Recite: Talk about, reread, and/or take notes about key ideas or text highlights.  Review: Review key points and summarize understandings. Make sure that students understand how both email and instant messaging work. Once the students understand what they need to do, have them read Student Resource 11.2. As a final check for understanding, ask students:  What are the similarities between how email and instant messages are delivered over the Internet? What are the differences?  Do you agree that instant messaging is less popular than it once was? Point out to students that knowing exactly what occurs when they send or receive an email message or participate in an IM session is an important skill for someone working in an IT role within any industry.

CLASS PERIOD 2

3 20 Role-Play Preparation: How Email Works This role-playing exercise helps students understand how emails are routed from email clients to SMTP, DNS, and POP3 servers. The activity focuses on the following college and career skills:  Demonstrating adaptability and flexibility  Demonstrating teamwork and collaboration Ask students to look once more at Student Resource 11.2, Reading: Communicating on the Internet, as you review the functions of SMTP, POP3, and IMAP. Then divide students into groups of eight or fewer. Refer them to Student Resource 11.3, Guide: Email Client/Server Role-Play, and ask each student to take a role. Have students work through the guide to prepare for their performance. Let them know that they must follow the steps in the script exactly, or the email message will not be deliverable.

Step Min. Activity

4 30 Role-Play: How Email Works This role-playing exercise reinforces for students exactly how an email message is delivered. Ask each group to present their role-play, “How Email Works,” for the class. Let students know that by memorizing their parts, as well as the parts of others as best they can, they will be gaining the knowledge they need to set up email server protocols for an email client. After all groups have performed the role-play for the class, ask students to call out their impressions of the role-playing exercise. Did they think they learned more as a role-play participant or as an audience member? Why? Give students the opportunity to ask any lingering questions. Challenge students to solidify their understanding by sharing with a friend or family member how email works.

CLASS PERIOD 3

5 20 Examining Examples: What Makes an Email Message “Professional”? This activity gives students a chance to analyze and discuss what makes an email message professional or unprofessional. Prior to class, feel free to add to or change the example emails in Teacher Resource 11.1, Examples: Professional and Unprofessional Email, to better suit your students. Begin by displaying the first slide from Teacher Resource 11.1, Examples: Professional and Unprofessional Email (separate PowerPoint file), to the class, and ask students to read the example email. After students have read the email, ask them to evaluate it. What elements can they identify that make this an unprofessional email message? Next, share the second slide with the students. After students have had time to read the second email, ask them to evaluate it. What elements can they identify that make this a professional email message? If the topic does not come up in the discussion, remind students of the importance of using a professional email address. Remind them that they created a professional email address in Lesson 7 (if they did not already have one), when they used Mail Merge and Gmail. Finally, create two columns on the blackboard called “Professional Email Dos” and “Professional Email Don’ts,” and have students help you list items in each column. Help students clarify their ideas on what goes in each column, and answer any remaining questions. Tell students they now have the knowledge they need to create and send a professional email of their own.

6 30 Writing Assignment: Professional Email Message This writing assignment calls upon students to compose and send an email message to

Step Min. Activity

a member of your local NAF academy advisory board, asking a question they have about the hardware or software they are including in their group’s culminating project. Prior to class, contact NAF advisory board members to let them know that your students will be sending them an email about their culminating project. Send Student Resource 5.4, Culminating Project Launch: Designing a Dream Personal Technology System, as an attachment to provide information about the project. Refer students to Student Resource 11.4, Writing Assignment: Professional Email. Go over the assignment and the assessment criteria with them; then look at the example with the students, giving them the following prompts for discussion:  What would you have done differently to improve this email?  What in this email is worth emulating? Give students about 20 minutes to compose their email, and then ask them to share it with a partner, who will check and make sure that it meets or exceeds all of the assessment criteria. Ask students to copy you on the final draft of their email when they send it, for assessment purposes. If necessary, allow them to complete the final version of their email for homework. Evaluate their emails using Teacher Resource 11.2, Assessment Criteria: Professional Email. Remind students that they will need to draft and send a reply once they hear from the advisory board member. The reply need not be lengthy, but it must be polite, thanking the sender for his or her time and assistance. This too will reinforce for students how to use email in a professional capacity. Remind students that composing a professional email is a skill they will need regardless of the field they ultimately end up working in.

CLASS PERIOD 4

7 10 Presentation: Voice Over IP Communication

This activity gives students a look at VoIP communication, reinforcing the differences between analog and digital communication and explaining what happens when a VoIP phone call is placed. This activity also develops students’ listening and note-taking skills. To prepare, make notes to guide class discussion using Teacher Resource 11.3, Presentation Notes: How VoIP Communication Works. Have Teacher Resource 11.3, Presentation: How VoIP Communication Works (separate PowerPoint file), ready to show as a full-screen slideshow using an LCD projector. If you have a VoIP phone system in your school, introduce this activity by pointing out the VoIP phone in your classroom to students. It is likely the phone has an Internet cable (CAT5) entering and possibly also leaving the phone through an Ethernet port rather than traditional telephone wiring. Explain to students that many schools and businesses are installing VoIP telephone systems because they offer more features and cost less, and they can use the same Ethernet cabling that the computers use. Next, ask students what they already know about VoIP communication. Tell them they

Step Min. Activity

will be seeing a demonstration of VoIP communication in the next activity, and instruct them to take notes in their notebook during the PowerPoint presentation so that they will be able to explain what is happening during the demonstration. Write the following prompts on the board, and ask students to respond to them in their notebook as you present the PowerPoint slides:  What items create analog signals? What items create digital signals?  What types of signals control most of the phone calls I place and receive?  What makes VoIP phone calls different from other phone calls? Present the slideshow. Use the notes you prepared and the questions on the slides to encourage class discussion. This presentation is duplicated as Student Resource 11.5, Reading: How VoIP Communication Works. If an LCD projector is unavailable, students can read the presentation, answer the discussion questions in their notebook, and discuss their answers as a class. This student resource is also useful for review. After the presentation, have students compare their notes for completeness and accuracy in pairs. Then have the pairs report out as a class, and address any outstanding questions or misunderstandings. Make sure that the class is clear on what VoIP is before moving on to the in-class demonstration. Tell students this information will help them understand what is happening as you proceed with the upcoming in-class VoIP demonstration.

8 30 Demonstration: Voice Over IP Communication This exercise teaches students about voice over IP (VoIP). Before students arrive, install Skype on one computer in the classroom. To do this, go to http://www.skype.com and click Downloads in the menu bar at the top of the page. Download the file appropriate for your operating system, and follow the installation prompts. To introduce this activity, review with students what they learned from the VoIP PowerPoint presentation. Review the meaning of analog and digital signals and ensure that students are clear on the fact that VoIP takes analog audio signals, like the kind you hear when you talk on the phone, and turns them into digital data that can be transmitted over the Internet. When students are clear on how this works, choose one student to download Skype in front of the class, preferably on a computer attached to an LCD projector so that all students can view the installation process. Once the student’s machine has been loaded with Skype, a Skype name has been selected, and so on, place a phone call from your machine to the student’s machine. Be sure to demonstrate the chat feature as well. Make a point of explaining to students that the phone call and chat that you and the student are conducting are taking place entirely over the Internet—no phone lines have been used at any point, nor has there been any charge for the connection. If time permits, allow other students to talk over the Skype connection. Point out to students that as VoIP technology becomes more prevalent, its impact on both personal and business communication is expanding.

Step Min. Activity

9 10 Discussion: What Is the Digital Divide?

This activity introduces students to the concept of the digital divide. Using your computer connected to an LCD projector, access the Google Public Data Explorer map that displays World Bank statistics on Internet usage at http://tiny.cc/POIT_Google_InternetUsage. This interactive map provides up-to-date information about Internet usage by country. (You can highlight an individual country by selecting its check box in the left column. You may wish to use the slide bar directly under the legend to make the colored circles smaller.) Hold your mouse cursor over several different countries on different continents and note the lowest and the highest percentage of Internet users. Statistics will appear under the legend. Also slide the bar at the bottom of the map that shows a progression of Internet usage since 1990. Explore the map for about five minutes, and then ask students the following questions:  What statistics were most unexpected?  Which country that we saw has the highest percentage of Internet usage?  Which country that we saw has the lowest percentage?  What generalizations can you draw for different areas or different continents? Let students know that they will continue to learn about the digital divide in the next class period.

CLASS PERIOD 5

10 15 Reading: What Is the Digital Divide? This reading explains the digital divide in detail and highlights that it is a phenomenon occurring not just elsewhere around the world but within the United States’ own borders. Remind students about the Google Public Data Explorer map that you viewed at the end of the previous class period. You could also project the map again. Tell students that in their reading about the digital divide, they may find some explanations for the data on that map. Ask students to read Student Resource 11.6, Reading: What Is the Digital Divide? As they read, have them circle any unfamiliar terms in addition to any facts that best help them understand the importance of the digital divide. After students have completed the reading, ask them to share with the class any unfamiliar terms that need additional explanation as well as the facts they deemed most important. To conclude this activity, ask if any students feel compelled to take action to bridge the digital divide based on what they learned in the reading. Give students a chance to share their ideas.

11 10 Writing Assignment: A Blog Entry Students are introduced to their assignment, writing a blog post that explains their plan

Step Min. Activity

for bridging the digital divide. Review Student Resource 11.7, Writing Assignment: Blogging about the Digital Divide. Ask students if they know what a blog is or if they read blogs. Students may be familiar with blogs that are written by individuals; they may not be aware that blogs are often maintained by companies or organizations as an effort to educate the public about specific topics. Take a few minutes to show students examples of well-written blogs—in particular, posts on social issues directed toward teens. They can be sites of your choosing, or some examples are:  https://www.teenlife.com/blogs/articles/1-3-us-campaign  http://teenspeak.org/2015/05/14/your-cell-phone-ring-isnt-a-bedtime-lullaby/  http://www.voicesofyouth.org/ Make sure students understand that their assignment is to write a blog post on the digital divide. Let students know that they will now begin to research for their post.

12 25 Research: The Digital Divide and Our Community

In order for the digital divide to be addressed and bridged, people must take action. Students will begin their research to identify ways in which they might be able to help bridge the technological gap between their community’s “haves” and “have nots.”

Have students form pairs, and assign topics to each pair. Suggested topics include:  What is the digital divide within our community?  Which members of our community are least comfortable with going online?  Which members of our community have no online capability at home?  Where can people access free Wi-Fi in our community?  Where can people access computers with online access in our community?  How does our local digital divide compare with the region’s?  How does our regional divide compare with the state’s? The country’s? Assigning a variety of blog topics will prevent a situation where all students are working on the same topic, and it will give students a way to compare what’s happening in your community to what’s happening in the rest of your region. Give students the rest of the class period to research their topic on the Internet. Remind students to keep notes on their research using Student Resource 11.7. This resource also has a list of websites to use as a starting point for their research. Tell students that thinking about far-reaching issues like this is an important skill that enables them to become contributing members of the society in which they live. Ask students to spend some more time before the next class period thinking about the digital divide. Suggest that they continue to explore the URLs in Student Resources 11.6 and 11.7, as well as conduct additional research online. They should come to class prepared to continue discussing the digital divide.

CLASS PERIOD 6

Step Min. Activity

13 25 Research Analysis: The Digital Divide and Our Community This activity gets students thinking more about what they can do to help address the digital divide as they have observed it in their community. The activity also focuses on the following college and career skill:  Thinking critically and systemically to solve difficult problems Place students in groups of four (separating partners from the previous activity) and ask them to take turns sharing their research findings. Students should take notes on other students’ research so that they all take advantage of one another’s work. Some questions for the groups to discuss include: Do any of the ideas presented thus far seem like ones they could implement in some way? How could they, as individuals or as a group, work to help bridge the divide? Tell them that following their research and this small-group analysis, they are equipped to begin thinking about concrete action they could take, with their partner, to help counter the digital divide. Have students break into their smaller two-person groups and let them know that they need to settle on one specific plan of action for their blog post by the end of the class period. They will build upon this idea in the next activity, when they blog about their proposed course of action. Point out to students that people of all ages and from all walks of life have the power to change their communities and that technology sometimes makes it easier to share ideas and reach a wide audience.

14 25 Writing Assignment: Blogging about the Digital Divide

In this activity, students post their plans for bridging the local digital divide on a blog. The activity also focuses on the following college and career skill:  Demonstrating the ability to write effectively Note: Before this class period begins, create a blog site that all of your students can post to, or have one or more students create a “Digital Divide” blog site that all students can post to. Be sure to check with your IT support to find out whether blogging is blocked by your school, and find out if a blog application that can be used by students and teachers is already available within your IT infrastructure. If you need to set up a blog site, three good resources are:  http://edublogs.org/  http://www.blogger.com/  http://wordpress.com/ As an alternative to a cloud-based blog site, you could simply have your students post to your school’s website or intranet. Explain to students that one of the advantages of technology and communicating over the Internet is that it is easier for them to make their voices heard, which means they can work together to solve problems with people they might never meet. Ask students to meet once more with their partner. Explain to them that they will be putting their plans for addressing the digital divide into writing and then posting those plans on a blog that has been created for the class. Share the user name and password

Step Min. Activity

for the account with your students so that they will be able to post their blog entries. Refer students again to Student Resource 11.7, Writing Assignment: Blogging about the Digital Divide. Go over the assessment criteria with them, and answer any questions. Circulate as students are working and assist them as necessary in composing and posting their blog entries. Let students know that they will have a few minutes at the beginning of the next class period to put the finishing touches on their blog entry. For homework they should think about adding graphics, charts, or photos to their entry. If students have Internet access at home, have them use a cloud-based application like Google Docs to share their ideas on graphics, as well as upload, edit, and review the draft of their blog entry.

CLASS PERIOD 7

15 15 Writing Assignment: Blogging about the Digital Divide (Continued)

In this activity, students continue working on their blog entries. When class begins, tell the students that they have a little more time to work on their blog entry. Circulate as students are working and assist pairs as necessary in finishing and posting their work. Once the posts appear on the blog site, assess them using Teacher Resource 11.4, Assessment Criteria: Blogging about the Digital Divide. Remind students that articulating plans for how to address the digital divide not only gives them a chance to affect their community in a meaningful, positive way, but also exposes them to the important career skills of collaborative activism and community involvement.

16 15 Online Class Discussion: Blogging about the Digital Divide

This activity gives each pair a chance to share with the class their blog entry and to read about and comment on how others suggested addressing the digital divide in your community.

After all the groups have posted their plans to the class blog, ask students to read two or three other blog entries and post a comment to each one they read. Encourage students to use what they have learned in this lesson to analyze problems as they encounter them and to engage in proactive thought and action (whenever possible) to right the wrongs they observe.

17 20 Reflection: Key Learning Objective

Students reflect on whether they met a specific learning objective for this lesson. Prior to class, prepare to project Teacher Resource 11.5, Prompts: Learning Objective Reflection (separate PowerPoint slide), during this activity. Note: If your students need more practice and guidance with reflection, return to

Step Min. Activity

Teacher Resource 6.6, Guide: Teaching Reflection, in Lesson 6. Write the following learning objective on the board:  Describe issues related to the digital divide and propose a solution to address them Project Teacher Resource 11.5, Prompts: Learning Objective Reflection. Tell students to choose one of the prompts and think about it in connection with the learning objective on the board. They should then write their reflection in their notebook. Give students a few minutes to write down their thoughts. Ask for a show of hands to see who chose the first prompt. Place these students in pairs or triads to compare their reflections. Do the same for each of the other prompts. Their task is to choose the reflection that is most complete, on topic, and thoughtful. Ask a member of each group to share the reflection that the group feels best fits these criteria. Generate a brief class discussion to help students develop their metacognitive skills. Complete this activity by reminding students that this type of practice will help them when they have to complete professional self-evaluations in their internships or jobs. If your students are participating in NAFTrack Certification, it also prepares them for the reflection component of the culminating project.

Extensions Content Enrichment  Ask students to research netiquette that is specific to a particular type of Internet communication, such as newsgroups, email, social media (Facebook, Twitter), or chat rooms. Based on their findings, students should then write a netiquette manual that can be used by the entire class.  Have students imagine that they have been asked to explain the basics of using email to someone who has never used it. Instruct students to write a how-to guide containing the main points someone should know before entering the world of email—for example, what email programs can do, what to watch out for to avoid trouble, the basic netiquette rules for sending and receiving email, and so on.  Have students create a grid that compares forms of communication across the top, including mail, email, telephone, Skype, and chat. Others can be included if desired, including mass forms of communication like radio, television, newspaper, and magazines. The rows should be features that each form may or may not have, including “free,” “quick,” and “includes video.” After students complete the grid, ask them to reflect on how technology has changed the way we communicate.  Ask students to investigate the availability of computer technology in countries other than the United States. Have them research a region of their choice and then discuss questions such as the following: o How does computer use in the chosen foreign region compare to use in the United States? o What is the United States’ responsibility (if any) to help decrease the digital divide in this region?  Ask students to investigate computer system prices. Do they think there seems to be a price point beyond which lower-income people no longer feel capable of affording a computer? What lower- cost alternatives can the students find? Have them create a spreadsheet detailing these lower- cost systems’ prices and components.

 Ask students to research how cell phone accessibility affects the digital divide in the United States and in other countries. Are people without cell phones at a disadvantage? If so, in what ways? Could cell phones with 3G and 4G technology be a way of narrowing the digital divide? If so, where and how? The continent of Africa, for example, has seen huge growth in cell phone use since 2010, and a barter economy growing up around this. Have students report back to the class on their research.  Ask students to explore in their community where free Internet access is available. For each location found, are there computers available as well? For instance, you might find computers and Internet access in the library and access alone in a coffee shop. STEM Integration  Math: Have students use the demographic information from Student Resource 11.6, Reading: What Is the Digital Divide? to calculate how many people in their community are likely to be without ready access to computers or the Internet.  Technology: Instruct students to view the Pew Internet & American Life Project presentation Digital Divides and Bridges: Technology Use Among Youth, available at http://www.slideshare.net/PewInternet/digital-divides-and-bridges-technology-use-among-youth. Ask students to think about how they would answer the different questions in this survey, and then have a class discussion about the different factors that affect how teens use the Internet. Additional Cross-Curricular Ideas  Social Sciences: Ask students to set up a Skype account with someone in another country or another state. Ask them to use Skype to interview that person about topics relevant to what they are studying in the particular social science class. This gives students an opportunity to broaden their horizons and understand how someone in a different culture or setting thinks about a particular issue.  Journalism: Arrange a meeting for students with the yearbook committee to explain the advantages of everyone using Skype. Students should present a brief report (two to three minutes) on the advantages of Skype, explaining how easy using the service will make it to keep in contact with one another when they are not at school. They should also create a brochure explaining the benefits that the service will bring to the yearbook staff’s communication.  History: Ask students to think of another time when there was a group of “haves” and a group of “have nots.” What parallels can they draw between the period they have chosen and the present- day digital divide? Students should outline their comparisons in a brief oral presentation for the class.  Geography: Refer students to the Google Public Data Explorer map that displays World Bank statistics on Internet usage at http://tiny.cc/POIT_Google_InternetUsage. Instruct students to choose a continent and write a report detailing how Internet usage has developed on that continent from 1990 to 2012. Ask them to compare and contrast different countries on the continent and try to draw some conclusions about why some countries on that continent have higher Internet penetration rates than others.  Government: Ask students to research what plans, if any, their local community is considering to help bridge the digital divide. This could include making free Wi-Fi available throughout the town or city, improving computer access and hours in public places such as libraries, or providing job searchers with free training in how to use the Internet. Ask students to report back to the class on how they can get involved in these efforts.

Teacher Resources

Resource Description

Teacher Resource 11.1 Examples: Professional and Unprofessional Email (separate PowerPoint file)

Teacher Resource 11.2 Assessment Criteria: Professional Email

Teacher Resource 11.3 Presentation and Notes: How VoIP Communication Works (includes separate PowerPoint file)

Teacher Resource 11.4 Assessment Criteria: Blogging about the Digital Divide

Teacher Resource 11.5 Prompts: Learning Objective Reflection (separate PowerPoint slide)

Teacher Resource 11.6 Key Vocabulary: Communicating over the Internet

Teacher Resource 11.7 Bibliography: Communicating over the Internet

Teacher Resource 11.2 Assessment Criteria: Professional Email

Student Name:______

Date:______

Using the following criteria, assess whether the student met each one.

Met Partially Didn’t Met Meet The email address is professional. □ □ □

The email politely asks for the board member’s help or advice regarding the culminating project. □ □ □ The purpose for the email is clear and easy to understand. □ □ □

The tone and structure of the email are professional at all times. □ □ □ The email uses proper spelling and grammar. □ □ □

Additional Comments:

______

Teacher Resource 11.3 Presentation Notes: How VoIP Communication Works

Presentation notes

These slides illustrate the differences between analog and digital communication. They also explain what happens when a voice over Internet Protocol (VoIP) phone call is placed.

Presentation notes

Standard phones use analog signals to send data across telephone wires. VoIP telephones and systems, however, use digital signals. Soon we’ll be experimenting with an all-digital phone call: we will use one of the computers in the room to call another computer in the room. Analog signals are those found in nature: the sound of a voice, a bird’s song, or wind rustling through the trees. Digital signals, however, are binary-based (0s and 1s, or “ons” and “offs”). They exist inside the world of computers and are carried over digital communication lines. In order to convert the digital information stored in a computer into an analog form, we use a device called a MODEM (MOdulation/DEModulation). Modulation is the process of converting a signal from digital to analog, and demodulation is the process of converting a signal from analog to digital. A modem will do both.

Presentation notes

When you place a standard phone call, the data is sent using analog waves. The caller’s voice is sent over a regular landline via the public switched telephone network (PSTN), which is the worldwide network of public circuit-switched telephone networks. The PSTN dates back to the late 1800s. For much of its existence, the twisted-pair cable it used has been a limiting factor—especially when the PSTN began carrying computer signals. Eventually, telecommunication companies invested in updating the PSTN to improve bandwidth. The base stations for the PSTN were connected together by fiber-optic cable or other high-speed forms of communication, such as microwave or satellite signals. The base stations were connected to local subdivisions through fiber-optic cable. However, the cost of replacing the twisted-pair cable from the subdivision to each household was prohibitively expensive. This technology between the subdivision and each household has become known as last-mile technology. It is estimated that the replacement of last-mile technology has cost society more than $250 billion. Although most areas of the United States now have access to broadband Internet connections, some rural communities still rely on the PSTN and are limited by this last-mile technology and its low bandwidth.

Presentation notes

When you place a VoIP call, IP technology changes your voice from an analog to a digital signal. This signal is sent across the Internet, just as it is when you send an email, visit a web page, or do anything else Internet- based. When you receive a VoIP call, the data is changed back again to an analog signal, which is the voice of the caller. Most VoIP systems are based on peer-to-peer networking. Image retrieved from http://www.baacs.com/VoIP.html on June 21, 2012, and reproduced here under fair-use guidelines of Title 17, US Code. Image is the property of Beck & Associates Network Solutions (NSI). Copyrights belong to respective owners.

Presentation notes

There are several ways to use a VoIP system in your home, including these: • To use a software-based VoIP system such as Skype, you need to download the software to your PC. You also need a headset to hear and speak. Skype offers free calling to other Skype users worldwide, but you must be connected to your computer. Skype also allows you to place video calls if the computers at each end are equipped with web cameras. Many Apple and Android-based tablets also provide Skype services over Wi-Fi. • To use a VoIP service provider such as Vonage, you need to pay a monthly fee for the service. This charge is a flat-rate fee, much like the fees charged by regular ISPs. • To use a hardware-based VoIP system such as Ooma, you must buy a device called a hub, which is connected between your incoming Internet line and your modem or router. Your landline telephone then connects to the hub. Because you can place a VoIP call using any landline phone, you don’t need to be connected to a computer. • IP telephones look like regular landline phones but have an Ethernet port. You can plug your IP phone into your Internet connection and make calls without a computer or special software. • If there is electrical interference and noise on the transmission cabling, digital transmission of voice and data will be clearer than analog transmission.

Teacher Resource 11.4 Assessment Criteria: Blogging about the Digital Divide

Student Names:______

Date:______

Using the following criteria, assess whether the students met each one.

Met Partially Didn’t Met Meet

The posting includes a clear description of the plan of action, in addition to two reasons the plan would work. □ □ □

Facts and statistics back up the reasoning behind the plan for decreasing the community’s digital divide. □ □ □ The blog includes personal reactions to the problem. □ □ □ The action plan is original. It is not a copy of some other action plan. The posting uses correct grammar and spelling. □ □ □ The blog entry was successfully posted to the blog. □ □ □

Additional Comments:

______

Teacher Resource 11.6 Key Vocabulary: Communicating over the Internet

Term Definition

developed countries Also known as first-world countries, places with ready access to technology, plumbing, electricity, clean water, and so on, and usually governed by a democracy (e.g., the United States, England, Canada, and so on).

developing countries Also known as third-world countries, places without ready access to technology, plumbing, electricity, clean water, and so on, and not usually governed by a democracy (e.g., parts of South America and most of Africa and Southeast Asia).

digital divide The gap between people who have ready access to technology and the Internet and those who don’t have such access.

electronic mail (email) An electronic message that can be sent with or without file attachments such as word processing documents, spreadsheets, and pictures.

email client Software or hardware used to manage email. Popular software email clients such as Microsoft Outlook and Eudora are also known as mail user agents (MUAs).

flame To send an abusive or personally insulting message, or to attack a person based on previous comments.

have nots In the context of the digital divide, this term refers to those who do not have access to technology.

haves In the context of the digital divide, this term refers to people who have access to technology.

instant messaging A form of Internet chat that is conducted one-on-one through private online chat areas. A user creates a list of other users with whom he or she wants to communicate.

Internet Message Access A protocol used to retrieve email messages. IMAP is similar to POP3, Protocol (IMAP) but with some advanced features. The main difference between the two is that IMAP generally leaves the email on the mail server.

Internet Relay Chat (IRC) A service that allows many people in different places to “chat” by typing messages in real time, usually in a chat room.

Term Definition

A term that refers to the often outdated technologies employed in those last-mile technology last few miles of connection between the high-bandwidth Internet infrastructure and individual households. The cost of replacing this last- mile technology has cost our society over $250 billion.

Multi-Purpose Internet Mail A protocol that lets email messages include attachments of different Exchange (MIME) kinds of data, including audio files, image files, video files, application software data files, and application programs. Without MIME, email would be limited primarily to text only.

netiquette A group of commonly understood rules of politeness and respect used when communicating online.

newsgroup A public forum that consists of articles and follow-up comments on one or more specified subjects.

Post Office Protocol (POP) A protocol used to retrieve email from a mail server. POP3 is a later iteration of the POP protocol and can be used with or without SMTP.

POTS (plain old telephone Traditional analog phone service and switching protocols. service)

Simple Mail Transfer An Internet-standard protocol for sending email messages between Protocol (SMTP) servers on IP networks. Because SMTP is generally used to send messages from a mail client to a mail server, you should specify both the POP or IMAP server and the SMTP server when configuring an email application.

Teacher Resource 11.7 Bibliography: Communicating over the Internet

Print Gralla, Preston. How the Internet Works, 8th ed. Indianapolis, IN: Que Publishing, 2007.

Online “101 E-mail Etiquette Tips.” Net M@nners, http://www.netmanners.com/e-mail-etiquette-tips/ (accessed May 25, 2016). “BOLD 2003: Development and the Internet.” Berkman Center for Internet & Society, Harvard Law School, http://cyber.law.harvard.edu/bold/devel03/modules/andrew.html (accessed May 25, 2016). Digital Divide Network, http://www.digitaldivide.org/ (accessed May 25, 2016). Google Public Data Explorer, World Development Indicators: Internet Users, http://www.google.com/publicdata/explore?ds=d5bncppjof8f9_&ctype=m&met_s=it_net_user_p2&scale_s =lin&ind_s=false&dimp_c=country:region&ifdim=country&pit=1167609600000&hl=en_US&dl=en_US&ma pType=t#ctype=m&strail=false&nselm=s&met_s=it_net_user_p2&scale_s=lin&ind_s=false&dimp_c=coun try:region&ifdim=country&hl=en&dl=en (accessed May 25, 2016). “Internet World Stats: Usage and Population Statistics.” Miniwatts Marketing Group, http://www.internetworldstats.com/stats.htm (accessed May 25, 2016). “Netiquette.” Answers.com, http://www.answers.com/topic/netiquette?cat=biz-fin (accessed May 25, 2016). Ooma, http://www.ooma.com (accessed May 25, 2016). “Ooma.” Wikipedia, http://en.wikipedia.org/wiki/Ooma (accessed May 25, 2016). Pew Internet & American Life Project. “Three Technology Revolutions.” Pew Internet, http://www.pewinternet.org/three-technology-revolutions/ (accessed May 25, 2016). Shea, Virginia. “The Core Rules of Netiquette.” Albion.com, http://www.albion.com/netiquette/corerules.html (accessed May 25, 2016). Skype, http://www.skype.com (accessed May 25, 2016). “Web Accessibility Initiative (WAI).” World Wide Web Consortium (W3C), http://www.w3.org/WAI/ (accessed May 25, 2016). “Why We Must Act Now on Universal Internet Access and the Digital Divide.” Communications Workers of America, AFL-CIO, CLC, http://www.speedmatters.org/why/ (accessed May 25, 2016). “The World in 2015: ICT Facts and Figures.” International Telecommunication Union (ITU), http://www.itu.int/en/ITU-D/Statistics/Pages/facts/default.aspx (accessed May 25, 2016). Zager, Masha. “Broadband Access Empowers Low-Income Families.” Killer App, February 2007, http://www.broadbandproperties.com/2007issues/feb07issues/killerapp_feb%20BB%20Access%20Empo wers.pdf (accessed May 25, 2016).

Student Resources

Resource Description

Student Resource 11.1 Survey: Who Knows About…

Student Resource 11.2 Reading: Communicating on the Internet

Student Resource 11.3 Guide: Email Client/Server Role-Play

Student Resource 11.4 Writing Assignment: Professional Email

Student Resource 11.5 Reading: How VoIP Communication Works

Student Resource 11.6 Reading: What Is the Digital Divide?

Student Resource 11.7 Writing Assignment: Blogging about the Digital Divide

Student Resource 11.1 Survey: Who Knows About…

Student Name: Date:

Directions: Interview your classmates to find people who fit the statements listed below. When you find someone who matches one of the statements, have that person put his or her initials in the appropriate box. You cannot have any student put his or her initials in more than two boxes on your sheet; your goal is to survey as many classmates as possible. See if you can get initials in all of the boxes.

I use Twitter. I use Pinterest. I use Facebook.

I use Instagram. I use Snapchat. I use Google+.

I am a member of at least one I have used an app on a I have made a video call using active Meetup group. smartphone to make a video call. Skype or FaceTime.

I have contributed to a blog. I post regular updates on my own I have a Gmail or Hotmail blog. account that I use daily.

I use Gmail Chat on a daily I use iChat on a daily basis. I have participated in online video basis. group chats or Google Hangouts.

I use a mobile device I use LinkedIn or another I use Microsoft Outlook. (smartphone or tablet) to go on professional networking site. the Internet more often than I use a laptop or desktop computer.

Student Resource 11.2 Reading: Communicating on the Internet

Every day billions of people from around the world use the Internet to communicate. The Internet is now a mainstay of our culture, so it’s wise to understand how Internet technologies such as email and instant messaging work.

Email Clients and Servers Email uses client/server technology. If you’ve ever sent or received an email, you’ve used an email client. Whether you use a piece of software designed solely for the purpose of handling email, such as Microsoft Outlook or Mozilla Thunderbird, or a web-based client provided by a service, such as Gmail or Hotmail, the client is what lets you perform tasks such as reading and sending email messages and downloading attachments. Your email client is also what communicates with the email servers that are responsible for getting email messages where they are supposed to go. If you are using a program like Outlook, you will need to give it information that allows it to connect to the email server that you use. Once the client has this information, it streamlines the process for you, taking care of all the details of how mail is sent and received so that you don’t have to do it yourself.

How Email Is Delivered over the Internet Once you have written your email message, addressed it, and hit Send, what happens? The first step is that your email client converts your message to MIME (Multipurpose Internet Mail Extensions) format and then connects to a Simple Mail Transfer Protocol (SMTP) server for your email domain (the part of your email address after the @ symbol). Remember that a protocol is a set of rules for how two computers communicate, so SMTP is just the set of rules for handling outgoing email. Your email client tells the server who the email is from and who it is going to. The SMTP server then looks at the domain of the address that the email is being sent to and queries a Domain Name System (DNS) server to ask for the IP address of the domain in question. Once it has that information, the SMTP server sends the email (possibly in as many as hundreds of packets) across the Internet to the destination domain’s SMTP server. That SMTP server looks at what user the message is addressed to and then passes it to the incoming-mail server for delivery. For example, for the AT&T (Yahoo!) mail server, the DNS would return 67.195.118.77, for the mail server named pop.att.yahoo.com. There are two types of incoming-mail servers: POP3 and IMAP. The biggest difference between the two is that when you get an incoming email from a POP3 server, you download it from the server onto the computer you’re using. If you get email from an IMAP server, the email stays on the server until you delete it, so you can access it from any computer that you can use to log in to the server. Most email clients will have a way for you to make a local copy of whatever email you have on the server. Additionally, most POP3 clients offer an option to leave the mail on the server. Nearly all modern email servers support both POP3 and IMAP functionality, and leave it up to the email client whether to download messages and delete them from the server, download messages and keep copies of them on the server, or simply access messages on the server. If you use email software installed on your computer, such as Microsoft Outlook or Mozilla Thunderbird, your email interacts with an email server at some point. But if you use a web-based system for email, such as Google’s Gmail, which you access only on the web—not from a piece of software installed on your computer—then your email is handled by a web server, because it is web content. An advantage of using a desktop email client is that you can compose emails when you are offline and then send them when you are online. Web-based systems require a live connection to the Internet.

One interesting fact about email is that all emails are sent as text only, including email with attachments. When you send an attachment, the binary of your attachment is converted to text, and then once the email gets to its destination, the text is converted into the original attachment. If you need to send an email securely, you can use a program that encrypts email such as PGP (http://en.wikipedia.org/wiki/Pretty_Good_Privacy).

How Instant Messaging Works Instant messaging (IM) has been around since the early 1990s. It grew up as an alternative to chat rooms for people who wanted to chat in real time over the Internet. Today, instant-messaging software allows you to do a lot more than chat with other Internet users. With IM, you can send and receive files, create chat rooms, and send messages to and from a cell phone. Before you can use IM, you must download the client software for whatever service you want to use. Once you have the client software installed on your computer, you can run the client to have it connect to the server. After you connect to the server, you can log in or create a new account. When you are logged in, your client sends the server your IP address, the port that your computer is using for IM, and information about the contacts you have. The server checks your list of contacts against the list of users who are online, and then it sends your client the IP address and port information for any of your contacts who are online. Likewise, it sends your information to any users who have you on their list of contacts. After that happens, the server stays out of the IM process. Because your user client has all the information it needs to send messages directly to your contacts’ clients, the server doesn’t need to be involved. Usually, the next thing that the server does is terminate your session when you sign off, letting people who have you listed as a contact know that you have gone offline. Gmail Chat, Yahoo! Messenger, and Apple’s iChat are some of the more popular IM software packages available. All are free. Many websites, too—such as Facebook and Twitter—offer built-in IM applications that people can use while at the website. With the widespread use of text messaging and social media on Internet-enabled smartphones and tablets, the use of IM isn’t as widespread as it was in the past.

Student Resource 11.3 Guide: Email Client/Server Role-Play

Directions: Assign one of the following roles to each person in your group. (If you don’t have enough people, some people can play more than one role.)

 Jenny Chun  Microsoft Outlook  Gmail SMTP server  DNS server  Hotmail SMTP server  Hotmail POP3 server  Lucy Garcia’s email box  Lucy Garcia Next, using the following script, make any props that you need to identify yourselves and the information you are communicating. Then use your creative skills to make the script your own, practicing the role-play so that you are ready to perform for your class. You need to stick to the basics of how the information is communicated and who talks to whom, but try to be creative in your approach so that your presentation will help your peers remember how email clients and servers actually work.

Jenny Chun, whose email address is [email protected], uses Microsoft Outlook to write a short email to send to her friend Lucy Garcia, whose email address is [email protected]. When Jenny asks Microsoft Outlook to send the message, Microsoft Outlook connects to port 25 of the Gmail.com SMTP server. Gmail.com SMTP server is listening for emails on port 25 and “hears” the email that Outlook brings. Outlook has a conversation with Gmail.com SMTP server, telling it the following:  The sender’s email name and domain  The recipient’s email name and domain  The message Gmail.com SMTP server takes the address of the recipient and breaks it into two parts:  The recipient’s name (lucy357)  The recipient’s domain (hotmail.com) Gmail.com SMTP server then goes to DNS server and asks, “Can you give me the IP address of the SMTP server for Hotmail.com?” DNS server replies to Gmail.com SMTP server with one or more IP addresses for Hotmail.com (an IP address looks something like this: 65.55.75.231). Gmail.com SMTP server connects to port 25 of the Hotmail SMTP server at IP address 65.55.75.231. Hotmail.com SMTP server is listening on port 25. Gmail.com SMTP server has a conversation with Hotmail.com SMTP server, telling it the following:  The sender’s email account name and domain address  The recipient’s email account name and domain address  The message Hotmail.com SMTP server recognizes that the domain name for lucy357 is at Hotmail, so it hands the message to the Hotmail POP3 server, which puts the message in Lucy Garcia’s email box on the email server. (Think of this as Lucy’s mail being put into a post office box at the local post office.)

Lucy, sitting at her computer, logs on to her email client software (such as Outlook or Thunderbird). The software contacts the email server. After getting the proper identification, the email server sends the email to Lucy’s computer. (Think of this as Lucy going to the post office, identifying herself to the clerk as lucy357, and providing her password. The clerk then retrieves her mail from the post office box and hands it to her. But unlike the post office, the email server may keep a copy of her email on the server, depending on the options Lucy has chosen in her client software.) You may be wondering: Why does Lucy’s email go to a server? Why doesn’t it just go straight to her own computer? The answer may sound complicated: Because there aren’t enough unique fixed IP addresses to meet the world’s demand, some reusable addresses, usually starting with 192.168.xx.xxx, are assigned within a router for the computers attached to it. When a computer connects to the router, it will get one of these addresses. Think of Lucy living in a very large apartment complex where the residents switch around the apartment they live in each day or each week. The poor mail carrier has no chance of delivering the mail correctly, because the addresses keep changing and the mail carrier is never told in advance. That is why Lucy has to go to the “post office” (server), which does have a fixed IP address, to ask for her mail.

Student Resource 11.4 Writing Assignment: Professional Email

Directions: As your class has discussed, there are different types of emails: professional and personal. The words you use, the style in which you write the email, and the subject matter all determine whether an email is professional in tone. Use what you learned during your class discussion about professional email to send an email to a member of your NAF academy advisory board.

Think about the system your group is designing for your culminating project. What are your questions about the components that you need? You might be wondering about software or hardware selections, how the system could be used for certain tasks, or something else entirely. You may have questions about hardware and software compatibility. For example, will the peripherals you choose work with Windows 10? Will you need a high-end graphics card? Will you need a tablet or iPad?

Your teacher will give you the name and email address of a member of your NAF academy advisory board. Compose an email to the board member asking for advice about your question. Look over the assessment criteria and the example below before you start writing.

Send the email using your email address that you use for schoolwork. Send a copy of your email to your teacher by putting your teacher’s email address into the CC field when you are composing your email.

Make sure your assignment meets or exceeds the following assessment criteria:  The email address is professional.  The email politely asks for the board member’s help or advice regarding the culminating project.  The purpose for the email is clear and easy to understand.  The tone and structure of the email are professional at all times.  The email uses proper spelling and grammar.

Example: Professional Email Dear Mr. Herrara, My name is Henry Foster. I am a student in NAF’s Principles of Information Technology course at Summerfield High School, and I am currently working on the “dream technology” project. I want to use my computer to play games with advanced graphics, such as Far Cry and Tomb Raider. I know that it is important to get a powerful video card for a computer used to play games, but I am not sure the card I have chosen will perform well enough. There is a large range in both price and performance for the video cards I have looked at. One reasonably priced card I am looking at is the GeForce 8600 GT. It has 256MB of memory, 32 stream processors, a core clock of 540 MHz, a shader clock of 1180 MHz, and a memory clock of 700 MHz, all of which I found on the manufacturer’s website. As you can see, there is a lot of data, and I don’t know which specifications for the card are the most important. Do you think this card will be sufficient for my computer? Additional information about how to interpret different specifications on video cards would be very much appreciated as well. Thank you for spending your time to help me with this question. Sincerely, Henry Foster

Student Resource 11.5 Reading: How VoIP Communication Works

These slides illustrate the differences between analog and digital communication. They also explain what happens when a voice over Internet Protocol (VoIP) phone call is placed.

When you place a standard phone call, the data is sent using analog waves. The caller’s voice is sent over a regular landline via the public switched telephone network (PSTN), which is the worldwide network of public circuit-switched telephone networks. The PSTN dates back to the late 1800s. For much of its existence, the twisted-pair cable it used has been a limiting factor—especially when the PSTN began carrying computer signals. Eventually, telecommunication companies invested in updating the PSTN to improve bandwidth. The base stations for the PSTN were connected together by fiber-optic cable or other high-speed forms of communication, such as microwave or satellite signals. The base stations were connected to local subdivisions through fiber-optic cable. However, the cost of replacing the twisted-pair cable from the subdivision to each household was prohibitively expensive. This technology between the subdivision and each household has become known as last-mile technology. It is estimated that the replacement of last- mile technology has cost society more than $250 billion. Although most areas of the United States now have access to broadband Internet connections, some rural communities still rely on the PSTN and are limited by this last-mile technology and its low bandwidth.

Image retrieved from http://www.baacs.com/VoIP.html on June 21, 2012, and reproduced here under fair- use guidelines of Title 17, US Code. Image is the property of Beck & Associates Network Solutions (NSI). Copyrights belong to respective owners.

There are several ways to use a VoIP system in your home, including these: • To use a software-based VoIP system such as Skype, you need to download the software to your PC. You also need a headset to hear and speak. Skype offers free calling to other Skype users worldwide, but you must be connected to your computer. Skype also allows you to place video calls if the computers at each end are equipped with web cameras. Many Apple and Android- based tablets also provide Skype services over Wi-Fi. • To use a VoIP service provider such as Vonage, you need to pay a monthly fee for the service. This charge is a flat-rate fee, much like the fees charged by regular ISPs. • To use a hardware-based VoIP system such as Ooma, you must buy a device called a hub, which is connected between your incoming Internet line and your modem or router. Your landline telephone then connects to the hub. Because you can place a VoIP call using any landline phone, you don’t need to be connected to a computer. • IP telephones look like regular landline phones but have an Ethernet port. You can plug your IP phone into your Internet connection and make calls without a computer or special software. • If there is electrical interference and noise on the transmission cabling, digital transmission of voice and data will be clearer than analog transmission.

Student Resource 11.6 Reading: What Is the Digital Divide?

In one household, a mom reads a newspaper article on her phone, while a dad checks the family’s bank account and pays their credit card bill. The older child is online, gathering research for an upcoming project; the younger is emailing a question to his teacher about his homework. In another household, no one has ever seen, let alone touched, a computer. This difference may seem extreme, but it is the reality of our world today. Despite the importance of the Internet, fewer than 40% of the world’s 7 billion people (as of 2014) have access to the educational, social, and economic opportunities the Internet creates. A digital divide—a gap between the “haves” (those who have access to technology) and the “have nots” (those who do not)—splits the world in two. Access refers not just to physical access to devices but also access to the resources and skills needed to participate in the digital culture. Not everyone thinks there is a digital divide, and some who think there is such a divide doubt that it’s a long-term problem. Some scientists believe that the digital divide will simply disappear as computers get smarter, smaller, easier to use, and more affordable. They think that in the very near future, people will not need high-tech skills to access the Internet and participate in e-commerce or e-democracy. However, the numbers tell a different story: a shockingly large percentage of the world does not have access to technology, and that impacts their lives in very real ways.

The US Digital Divide We think of the United States as a leader in the digital culture. It’s hard to imagine someone without a computer, a smartphone, or an email address. But many Americans live just this way. The following chart from the Pew Research Center’s Internet & American Life Project’s Spring Tracking Survey conducted January 9–13, 2014, shows Internet usage broken down by gender, ethnicity, age, income, and location. It is important to note that, while these figures highlight a divide, they also, in some respects, show that the digital divide is narrowing. (To see more up-to-date statistics, view the most recent data here: http://www.pewinternet.org/data-trend/internet-use/latest-stats/. You can also see stats about US teens: http://www.pewinternet.org/data-trend/teens/internet-user-demographics/.)

Internet Users

Total Adults 87%

Men 87%

Women 85%

Race/Ethnicity

White, Non-Hispanic 85%

Black, Non-Hispanic 81%

Hispanic (English & Spanish- 83% speaking)

Age

18 – 29 97%

30 – 49 93%

50 – 64 88%

65+ 57%

Household Income (Annual)

Less than $30,000 77%

$30,000 – $49,999 85%

$50,000 – $74,999 93%

$75,000 + 99%

Educational Attainment

High school diploma or less 76%

Some college 91%

College + 97%

This table included under fair-use guidelines of Title 17, US Code. Copyrights belong to respective owners.

The Global Digital Divide While a digital divide certainly exists in the United States, the global digital divide is much more extreme. The term global digital divide refers to differences in technology access between countries. In 2013, more than 2.7 billion people were using the Internet. That sounds like a lot, but that is only 39% of the world’s population. The following charts show what percentages of the population in different regions were using the Internet in 2013. The divide is clear: the percentage of Internet users in developed countries is more than twice as high as in developing countries. There is a huge gap between the 16% of Africans who use the Internet and the 75% of Europeans!

Graphs courtesy of ITU World Telecommunication/ICT Indicators database. Included under fair-use guidelines of Title 17, US Code.

Those who think the gap will close itself, however, point to a different trend. In 2013, there were almost as many cell phone subscriptions as people in the world, with more than half the subscriptions in the Asia- Pacific region. In developed countries (countries such as the United States, England, Canada, France, and so on), there are more cell phone subscriptions than people (128% penetration). Developing countries (parts of South America and most of Africa and Southeast Asia) have 89% penetration. Many scientists think cell phone usage might be the key to bridging the gap, as a smartphone is often cheaper than a computer, and Internet access via the phone might be easier than through the cables required for home use. The following chart shows how the number of cell phone subscriptions has grown over the past decade.

Graph courtesy of ITU World Telecommunication/ICT Indicators database. Included under fair-use guidelines of Title 17, US Code.

Does Technology Really Matter? Even if we acknowledge that not everyone has the same access to technology, how important is that really? Does technology really make a difference in people’s lives? The research says yes. Technology improves communities: Studies show that having access to technology greatly increases wealth creation, decreases unemployment, and leads to the evolution of healthier, more stable communities. Technology increases individual opportunity: Studies show that the access and skills needed to use the Internet improve a person’s education and job prospects. To help new generations benefit from digital culture, schools have taken steps to help close the digital divide in the United States—at least during the school day. However, limited access to computers at home restricts some students’ abilities to do research for reports, explore college scholarships, or just get comfortable going online. Technology provides access to other significant services. Those of us who live in developed countries enjoy many more Internet services than those who live in developing countries, including the following:  Affordable and widespread broadband Internet access (either at home, at work, or in public places like the library or Internet cafés), which allows us to search for information and communicate with others easily and quickly  The ability to use credit cards to securely buy things online with reliable shipping services and/or to securely make online payments for services (such as utility bills or income taxes)  Detailed virtual globes showing maps and detailed satellite and aerial photography  Access to newspaper and magazine archive searches online  Price search engines to find the best online price and/or local availability

Bridging the Digital Divide There are many programs, sponsored by companies, nonprofits, and governments, trying to close the global gap between people with and without technology access. Here are a few examples:  One Laptop per Child: The mission of the nonprofit organization One Laptop per Child (OLPC) is to empower learning in children of developing countries by providing one connected laptop to every school-age child. Read more at http://www.laptop.org/en/.  Digital Divide Institute: Organizes activities around closing the digital divide in order to create equality in the globalized economy. This organization can be found at http://www.digitaldivide.org/.  Youth for Technology Foundation: Another nonprofit, Youth for Technology provides marginalized people in rural African communities with technology tools as well as training and resources to enable them to realize their potential. Read more at http://www.youthfortechnology.org/.  USAID: In 2009, the US Agency for International Development (USAID) helped establish community learning and information centers—“CLICs”—in 13 rural communities across Mali.

The Digital Divide and the Future More than ever before in history, our world is deeply interconnected. The news of war, disease, and poverty travels quickly from distant places to touch our lives here in the United States. Providing meaningful access to the benefits of technology to disadvantaged people means providing opportunity for such people to feed their families, improve their quality of life, and create healthy communities—thus improving global stability and reducing conflict and preventable humanitarian crises.

Student Resource 11.7 Writing Assignment: Blogging about the Digital Divide

Directions: This resource will help you and your partner as you think about the digital divide in your community. Look at the information you have gathered. Together, compose a blog entry based on the plan of action you and your partner have decided to pursue to help bridge the digital divide. You’ll post your final draft on the blog site indicated by your teacher.

You want to be personal and persuasive in your blog. That’s how to make it interesting to read. Explain the steps you would take, the people or organizations you would involve in the action plan, and two reasons why the plan would help you to bridge your community’s digital divide.

What Is a Blog? A blog—short for weblog—is a website that is regularly updated and written in a casual or informal style. Many blogs are personal, written by one individual or a small group of individuals, talking about their lives. Other blogs are sponsored by businesses or organizations to discuss a specific topic. Blogs are interactive because people can post comments, and discussions can spring up around a specific post.

The Topic In what ways does our community suffer from a digital divide? Who has access to the Internet and who doesn’t? How could more people gain access to the Internet and to computers, tablets, or smartphones? How could more people be taught how to use these tools? Create a plan of action that answers these questions. If you have been assigned a more specific topic by your teacher, write it here:

______

How to Organize Your Blog Think about the most effective way to organize what you want to say with your partner. Here is one way that would work:  First paragraph: Introduce your topic. Give some examples or cite some research to demonstrate what the problem is. Then say why this problem matters to you.  Second paragraph: Present your plan of action. Describe what you plan to do and how you would do it.  Third paragraph: Give a couple of reasons why you think your plan will work.  Fourth paragraph: End with some comments on how the digital divide has affected you. Or, describe how lessening the digital divide will make a difference in your community.

Writing Hints Unlike other forms of writing, blogs work well when they are personal and express how you feel about a topic. You don’t have to sound formal or take yourself out of your blog, the way you would if you were writing a research report. Read some blogs that you like before you get started. They will give you an idea of how you want to work with your partner to write your own.

How Your Work Will Be Assessed Make sure your assignment meets or exceeds the following assessment criteria:  The posting includes a clear description of the plan of action, in addition to two reasons the plan would work.  Facts and statistics back up the reasoning behind the plan for decreasing the community’s digital divide.  The blog includes personal reactions to the problem.  The action plan is original. It is not a copy of some other action plan.  The posting uses correct grammar and spelling.  The blog entry was successfully posted to the blog.

Recommended Sources There are many good resources on the web to help you learn more about the digital divide and ideas for bridging the gap. Here are a few reliable sites you can use for research. Your teacher may have other research suggestions for you as well, including resources related to your specific community.

 http://www.youthfortechnology.org/  http://www.digitaldivide.org/  http://www.laptop.org/en/  http://close-the-gap.org/  http://www.pewinternet.org/topics/digital-divide/ Use the organizer on the following page to help you keep track of the information you find. An example is provided.

Topic Notes Source

Poverty in the 1. It’s often cyclical: people born into it http://www.feedingamerica.org/hun United States have trouble escaping it. ger-in-america/

2. It leads to other problems, such as lack of health care, good nutrition, and education opportunities.

3. 15% of the US population (approx. 41 million people) lived in poverty in 2012.

Topic Notes Source

This lesson provides students with an overview of the types of operating systems most commonly used by computers today and, in this context, compares and contrasts open source and proprietary options from Microsoft, Apple, and Linux. Students also explore common system utilities and have the chance to set up a sample file system they might use to organize their work. This lesson is expected to take 4 class periods.

Lesson Framework Learning Objectives Each student will:  Differentiate between different operating systems and applications*  Compare and contrast open source and proprietary software  Display understanding of how system utilities help maintain a computer  Demonstrate the ability to use an OS file manager to organize data*  Evaluate criteria for selecting an operating system *This is one of the 16 key learning objectives assessed by the NAFTrack Certification end-of-course exam for this course. Academic Standards The relevant Common Core State Standards are too extensive to list here but are an important basis for this lesson. For details, please refer to the separate document “Correlations to the Common Core Standards” (available in the Course Planning Tools section of the course materials).  Demonstrate knowledge of the hardware components associated with information systems (Common Career Technical Core 2012, IT 11)  Perform common file-management functions (IC3 GS4 2012, Key Applications)  Identify types of computers, how they process information, and the purpose and function of different hardware components (IC3 GS4 2012, Computing Fundamentals)

 Identify what an operating system is and how it works, and solve common problems related to operating systems (IC3 GS4 2012, Computing Fundamentals)  Use an operating system to manipulate a computer’s desktop, files and disks (IC3 GS4 2012, Computing Fundamentals)  Select and use applications effectively and productively (ISTE NETS for Students 2007, 6b) Assessment

Assessment Product Means of Assessment

Report created in Microsoft Word that includes Assessment Criteria: Project Planning Report all project planning information (Student (Teacher Resource 12.4) Resource 12.6)

Prerequisites  Working knowledge of the hardware and peripheral parts of a personal computer

Instructional Materials Teacher Resources  Teacher Resource 12.1, Guide: Operating System Statements  Teacher Resource 12.2, Presentation and Notes: Comparing Operating Systems—Microsoft Windows, Mac OS X, and Linux (includes separate PowerPoint file)  Teacher Resource 12.3, Multi-Pass Instructions: Comparing Operating Systems—Microsoft Windows, Mac OS X, and Linux  Teacher Resource 12.4, Assessment Criteria: Project Planning Report  Teacher Resource 12.5, Key Vocabulary: Operating Systems  Teacher Resource 12.6, Bibliography: Operating Systems Student Resources  Student Resource 12.1, Reading: Overview of Operating Systems  Student Resource 12.2, Reading: Comparing Operating Systems—Microsoft Windows, Mac OS X, and Linux  Student Resource 12.3, Venn Diagram: Operating Systems  Student Resource 12.4a, Reading: Managing Files in Windows 7  Student Resource 12.4b, Reading: Managing Files in Windows 8.1  Student Resource 12.4c, Reading: Managing Files in Windows 10  Student Resource 12.5, Project Planner Page 7: Planning a Dream Personal Technology System  Student Resource 12.6, Assignment: Finalizing Your Project Planning Report

Equipment and Supplies  Blackboard, whiteboard, or flip chart  Computers with Internet access  LCD projector and computer for PowerPoint presentation  Chart paper

Lesson Steps

Step Min. Activity

CLASS PERIOD 1

1 20 Take a Guess: What Is an Operating System? This activity familiarizes students with the functions of an operating system by asking them to consider whether statements about operating systems are true or false. Though students use an operating system (OS) each time they work on a computer, they might not be aware of what an OS is. Begin the activity by reading aloud the questions in Teacher Resource 12.1, Guide: Operating System Statements, and ask students to write in their notebook whether they think each statement is true or false. Remind students that they are simply making educated guesses about the truth or accuracy of the statements you read to them. They should not feel pressured to get everything right. When you have read all the statements, have students discuss what they wrote and why they answered as they did. Finally, tell them that they will discover the truth about these statements in the upcoming reading about operating systems.

2 30 Reading: Operating Systems In this reading, students learn what an operating system is and how it functions. Draw this Defining Format chart on the board. Ask students to copy it in their notebooks: Term Category Characteristics An operating is computer 1. system software that 2.

3. 4.

Step Min. Activity

Next, ask students to read Student Resource 12.1, Reading: Overview of Operating Systems, and to note the characteristics of an operating system in their chart as they read. You may want to begin by working as a class to find the first characteristic in the reading and list it in your chart on the board. After students have read the selection and filled in their charts, have them share their chart with a partner and add anything new they learn from their partner to their own chart. Next, bring the whole class together. Have pairs call out the characteristics they listed so that students can compare their answers and agree on the characteristics. Based on your students’ ideas, make one whole-class chart on the board. Finally, go back to the statements in the anticipation activity and make sure everyone understands which statements are true. If time permits, you may also want to discuss the graphs in the reading that show the market share each operating system has in the world and in North America. Talk about where the OS you are using lands on the graph, and ask what trends the students find noteworthy. Point out to students the importance of being conversant with more than one operating system.

CLASS PERIOD 2

3 25 Presentation: Comparing Operating Systems

This activity gives students a more in-depth understanding of the different types of operating systems available. It also gets them thinking about notions of open source software and proprietary software, and it further develops students’ listening and note- taking skills. To prepare, make notes to guide class discussion using Teacher Resource 12.2, Presentation Notes: Comparing Operating Systems—Microsoft Windows, Mac OS X, and Linux. Have Teacher Resource 12.2, Presentation: Comparing Operating Systems—Microsoft Windows, Mac OS X, and Linux (separate PowerPoint file), ready to show as a full-screen slideshow using an LCD projector. Instruct students to draw a table with three columns in their notebook and to label one column “Microsoft Windows,” one “Mac OS X,” and one “Linux.” Tell them to use these columns to take notes on the main concepts during the presentation. They will need these notes to help them construct a Venn diagram in the next activity. Present the slideshow. Use the notes you prepared and the questions on the slides to encourage class discussion. Another option for this presentation is to use the multi-pass method, with the slides printed and posted around the classroom. Follow the instructions in Teacher Resource 12.3, Multi-Pass Instructions: Comparing Operating Systems—Microsoft Windows, Mac OS X, and Linux. This presentation is duplicated as Student Resource 12.2, Reading: Comparing Operating Systems—Microsoft Windows, Mac OS X, and Linux. If an LCD projector is

Step Min. Activity

unavailable, students can read the presentation, answer the discussion questions in their notebook, and discuss their answers as a class. This student resource is also useful for review. After the presentation, ask students to compare their notes with a partner and check for accuracy and completeness. Invite each pair to share their thoughts and questions. Tell students they will now have a chance to sort the information they gathered about Windows, Mac OS X, and Linux into a diagram.

4 25 Venn Diagram: Operating Systems This activity calls upon students to define and describe the similarities and differences between operating systems. It focuses on the following college and career skills:  Prioritizing and completing tasks without direct oversight  Working effectively with a diversity of individuals and perspectives Divide students into small groups and ask them to construct a Venn diagram on chart paper to show the similarities and differences they have observed between Microsoft Windows, Mac OS X, and Linux. Direct students to Student Resource 12.3, Venn Diagram: Operating Systems, for further instructions. When students have completed their diagrams, ask them to hang them on the wall. Then have a discussion about what they see that is different in the various diagrams. To conclude the discussion, ask students to give answers to the following question and state their reasons:  Do you think Windows and Mac OS have more commonalities or more differences? Point out to students that there is no right or wrong answer to this question, but the basic functions of all operating systems are quite similar. To gauge student understanding, you may find it useful to collect and mark this assignment for credit/no credit. Remind students that this knowledge of operating systems is important for any internship or job, not just in IT but in other fields as well.

CLASS PERIOD 3

5 20 Reading: File Management

One of the key functions of any operating system is that of file management. This activity introduces students to the concept and prepares them to set up their own file management system in the next activity. Introduce the reading by asking students what they think the topic of file management would include. They should come up with answers like organizing files in folders and subfolders, creating new files, deleting files, sorting, and so on. Then tell them that the reading will show them the best ways to accomplish these file management tasks. Ask students to read Student Resource 12.4a, Reading: Managing Files in Windows 7; Student Resource 12.4b, Reading: Managing Files in Windows 8.1; or Student Resource

Step Min. Activity

12.4c, Reading: Managing Files in Windows 10. Tell students that they will be creating their own file structure in the next activity and that they should mark any passages in the reading that they think might help them. Note: Because methods for accessing and using system tools differ depending on the version of Windows you have, there are three versions of this reading. Student Resource 12.4a is based on Windows 7, Student Resource 12.4b is based on Windows 8.1, and Student Resource 12.4c is based on Windows 10. Please refer your students to the version that most closely resembles the operating system you are using in your classroom. Instruct students to try the different examples on their computers as they read. Circulate to help students who are having problems with the various exercises. Students are now prepared to set up a file structure that they can use to organize their culminating project.

6 20 Culminating Project Work: File Management

This activity gives students a chance to set up a file management system for use with their culminating project. It focuses on the following college and career skill:  Effectively using technology relevant to a profession Ask students to gather in their culminating project groups and, based on the file management reading, discuss what a good file management system for keeping their culminating project data organized might look like. Possible organization strategies might include a folder for photos of the components they will purchase for their system; one for spec sheets about hardware or software they have downloaded; and a file for applications, peripherals, hardware choices, and so on. There is no right or wrong way for the data to be organized, as long as it is logical and makes sense to you and the group members. Ask each group to create the folders for such a file management system. Also ask them to print a screenshot that shows their file system for you to review. To gauge student understanding, you may find it useful to collect and mark this assignment for credit/no credit. This step toward completing their culminating project puts students on a firm footing for making the rest of the decisions related to the system they are designing.

7 10 Culminating Project Work: Choosing an Operating System This exercise asks students to make a decision about the operating system they will choose for the computer or laptop in their group’s dream personal technology system. Ask students to remain in their culminating project groups and work through Student Resource 12.5, Project Planner Page 7: Planning a Dream Personal Technology System, together. Students should complete this planning sheet in class and then submit it for your review. Remind students that they should also update the project planning report they began in Lesson 7 with this page about their operating system. To gauge student understanding, you may find it useful to mark this assignment for credit/no credit. Tell students that this is the last project planning page for their dream system. Explain

Step Min. Activity

that at the end of this lesson, they will be finalizing their report that contains all of the pages of their project planner.

CLASS PERIOD 4

8 35 Culminating Project Work: Finalizing the Project Planning Report

In this activity, students finalize all pages of the project planning report, along with their summary table, and submit it for assessment. Explain to students that the operating system page is the final element of their project planning report. They now have project planning information for every hardware and software component of their dream system. Tell students that in this assignment, they will verify that all aspects of their project planning report are accurate, complete, and well-presented before they submit their report for assessment. Refer students to Student Resource 12.6: Assignment: Finalizing Your Project Planning Report, and answer any questions they have about their report. Review the assessment criteria and ask students to give reasons why they think it is important to have a report that is complete, accurate, and professional. Point out that creating a professional report is a skill they may be called on to use in any future job. Assess the reports using Teacher Resource 12.4, Assessment Criteria: Project Planning Report. Remind students that they will be using this information when they make final decisions on each part of their dream personal technology system and as they create a culminating project presentation to show off their system.

9 15 Class Discussion: Useful Features of an Operating System This activity gives students an opportunity to verbalize what they have learned about operating systems. Have a class discussion about operating systems and what the students think are their three most important features. Do the students mostly agree on the three most important OS features? Do they differ widely in their opinions? Remind students that there is no right or wrong answer when it comes to choosing the most important features of an OS; the only requirement here is that students be able to support their opinions with fact- based reasoning. This discussion leaves students with a firm understanding of what an operating system is, how it functions, and what role it serves in the makeup of a computer system.

Extensions Content Enrichment  Have students explore which OS is the most or least prone to cyberattacks (viruses, worms, etc.), and ask them to report back to the class about what some of the main differences are.  Have students research open source application software and list 10 of the more popular programs. For each program, they should also list a commercial product that is similar. For instance, Firefox is an open source browser, and Internet Explorer is a commercial one. After the students have created a short list of open source and commercial software, have them select one or two pairs of these programs to research in detail. In addition to their research, they should explain which they would prefer: the open source/free version or the commercial version. Remind students that price should not be the only factor. Other factors might include variety of features, level of support, how often new releases are provided, and so on.  Although Windows, Mac OS, and Linux all have a terminal window so that the user can enter commands from a command line rather than through the GUI, most users in Windows and Mac OS seldom do so. Ask students to research the difference between Windows/Mac users and Linux users in an attempt to answer the question: Why would Linux users often prefer to use the command line over the GUI to control their computer?  Have students research some or all of the following operating systems: Apple DOS, MS-DOS, Mac OS System 1, Mac OS System 7, Windows 3.1, Windows XP, Mac OS 9, Windows Vista, Mac OS X, Windows 7, Windows 8, and Windows 10. Have students compare the operating systems, discussing the following in their comparison: o Order of release (students should order them from oldest to newest) o Which had a GUI and which only had a command line o Which was a multiuser system (required user accounts) o Which had multitasking versus single tasking o Which included TCP/IP for easy Internet access STEM Integration  Technology: Have students explore open source operating systems more in-depth by installing Ubuntu or Edubuntu on their own machines. Guide the students through a discussion of the installation process and the features they observe once the installation is complete. Two possible ways to complete such an installation are by using Oracle VM VirtualBox (https://www.virtualbox.org/) or by taking advantage of the dual-boot capabilities in the BIOS of most modern computers. Additional Cross-Curricular Ideas  History: Ask students to research the career of Linus Torvalds (the original developer of Linux), Steve Jobs, Steve Wozniak, or Bill Gates and then write a brief biographical essay about whichever person they chose.  Art: Have students design their own desktops. In other words, if they could create a new operating system from scratch, what would its user interface look like? Instruct students to create a poster showing the desktop they would design. As a starting point, ask them to consider the interface on many modern smartphones.

Teacher Resources

Resource Description

Teacher Resource 12.1 Guide: Operating System Statements

Teacher Resource 12.2 Presentation and Notes: Comparing Operating Systems—Microsoft Windows, Mac OS X, and Linux (includes separate PowerPoint file)

Teacher Resource 12.3 Multi-Pass Instructions: Comparing Operating Systems—Microsoft Windows, Mac OS X, and Linux

Teacher Resource 12.4 Assessment Criteria: Project Planning Report

Teacher Resource 12.5 Key Vocabulary: Operating Systems

Teacher Resource 12.6 Bibliography: Operating Systems

Teacher Resource 12.1 Guide: Operating System Statements

Have students respond to the following statements prior to exploring Student Resource 12.1, Reading: Overview of Operating Systems.

Students are to either agree or disagree with each statement. Even though they may not know the answer, they are required to speculate about what the reading passage will say. Then they must give one or two reasons for their speculation. Have some of the students share their responses and speculations with the class, but do not provide them with answers. Once the entire class has read Student Resource 12.1, Reading: Overview of Operating Systems, you can use these statements to clarify key points. You can present these statements in any order.  An operating system is a type of software. (True.)  Operating systems control the loading of software applications onto a computer. (True.)  All OSs offer user preferences, allowing you to customize your computer. (True.)  An operating system prioritizes the tasks that a CPU does. (True.)  The following devices all have an operating system: an Apple iPad, a Dell laptop computer, a Samsung Galaxy smartphone, and a Sony PS4 game system. (True. All are complex computer devices.)  You cannot use a computer without the computer running its operating system. (True.)

Teacher Resource 12.2 Presentation Notes: Comparing Operating Systems— Microsoft Windows, Mac OS X, and Linux

Presentation notes

This presentation explains how important the operating system of your computer is. It shows how different operating systems perform various tasks.

Presentation notes

Every computer needs an operating system to run it. Without an OS, a computer is useless. An operating system organizes and controls a computer’s hardware and software.

Presentation notes

Linux is an open source OS, which means that the code is freely available for anybody to review and is mainly written by volunteers. Many companies and organizations have their own version of the Linux OS, such as Ubuntu, SUSE, Red Hat, HP, Dell, IBM, Novell, and Sun Microsystems. The different versions of Linux are called distributions. Linux is similar in appearance to an older operating system called Unix. Although the two look similar, they differ in implementation, and many of the Unix dialects are not open source. In this presentation, we focus on Windows 8.1, Mac OS X, and the Red Hat and Ubuntu versions of Linux. The images on this slide are included under fair-use guidelines of Title 17, US Code. Copyrights and trademarks belong to their respective owners.

Presentation notes

A proprietary OS has some advantages. It is developed by a single firm and is subject to strict testing, use, and development standards. Ideally, when you buy a software license for an operating system, you expect that the OS will work correctly right out of the box. A proprietary operating system is almost always installed on your computer when you buy the computer. If you run into trouble, the company will stand behind its product. Also, most proprietary software, whether an OS or an application, comes with some level of support with the purchase price. Among other things, this entitles you to free upgrades when they become available. In the case of Windows, upgrades are released often, and your computer can automatically download and install them from the Internet with little or no user intervention. Open source software also has advantages. One big advantage is that open source software is free. Even though there is not a company to stand behind open source software, there are often online forums and support groups that help users who need support. Open source software is also adaptable in ways proprietary software is not. If you want to add a feature, change the way something works, or otherwise alter Windows, you’re out of luck. An open source OS, however, encourages innovation. You are free to customize the software as you see fit. Users are encouraged to share their changes—as well as the source code for those changes. While open source software does not come with automatic support, the open source community is so large that solutions to problems such as security flaws are often released quickly.

Presentation notes

This is a typical Windows desktop. It has features like a toolbar at the bottom of the screen, folders and application aliases (shortcuts) for easy access to programs, files, and folders along the side of the screen, and other icons. You probably see something very much like this whenever you log on to your school computer. Is this similar to what your Windows desktop looks like, or do you have a different version of Windows or perhaps a Mac? This screenshot is from a guide compiled by Marcin Wichary and is used here with his permission. It can be accessed at http://www.guidebookgallery.org/screenshots/winxppro.

Presentation notes

This is a typical Mac OS X desktop. It has features like a toolbar at the bottom of the screen, folders and application aliases (shortcuts) for easy access along the side of the screen, and other icons. Once you’ve learned how to use one OS, learning others is pretty simple. This screenshot is from a guide compiled by Marcin Wichary and is used here with his permission. It can be accessed at http://www.guidebookgallery.org/screenshots/macosx103 .

Presentation notes

This screenshot shows a computer running the Red Hat Linux operating system. Notice how it is similar to the Windows desktop, but not identical. There is a toolbar along the bottom of the screen, but it is a series of icons and buttons. This screenshot is from a guide compiled by Marcin Wichary and is used here with his permission. It can be accessed at http://www.guidebookgallery.org/screenshots/gnome220r edhat9.

Presentation notes

The file manager in Windows makes it easy to keep track of and organize files. In this screen, you can see file folders and icons representing internal and external storage devices. If you were to double-click one of these, you would see what was stored in it.

Presentation notes

System Preferences in OS X makes it easy to customize the hardware and system settings. For Windows, the system settings are in the Control Panel. This screenshot is from a guide compiled by Marcin Wichary and is used here with his permission. It can be accessed at http://www.guidebookgallery.org/screenshots/.

Presentation notes

Linux also uses folders to help users manage their files (although folders are usually referred to as directories and subdirectories in Linux). This Red Hat Linux file manager is organized much like a web browser, with Back, Forward, and Reload buttons to help users navigate through file and folder levels. This screenshot is from a guide compiled by Marcin Wichary and is used here with his permission. It can be accessed at http://www.guidebookgallery.org/screenshots/gnome220r edhat9.

Presentation notes

Operating systems feature programs called “utilities” that help users manage other programs. Any time you install, uninstall, back up, or otherwise work with a program that manages a software package, you are using a utility. Windows 8.1 and Windows 10 allow file backup and recovery from the File History menu. You can create a complete system image (a copy of Windows along with all your programs, system settings, and files) and save it to an external drive (USB drive or DVDs).

Presentation notes

Users access this Ubuntu settings panel (also called a control panel) to manage the computer, including settings for default applications (which email or word processor to use, for example) and network connection settings.

Presentation notes

Managing hardware such as keyboards, mice, and monitors helps people customize their computer’s behavior and function. This Keyboard Properties window enables a user to choose preferences such as how quickly each key will repeat when held down and how quickly the cursor blinks. The Windows Control Panel provides access to these hardware settings.

Presentation notes

Operating systems help users manage their hardware, such as external storage devices, by showing each device on the screen with information about available disk space, path locations (is it the C: drive or the D: drive, for example), total disk size, and device name.

Presentation notes

Application managers store data about each application in one place, making it easy for people to see which applications are installed on the computer. For Windows 8.1, you can see all the applications by placing the cursor anywhere on the screen and right- clicking, and choosing All Apps in the lower-right portion of the screen. For earlier versions of Windows, click the Start button in the lower-left corner of the screen and select All Programs.

Presentation notes

Linux has a series of hierarchical file folders to keep applications and data organized. This screenshot is from a guide compiled by Marcin Wichary and is used here with his permission. It can be accessed at http://www.guidebookgallery.org/screenshots/gnome220r edhat9.

Presentation notes

Creating and editing A/V information is a popular activity on modern computers. Fast quad-core processors are a must if you do a lot of A/V editing. Mac OS X is a good choice for an operating system because the A/V software being produced for this platform tends to be the best available. However, both Windows and Linux also have A/V software, and in some cases, the same software titles available for Mac OS X are also available for Windows and Linux.

Presentation notes

At different points in your education and career, you will be called on to use different operating systems. If you can answer the questions on this slide about the operating system you are using, it will be easy for you to move to another operating system, because you understand the basic concepts.

Teacher Resource 12.3 Multi-Pass Instructions: Comparing Operating Systems—Microsoft Windows, Mac OS X, and Linux

These instructions apply if you choose to print out the corresponding student resource reading pages and post them around the room. It’s important to print the student reading pages rather than the PowerPoint slides, because the reading pages include notes that have further important information for students to consider about each key concept. Instruct the students to take several passes around the room, each time noting the information described below.

First Pass: Survey (5 minutes)  Read the title and introduction, and note the sections of the presentation.  Examine the illustrations: How do the Windows, Mac OS X, and Linux screenshots differ? How are they similar?  Read the headings to see how the presentation is organized.  Paraphrase the information acquired. What information has been the most surprising to you? Second Pass: Size Up (15 minutes)  Identify key concepts by using titles and headings, visuals, bold print, and italics. Do you recognize the elements you see on the screen? Can you find them on your own computer screen?  Generate questions about key concepts in operating systems and organization, and answer them by looking at the slides.  Paraphrase key concepts. How do Windows, Mac OS X, and Linux seem to differ? How can an operating system be used to keep your computer running smoothly? Can you take advantage of your operating system’s tools to keep your files organized?

Third Pass: Sort Out (10 minutes)  Answer student-generated questions, and reinforce key concepts.

Teacher Resource 12.4 Assessment Criteria: Project Planning Report

Student Names:______

Date:______

Using the following criteria, assess whether the students met each one.

Met Partially Didn’t Met Meet

All required pages of the project planner are complete and provide information that will be useful in making final □ □ □ decisions about the dream system’s hardware, peripherals, productivity application software, graphics and multimedia software, network hardware, Internet access, and operating system.

Answers to the “why” questions in the project planner are coherent and show an understanding of basic computer □ □ □ hardware and software requirements.

The project planning summary table provides a clear summary of the most attractive choices for each facet of □ □ □ the personal technology system.

The project planning report is well formatted and makes good use of the template. All pages are neat and correctly □ □ □ formatted and use proper spelling and grammar.

Additional Comments:

______

Teacher Resource 12.5 Key Vocabulary: Operating Systems

Term Definition application program The building blocks needed to create a software program. An API provides interface (API) the guidelines that guarantee that all programs that use that API will have similar interfaces across operating systems and hardware platforms. application software Software packages with a specific purpose in mind, such as word processing, email, web browsing, spreadsheets, and so on. backup The process of copying data from the hard drive to another storage device. basic input/output system The software built in to the ROM chip that is the first code run by a computer (BIOS) when it is powered on. Its primary functions are to perform a start-up test of the CPU (known as the power-on self-test, or POST); to identify and test the devices attached to the computer that are used to input and output information (such as the keyboard, monitor, hard drives, serial communications); and then to find and run the bootloader program. The bootloader finds and loads the operating system into memory. Some newer computers, such as Apple Macintosh computers, use EFI instead of BIOS. bootloader A program that identifies all of the places an operating system might reside (usually the hard disk, but possibly also an optical disc, USB drive, or network), loads the operating system into memory, and starts it up. control panel A place to access system utilities and settings in Windows and Linux operating systems. cross-platform compatibility The ability to share files or functionality across different operating systems. desktop An on-screen graphical work area provided by an operating system and designed to make a computer easier to use. distribution A commercially or community-developed version of Linux. There are currently more than 300 distributions of Linux worldwide, including Red Hat, SUSE, and Ubuntu. extensible firmware A software interface between an operating system and platform firmware interface (EFI) that is much larger and more complex than the older BIOS firmware interface. The EFI specification was originally developed by Intel and is now managed by the Unified EFI Forum.

Term Definition file A collection of related information that’s been given a unique name. file compression A process that reduces a file’s size for storage or transmission purposes. file extension A set of characters added to a file name to identify the category or type of file it is. file fragmentation The breaking apart of files into separate segments as they are stored by an operating system on the hard drive. Each segment is referred to as a block. folder (directory) A storage space that files can be placed into and that gives structure to your computer’s files based on your choices of what should go where. graphical user interface A visual display on a computer’s screen that allows you to interact with your (GUI) computer more easily by clicking graphical elements. icon A small on-screen picture or symbol used to represent an object, a file, or a program. malware A harmful piece of software installed without a user’s knowledge. multitasking Running more than one computer program or application at a time. open source software Software whose source code is made available to the public, enabling anyone to copy, modify, and redistribute the source code without paying royalties or fees. operating system Software that controls a computer, managing hardware, software, utilities, and the user interface, and that helps to repair and restore computer functionality as needed. proprietary software Software that comes from a company for a licensing fee and may include customer support. spyware Software used to gather information through your Internet connection without your knowledge; it can track where you go on the Internet. taskbar A bar in the Windows operating system interface that displays by default at the bottom of the screen. Each application launched appears as a button on this bar. This is similar to the Dock found in the Mac OS.

Term Definition

Ubuntu A community-developed Linux-based operating system with a GUI similar to that of Windows. upgrade To install a newer (and presumably better) and/or safer version of software, or to add new or additional components to a computer system. utilities Software programs in an operating system that help to analyze, configure, optimize, or maintain a computer, including performing system backups and driver management.

Teacher Resource 12.6 Bibliography: Operating Systems

Online Coustan, Dave, and Curt Franklin. “How Operating Systems Work.” HowStuffWorks, http://computer.howstuffworks.com/operating-system.htm (accessed May 26, 2016). Gnuman.com: Linux reviews, guides, and news articles. http://gnuman.com/ (accessed May 26, 2016). “GUIdebook: GUIs.” Graphical User Interface Gallery, http://www.guidebookgallery.org/guis (accessed May 26, 2016). “Mac OS X.” Wikipedia, http://en.wikipedia.org/wiki/OS_X (accessed May 26, 2016). “Microsoft Windows.” Wikipedia, http://en.wikipedia.org/wiki/Microsoft_Windows (accessed May 26, 2016). “Operating System.” Wikipedia, http://en.wikipedia.org/wiki/Operating_system (accessed May 26, 2016). StatCounter Global Stats, http://gs.statcounter.com/ (accessed May 26, 2016). Ubuntu, http://www.ubuntu.com/ (accessed May 26, 2016).

Student Resources

Resource Description

Student Resource 12.1 Reading: Overview of Operating Systems

Student Resource 12.2 Reading: Comparing Operating Systems—Microsoft Windows, Mac OS X, and Linux

Student Resource 12.3 Venn Diagram: Operating Systems

Student Resource 12.4a Reading: Managing Files in Windows 7 Student Resource 12.4b Reading: Managing Files in Windows 8.1 Student Resource 12.4c Reading: Managing Files in Windows 10

Student Resource 12.5 Project Planner Page 7: Planning a Dream Personal Technology System

Student Resource 12.6 Assignment: Finalizing Your Project Planning Report

Student Resource 12.1 Reading: Overview of Operating Systems

An operating system (OS) is a type of software. It is the first user-accessible software installed onto a computer, usually installed by the manufacturer of the computer. The operating system is also the first program loaded into memory. This happens every time you boot or reboot your computer. Every desktop or laptop computer has an operating system; without an OS, a desktop or laptop is useless. An operating system organizes and controls a computer’s hardware and software to make the computer easy for a person to use. Remember, computer refers to more than a desktop or laptop computer. These days, almost anything we turn on has some kind of computer. Not all products with computers have operating systems. Simple devices, such as microwaves, do not require operating systems; their computers run on low-level programs installed directly onto chips. However, more and more electronic devices, from MP3 players to cell phones to video game consoles and smart TVs, all contain computers running operating systems, many of which are specifically developed for a particular type of device. Hundreds of operating systems are available for special-purpose computers, including operating systems that control mainframes, robots, manufacturing equipment, and scientific instruments. As an introduction to operating systems, let’s begin by discussing operating systems as they relate to desktop or laptop computers.

Operating Systems Tell Computers How to Work When you turn a computer on, the first thing accessed is a firmware interface called the BIOS (basic input/output system). In simple terms, the BIOS configures your CPU, memory, hard drives, and peripheral ports (USB, FireWire, etc.) using settings that have either been preset by the manufacturer or configured by the computer’s operator. After the BIOS finishes, it accesses whatever has been defined as the computer’s system drive (usually C:), searches for the programs necessary to start up the operating system, and executes them. To locate and load the OS, a special program called the bootloader is now run. At this point, the computer functions are turned over to the OS. This entire process is known as the boot process, or bootstrapping. The computer must boot when it is first turned on, and you can also reboot your computer, which combines shutting down the operating system and then starting the boot process over. (Rebooting is sometimes called a warm boot, as opposed to a cold boot, which is what occurs when the computer has been off.)

Typical Desktop/Laptop OS Functions Different operating systems offer different options and variations, but all have the following components in common:  Processor management: We use the term multitasking to describe modern operating systems. This means that while a CPU can run only one program at any given moment, several programs can be running. The operating system causes the processor to switch between the programs very rapidly (several millionths of a second). If there are 10 programs running, the initial program is resumed by the OS in far less than a millisecond (thousandth of a second). Older operating systems did not have this capability of switching off; they were known as single-tasking systems. With multicore CPUs, modern computers can literally run multiple programs simultaneously, one per core, but each core is still switching off rapidly between the programs it is tasked with running. So each core is multitasking while the CPU is multiprocessing, or parallel processing. Parallel processing can significantly improve the performance of a computer.  Memory storage management: The OS makes sure each task has enough memory to do what it needs to do. It also makes sure it does not run into the memory space of another task. The OS

sets memory boundaries while ensuring different types of memory are used in the most efficient manner. To ensure that multiple programs can fit into memory, an OS uses an approach called virtual memory, where only parts of each program are loaded into memory while the rest are stored on the hard disk in a reserved space called the swap space. The OS is in charge of swapping: moving new parts of the program into memory, and discarding what is no longer needed.  Device management: The OS manages the traffic of information between a computer and attached devices, such as a printer, an MP3 player, or a thumb drive. It regulates the transfer of data from the device to the computer and from the computer back to the device. This function is especially important when a number of processes are running and taking up processor time. If the CPU is being overtaxed, the OS may continue taking input from the device but hold the data in a “buffer.” Then, once the CPU is freed up, the OS releases the data to continue its journey through the CPU.  Application interface: Operating systems provide a stable, consistent way for applications to be loaded on and removed from the computer and for applications to work when the user is ready to access them. An application program interface (API) allows a software developer to write an application on one computer and have a high level of confidence that it will run on another computer with the same OS, even if variables such as amount of memory or quantity of storage are different on the two machines. For example, today’s operating systems work with thousands of different printers and other peripherals because the designers of these tools use the same set of specific guidelines (the API) defined by the OS.  Disk access and file systems: A computer’s OS allows a user to access files stored on the computer’s hard disk or external drives. The specific way files are stored on a disk is called the file system. The file system allows users to name and organize files in a hierarchy of folders (also called directories).  Device drivers: The OS does not know how to talk directly to any of the peripheral devices that you have connected to your computer. For this, it relies on a series of programs called device drivers, one per device. Before you can use a specific device with your computer, the proper device driver must be loaded and installed. Operating systems today may come with the most popular drivers already installed, while hundreds of others can be loaded and installed from the installation disc or from the Internet.  Protection and security: Two related tasks utilize user accounts and permissions so that one user cannot misuse the resources of the computer, including files owned by another user. Protection applies to a single computer. Security is the extension of protection across computer networks so that users who have an account can access their resources remotely (across a network).

File system hierarchy of folders

 Other functions: Most operating systems also determine the way computers communicate with each other via networks as well as the security controlling who can access these networks and when.

The OS and the User: Graphical User Interface (GUI) The user interacts with the OS via a series of images and words, which represent different tasks. This is called the graphical user interface (GUI—pronounced “gooey”). Although not technically part of the OS, the GUI allows users to easily organize and find their way around the computer. Most GUIs use a desktop metaphor, simulating on the monitor images, or icons, of items people find on their physical desks: folders, pieces of paper, and so on. The following image shows the desktop metaphor and file system of the Mac OS X GUI:

A GUI also may allow the user to customize, through a number of options or preferences, what his or her virtual desktop looks like and how it works. Here are some examples:  The size, color, and text size of objects  Background/screensaver images  How and where items are organized (on the desktop vs. in a directory or subfolder)  The applications that should be automatically launched at start-up  Speaker audio and monitor brightness level

In addition, the GUI provides easy access to system maintenance tools. These tools are used to do the following:  Back up data  Identify and remove system bugs  Monitor and diagnose problems related to use of the CPU, memory, disk, and other resources  Review file system operations and optimize disk space

The following image shows a portion of the Control Panel menu for the Windows 8.1 GUI:

Common Desktop/Laptop Computer Operating Systems Early operating systems were single-user and single-tasking. This means that only a single user could use the computer at a time, and the user was only able to run a single program at a time. Operating systems have become more capable, and multitasking has been added. For example, your computer allows you to work on a school report while downloading a PDF from the Internet and printing the text of an email. Although computers today are generally used by a single user at a time, they are also capable of handling multiple users, as multiuser systems. The most common desktop OSs are as follows:  Microsoft Windows: Microsoft Windows is the name of several families of software operating systems by Microsoft. Microsoft Windows dominates the world’s personal computer market and is loaded on more than 85% of personal computers worldwide. Much of the day-to-day work in the IT field requires the use of Windows, even if other operating systems are also used. Computers that run Windows are made by a variety of computer hardware manufacturers, including HP, IBM, Dell, and others. Windows 7 is currently the most dominant version of the Windows operating system in

use today. Windows 8.1 was released in late 2013 but has had trouble gaining wide acceptance because of the radical redesign of its user interface. A popular option for people who purchase Windows 8 is to disable many of Windows 8’s newer features and download free utilities to make the user interface look more like the Windows 7 and earlier desktops. The Windows 8.1 release addresses some of the shortcomings and unfamiliarity issues that Windows 8 introduced. The goal of Windows 8 is to provide a common interface between desktops, laptops, tablets, and smartphones that use a Microsoft OS. In July 2015, Microsoft released Windows 10. Microsoft’s goal: to create compatible architecture for Windows PCs, Windows phones, and Xbox One. This makes it easier for developers to create new apps that will work across all Microsoft platforms; it also makes it easier for users to have Windows devices that work seamlessly together.  Unix-based OSs: Unix-based operating systems (including System V, BSD, and Linux) are an alternative but important desktop/laptop OS option. Most of these are free and run on a wide variety of computers. Although Unix-based OSs run on fewer than 1% of personal computing desktops, many are found on workstations in creative, academic, and engineering environments and are used heavily for servers in business. However, the Android variant of the Linux OS has quickly come to dominate mobile devices such as tablets and smartphones, and it currently runs over 48% of tablets and over 80% of all smartphones.  Apple Macintosh: Mac OS X is the name of a family of software operating systems by Apple Computer. OS X is loaded on computers made by Apple and does not work on any other computer hardware. The current version of OS X is 10.11 (“ten point eleven”), also known as El Capitan (released in September 2015).

. The graph above shows the usage of common operating systems worldwide from November 2012 to February 2016. You can easily see which operating systems are becoming more popular, which are declining, and which are stable. iOS, which is a scaled-down and highly specialized version of OS X, is Apple’s operating system for its iPhone, iPad, and Touch mobile devices. Windows XP is no longer supported by Microsoft as of April 2014.

This second graph shows the usage of common operating systems in North America from November 2012 to February 2016. Which operating systems are more popular in North America than they are worldwide? Why do you think this is true? To find operating system statistics that are more up-to-date or that show different combinations and locations, go to http://gs.statcounter.com.

Conclusion Every computer requires an operating system. An OS is a piece of software that does the following to tell a computer how to work:  Controls how the computer processes information  Organizes information  Ensures that users can work with a variety of applications  Provides a GUI so that people can interact effectively with the computer It is a good idea to familiarize yourself with as many operating systems as possible. When you have the opportunity to use a different operating system, be sure to try it out. If you know one operating system well, learning a second or third one is much easier.

Student Resource 12.2 Reading: Comparing Operating Systems— Microsoft Windows, Mac OS X, and Linux

This presentation explains how important the operating system of your computer is. It shows how different operating systems perform various tasks.

Every computer needs an operating system to run it. Without an OS, a computer is useless. An operating system organizes and controls a computer’s hardware and software.

Application managers store data about each application in one place, making it easy for people to see which applications are installed on the computer. For Windows 8.1, you can see all the applications by placing the cursor anywhere on the screen and right-clicking, and choosing All Apps in the lower-right portion of the screen. For earlier versions of Windows, click the Start button in the lower-left corner of the screen and select All Programs.

Student Resource 12.3 Venn Diagram: Operating Systems

Directions: Think about what you have learned about the Linux, Mac OS X, and Microsoft Windows operating systems. How are they different? How are they similar? Use a Venn diagram to define and describe the similarities and differences. Look at the model below to get started. The left circle contains all the Windows-only features or traits you can think of, the right circle contains the Linux features, and the bottom circle contains the Mac OS X features. Any traits that the operating systems share go in the overlap areas. Draw your own diagram on chart paper and fill in the circles.

Linux

Windows Open source OS

Shared traits

Proprietary OS

Mac OS X

Student Resource 12.4a Reading: Managing Files in Windows 7

Directions: All recent versions of Windows (Windows 7, Windows 8, Windows 10) have fairly similar ways of managing files, but their graphical user interfaces (GUIs) do not look exactly alike, and they do not work exactly alike. This reading refers to the Windows Explorer in Windows 7. Alternative versions of the reading, called “Managing Files in Windows 8.1” (Student Resource 12.4b) and “Managing Files in Windows 10” (Student Resource 12.4c), are also available. If you are using a different version of Windows Explorer, note anything that is different as you are reading.

How Do I Manage My Files? Windows operating systems allow you to create, store, rename, edit, sort, and delete files such as text documents, spreadsheets, pictures, and music. It’s easy to manage your files with Windows Explorer in Windows 7. First, you need to create a folder, which is represented by an icon that looks just like a real manila folder. Then you can move your files into the folder.

Viewing Files on the Hard Drive To view files already stored on a computer running Windows 7, click the Windows Explorer icon in the taskbar. It looks like a manila folder.

The Windows Explorer icon in the Windows 7 taskbar (the tooltip “Windows Explorer” appears when the mouse cursor is held over the icon)

You can also click the Start icon and then select Computer, or you can click the Start icon and select Documents or Pictures, depending on the type of files you are looking for. Alternatively, you can click Start icon > All Programs > Accessories > Windows Explorer. A shortcut way to open Windows Explorer is to press the Windows Logo key  and the E key at the same time.

One of the many ways to open Windows Explorer in Windows 7

If you click the Start icon and select Computer, a window opens that shows your hard drives and the amount of free space remaining on each one, as well as any optical drives (DVD, CD, Blu-ray), and any USB thumb drives that are plugged in. Each device is represented by a unique identifier known as the drive letter. In a typical computer with one hard drive and one optical drive, the normal lettering would be C: for the hard drive and D: for the optical drive. Double-click any of the drives to see the files and folders stored there.

The Computer window in Windows 7

Creating a New Folder If you want to save a document or a picture to your hard drive, you first need to decide where you want to store that file. It’s important to save your files in a place that makes sense to you, so that you can find them again when you need them. After you decide where you want to save your file, create a new folder with a name that you will remember. To create a new folder, click New Folder in the toolbar at the top of the window. This feature is new to Windows 7.

Creating a new folder

A new icon will appear in the list of folders and files in that partition, with a field where you can type in a new name for that folder. In this example, the new folder is named “MyResumes.”

Naming the new folder Your new folder is now ready to hold files.

Moving a File into a Folder One way to move your files is to drag and drop them from the desktop into the folder. To do so, click the file you want to move and drag it to the destination folder and drop the file there. You can also drag files from one folder to another.

Dragging a file to your MyResumes folder

Windows 7 also lets you create what looks like a dual-pane Windows Explorer so that you can easily drag files from one folder to another. Try these four simple keystrokes:  Windows Logo + E to open Windows Explorer  Windows Logo + Left Arrow to snap Windows Explorer to the left side of your screen  Windows Logo + E to open another Windows Explorer  Windows Logo + Right Arrow to snap this Windows Explorer to the right side of your screen Once you have the two windows open, you can easily copy files from one folder or drive to another.

Working with Files When you right-click a file in Windows Explorer, a drop-down menu appears. From this menu, you can open, cut, copy, delete, or rename the file. You can also send the file to another person by fax or email, or you can compress it into a ZIP folder, which makes the file smaller and easier to send via email. And you can check the properties of a file by selecting Properties. This will show you the size of the file and when it was created, in addition to other details. From this menu, you can also create a shortcut to the file. A shortcut is a link to a file; double-clicking the shortcut opens the file. Shortcuts help you keep access to files you use often in one place, such as your desktop or a library.

This menu opens when you right-click a file name

Using Libraries Windows 7 introduced libraries, which are like folders, but they don’t actually store your files. A library holds files in one location for easy access even if they are stored in different places. For example, if you have music files in folders on your hard disk and on an external drive, you can use the Music library to access all your music files from one place. Windows 7 gives you four default libraries: Documents, Music, Pictures, and Videos. You can add more libraries to help keep your files organized.

The Libraries folder

The Windows 7 Explorer Toolbar The Windows 7 Explorer toolbar offers you many options. You can click the buttons in this toolbar to organize the contents of a folder and change the layout of the window. You can also include the folder in one of your libraries, or share it with certain people. If you click the E-mail button, Windows will generate an email with that folder as an attachment, ready to send. If you click the Burn button, Windows will ask you to put a writeable CD in your CD drive so that you can burn that file or folder to a CD.

The Windows 7 Explorer toolbar

Organizing Folders You may have noticed that the navigation pane of Windows 7 doesn’t have a tree structure like that in previous versions of Windows. If you want easy access to certain folders from the navigation pane, you can drag the folder from the right pane to the navigation pane on the left, and you will then have a shortcut to that folder that stays in the navigation pane. The following screenshot shows a navigation pane where the student dragged a folder for each of his NAF classes into the navigation pane for quick access.

Adding folder shortcuts to the navigation pane You can also click Organize in the toolbar and select Folder Options and Search Options to organize your folders. Under “Navigation pane,” select both “Show all folders” and “Automatically expand to the current folder” to display a tree structure in the navigation pane.

The Folder Options window

Sorting Files in Folders Sometimes you may have so many subfolders or files in a folder that you’ll have to sort them to find the one you want. Often the most convenient way to sort Windows files is by the date they were last modified; that way, the latest file appears at the top of the list. You can also sort files by name, size, and type (such as document, picture, and so on) by clicking those words near the top of the right pane. To sort a file by date, click Date Modified in the file pane of the Windows Explorer screen. If you want to re-sort, click Date Modified again, and the files will be sorted in the opposite order (with the oldest at the top). The default is to sort in ascending order by name.

Sorting your files by Date Modified Another way to find the file you are looking for is to use the Search box at the upper right of the Windows Explorer window. Select the folder you want to search and then type the word or phrase you are looking for. The window will display all the files that contain that word or phrase.

Changing the Way Files and Folders Appear You can change the way files and folders appear in the window by clicking the “Change your view” button in the toolbar.

The “Change your view” button

You can choose to see more or less information about each file, and you can change the size of the icons that appear for each type of file. To do so, click the “Change your view” button. From here you can change the view to match the setting, which can be Extra Large, Large, Medium, or Small Icons, as well as List, Details, Tiles, or Content. Click the arrow to the right of the “Change your view” button to see what the setting is or to choose another one. You can also move the slider up or down to fine-tune the size of the file and folder icons. You can watch the icons get bigger and smaller as you move the slider.

Options available for how files and folders appear

The Preview Pane button is on the right side of the toolbar. This button allows you to quickly and easily preview the contents of a file. You can also toggle the preview pane from the Organize > Layout menu.

The Preview Pane button Keep in mind that most files will have extensions to their name (such as .txt for a text file, .html for an HTML file, and .docx for a Microsoft Word document). These extensions are not usually displayed unless you have selected that you want extensions displayed from Explorer’s folder options.

Student Resource 12.4b Reading: Managing Files in Windows 8.1

Managing files in Windows 8.1 is very similar to managing files in Windows 7, but some of the windows that you see on the screen look different. This reading shows what Windows 8.1 looks like when it is in Desktop mode, rather than Metro or mosaic tile mode.

How Do I Manage My Files? Windows operating systems allow you to create, store, rename, edit, sort, and delete files such as text documents, spreadsheets, pictures, and music. It’s easy to manage your files with File Explorer in Windows 8.1. (File Explorer is the new name for what previous versions called Windows Explorer.) First, you need to create a folder, which is represented by an icon that looks just like a real manila folder. Then you can move your files into the folder.

Viewing Files on the Hard Drive To view files already stored on a computer running Windows 8.1 in Desktop mode, click the File Explorer icon in the taskbar. It looks like a manila folder. The tooltip “File Explorer” appears when the mouse cursor is held over the icon.

The File Explorer icon in the Windows 8.1 taskbar You can also click the Windows Logo key  to open the Windows 8.1 Start menu, and then select the File Explorer tile. You can arrange the tiles by dragging them to your favored location, so your Start screen probably looks different from the screenshot shown here.

File Explorer

Computer

Desktop Mode

Opening Windows 8.1 File Explorer from the Start menu in Metro mode If you click the Computer tile in the Start menu, a window opens that shows your hard drives and the amount of free space remaining on each one, as well as any optical drives (DVD, CD, Blu-ray), and any USB thumb drives that are plugged in. Each device is represented by a unique identifier known as the drive letter. In a typical computer with one hard drive and one optical drive, the normal lettering would be

C: for the hard drive and D: for the optical drive. Double-click any of the drives to see the files and folders stored there.

The Computer window in Windows 8

Ribbons in Windows 8.1 Windows 8 uses a different layout for creating, viewing, and managing files and folders called ribbons. Ribbons replace the Windows Explorer toolbar in previous versions of Windows. When you open File Explorer, you see several tabs at the top of the window, and below the tabs, there is a ribbon with several options for that tab. Open File Explorer and click each of the tabs to view the features of that ribbon and become familiar with its features and options. The screenshots here show the four main ribbons (if you have video and graphics file types, you will see additional ribbons).

Use the Manage ribbon to manage your libraries and set save locations

Use the Home ribbon to add new folders, delete folders, or change a folder’s properties

Use the Share ribbon to share with other people on your network or to burn a CD

Use the View ribbon to specify how you want to show folders (icons or details, sort by name or date)

Creating a New Folder To create a new folder, click New Folder in the Home ribbon at the top of the window.

New Folder icon

Creating a new folder A new icon will appear in the list of folders and files in that partition, with a field where you can type in a new name for that folder. For example, you can type “MyResumes” to create a folder with that name. Your new folder is now ready to hold files.

\ Naming the new folder

Dragging a file to your MyResumes folder

You can also create a dual-pane File Explorer so that you can easily drag files from one folder to another. Try these four simple keystrokes (hold down the Windows Logo key  and then press the second key shown):   + E to open the Computer View, then click the hard drive icon   + Left Arrow to snap File Explorer to the left side of your screen   + E to open another File Explorer window using the Computer View   + Right Arrow to snap this File Explorer to the right side of your screen Once you have the two windows open, you can easily copy files from one folder or drive to another by clicking and dragging.

Working with Files When you right-click a file in File Explorer, a drop-down menu appears. From this menu, you can open, cut, copy, delete, or rename the file. You can also send the file to another person by fax or email, or you can compress it into a ZIP folder, which makes the file smaller and easier to send via email. And you can check the properties of a file by selecting Properties. This will show you the size of the file and when it was created, in addition to other details. From this menu, you can also create a shortcut to the file. A shortcut is a link to a file; double-clicking the shortcut opens the file. Shortcuts help you keep access to files you use often in one place, such as your desktop or a library.

This menu opens when you right-click a file name

Using Libraries Like Windows 7, Windows 8.1 has libraries, which are like folders, but they don’t actually store your files. A library holds files in one location for easy access even if they are stored in different places. For example, if you have music files in folders on your hard disk and on an external drive, you can use the Music library to access all your music files from one place. Windows 8.1 gives you four default libraries: Documents, Music, Pictures, and Videos. You can add more libraries to help keep your files organized.

The Libraries folder in Windows 8.1

Organizing Folders You may have noticed that the navigation pane of Windows 8.1 doesn’t have a tree structure. If you want easy access to certain folders from the navigation pane, you can drag the folder from the right pane to the navigation pane on the left, and you will then have a shortcut to that folder that stays in the navigation pane. The following screenshot shows the navigation pane options in the View ribbon.

The “Expand to open folder” option shows the entire tree structure to the currently open file. Many other options are available in the View ribbon; you can sort files and folders, show size and date modified, and show small, medium, and large icons of the files and folders.

Sorting Files in Folders In Windows 8.1, you can use the View ribbon to sort files within folders. Often the most convenient way to sort Windows files is by the date they were last modified; that way, the most recent file appears at the top of the list. You can also sort files by name, size, and type (such as document, picture, and so on) by selecting those “Sort by” options in the View ribbon. To sort a file by date, click Sort By > Date Modified. If you want to re-sort, click Sort By > Date Modified again, and the files will be sorted in the opposite order (with the oldest at the top).

Sorting and viewing files and folders Search for files

File and folder sorting options in Windows 8.1 using the View ribbon Another way to find the file you are looking for is to use the Search box at the upper right of the File Explorer window. Select the folder you want to search and then type the word or phrase you are looking for. The window will display all the files that contain that word or phrase in either the file name or in the content of the file. You can choose to see more or less information about each file, and you can change the size of the icons that appear for each type of file. From the Layout group in the View ribbon, you can change the view to show extra-large, large, medium, or small icons, or you can choose List, Details, Tiles, or Content. Click each icon within the Layout group to see what the setting does.

Student Resource 12.4c Reading: Managing Files in Windows 10

Managing files in Windows 10 is very similar to managing files in Windows 7 and 8.1, but some of the windows that you see on the screen look different.

How Do I Manage My Files? Windows operating systems allow you to create, store, rename, edit, sort, and delete files such as text documents, spreadsheets, pictures, and music. It’s easy to manage your files with File Explorer in Windows 10. (File Explorer is the new name for what previous versions called Windows Explorer.) First, you need to create a folder, which is represented by an icon that looks just like a real manila folder. Then you can move your files into the folder.

Viewing Files on the Hard Drive To view files already stored on a computer running Windows 10 in Desktop mode, click the File Explorer icon in the taskbar. It looks like a manila folder. The tooltip “File Explorer” appears when the mouse cursor is held over the icon.

The File Explorer icon in the Windows 10 taskbar You can also click the Windows Logo key to open the Windows 10 Start menu, and then select File Explorer.

File Explorer

Opening the Windows 10 Start menu

If you click the This PC menu in File Explorer, a window opens that shows your hard drives and the amount of free space remaining on each one, as well as any optical drives (DVD, CD, Blu-ray), and any USB thumb drives that are plugged in. Each device is represented by a unique identifier known as the drive letter. In a typical computer with one hard drive and one optical drive, the normal lettering would be C: for the hard drive and D: for the optical drive. Double-click any of the drives to see the files and folders stored there.

The File Explorer window in Windows 10

Ribbons in Windows 10 Windows 10 uses a different layout feature for creating, viewing, and managing files and folders called ribbons. Ribbons replace the Windows Explorer toolbar in previous versions of Windows. When you open File Explorer, you see several tabs at the top of the window, and below the tabs, there is a “ribbon” with several options for that tab. Open File Explorer and click each of the tabs to view the features of that ribbon and become familiar with its features and options. The screenshots here show the four main ribbons in File Explorer (if you have video and graphics file types, you will see additional ribbons).

Use the Manage ribbon to manage your libraries and set save locations.

Use the Home ribbon to add new folders, delete folders, or change a folder’s properties.

Use the Share ribbon to share with other people on your network or to burn a CD.

Use the View ribbon to specify how you want to show folders (icons or details; sort by name or date).

Creating a New Folder To create a new folder, click New Folder in the Home ribbon at the top of the window.

New Folder icon

Creating a new folder

A new icon will appear in the list of folders and files in that partition, with a field where you can type in a new name for that folder. For example, you can type “MyResumes” to create a folder with that name. Your new folder is now ready to hold files.

\ Naming the new folder

Dragging a file to your MyResumes folder

You can also create a dual-pane File Explorer so that you can easily drag files from one folder to another. Try these four simple keystrokes (hold down the Windows Logo key and then press the second key shown):  + E to open the Computer view; then click the hard drive icon  + Left Arrow to snap File Explorer to the left side of your screen  + E to open another File Explorer window showing the Computer view  + Right Arrow to snap this File Explorer to the right side of your screen Once you have the two windows open, you can easily copy files from one folder or drive to another by clicking and dragging.

This menu opens when you right-click a file name

Using Libraries Like Windows 7 and 8.1, Windows 10 has libraries, which are like folders, but they don’t actually store your files. A library holds files in one location for easy access even if they are stored in different places. For example, if you have music files in folders on your hard disk and on an external drive, you can use the Music library to access all your music files from one place. Windows 10 gives you four default libraries: Documents, Music, Pictures, and Videos. You can add more libraries to help keep your files organized. The Libraries navigation is not turned on automatically in Windows 10. To turn on Libraries navigation: 1. Open File Explorer. 2. Instead of Home, go to This PC. (Your default libraries appear here.)

3. In the left pane, right-click the empty space to open the context menu. 4. Check the Libraries item.

The Libraries folder in Windows 10

Organizing Folders You may have noticed that the navigation pane of Windows 10 doesn’t have a tree structure. If you want easy access to certain folders from the navigation pane, you can drag the folder from the right pane to the navigation pane on the left, and you will then have a shortcut to that folder that stays in the navigation pane. The following screenshot shows the navigation pane options in the View ribbon.

Sorting Files in Folders In Windows 10, you can use the View ribbon to sort files within folders. Often the most convenient way to sort Windows files is by the date they were last modified; that way, the most recent file appears at the top of the list. You can also sort files by name, size, and type (such as document, picture, and so on) by selecting those “Sort by” options in the View ribbon. To sort a file by date, click Sort By > Date Modified. If you want to re-sort, click Sort By > Date Modified again, and the files will be sorted in the opposite order (with the oldest at the top).

Sorting and viewing files and folders

File and folder sorting options in Windows 10 using the View ribbon

Another way to find the file you are looking for is to use the Search box at the upper right of the File Explorer window. Select the folder you want to search and then type the word or phrase you are looking for. The window will display all the files that contain that word or phrase in either the file name or in the content of the file. You can choose to see more or less information about each file, and you can change the size of the icons that appear for each type of file. From the Layout group in the View ribbon, you can change the view to show extra-large, large, medium, or small icons, or you can choose List, Details, Tiles, or Content. Click each icon within the Layout group to see what the setting does.

Student Resource 12.5 Project Planner Page 7: Planning a Dream Personal Technology System

Student Names:______

Directions: This is the seventh and final page of the project planner you’ll use to help plan your group’s personal technology system. Answer the questions below to identify and plan your computer’s operating system. Don’t forget to think about your whole system’s stated purpose when you are making this choice. Remember that you should have kept track of all of your project planner pages for the entire course. Your group will collect and submit all of these resources at the end of the project.

When your group has completed this planning sheet, add the information to the culminating project report you began in Lesson 7. Be sure that you have kept that report up-to-date—including adding a line to your project planning summary table!

What this system will be used for:

Which operating system will you install on your group’s computer or laptop? Why have you chosen this OS?

Student Resource 12.6 Assignment: Finalizing Your Project Planning Report

Congratulations! You have completed the final project planning page for your culminating project. The information your group has gathered will be invaluable when you make your final decisions about the hardware and software you will purchase to create your dream personal technology system. This is your opportunity to make sure the project planning report you began in Lesson 7 is complete and contains all of the planning information you have gathered for your project. Take some time to review your project planning report, complete any information that is missing, and update any information that may have changed as you’ve learned more about personal technology hardware and software. You don’t have to have final answers about the exact parts you will purchase, but you should have a good idea of what your system will look like, and all of your information should be compiled in a report that is complete and professional. Read the assessment criteria listed below before you begin finalizing your report.

Make sure your assignment meets or exceeds the following assessment criteria:  All required pages of the project planner are complete and provide information that will be useful in making final decisions about the dream system’s hardware, peripherals, productivity application software, graphics and multimedia software, network hardware, Internet access, and operating system.  Answers to the “why” questions in the project planner are coherent and show an understanding of basic computer hardware and software requirements.  The project planning summary table provides a clear summary of the most attractive choices for each facet of the personal technology system.  The project planning report is well formatted and makes good use of the template. All pages are neat and correctly formatted and use proper spelling and grammar.

This lesson introduces students to computer code and how it is written, helping them understand that code is a detailed and careful sequencing of written steps that solve a problem. Students define source code, machine code, and compiler and learn how code is developed. Students write their own program using Python. Finally, students learn the basics of the software development life cycle (SDLC) and gain understanding of this iterative process that programmers use in their work. Advance Preparation  Prior to Class Period 1, review Teacher Resource 13.1, Concept Demonstration: Using Symbols to Write Instructions. Gather the supplies needed for the concept demonstration and do a practice run-through with the cup stack examples.  In Class Periods 3 and 4, each student or pair of students needs access to a computer with the Python program installed. (Refer to the document Required Equipment and Access Rights, in the Course Planning Tools section of the course, for further details.)  Prior to Class Period 5, print Teacher Resource 13.4, Flash Cards: Computer Programming (separate Word file), so that there are enough sets for the class to work with in groups of four. Laminate them if possible. This lesson is expected to take 6 class periods.

Lesson Framework Learning Objectives Each student will:  Differentiate between source code, machine code, interpreters, and compilers  Characterize the major categories of programming languages and how they are used*  Create a simple computer application program using Python  Describe the stages in the software development life cycle and explain how to implement them successfully* *This is one of the 16 key learning objectives assessed by the NAFTrack Certification end-of-course exam for this course.

Academic Standards The relevant Common Core State Standards are too extensive to list here but are an important basis for this lesson. For details, please refer to the separate document “Correlations to the Common Core Standards” (available in the Course Planning Tools section of the course materials).  Describe trends in emerging and evolving computer technologies and their influence on IT practices (Common Career Technical Core 2012, IT 6)  Demonstrate the use of industry standard strategies and project planning to meet customer specifications (Common Career Technical Core 2012, IT-PRG 2)  Demonstrate the effective use of software development tools to develop software applications (Common Career Technical Core 2012, IT-PRG 4)  Apply existing knowledge to generate new ideas, products, or processes (ISTE NETS for Students 2007, 1a)  Transfer current knowledge to learning of new technologies (ISTE NETS for Students 2007, 6d) Assessment

Assessment Product Means of Assessment

Quiz on computer programming (Teacher Answer Key: Computer Programming Quiz Resource 13.5) (Teacher Resource 13.6)

Prerequisites  Working knowledge of browsers  Understanding of the role of software

Instructional Materials Teacher Resources  Teacher Resource 13.1, Concept Demonstration: Using Symbols to Write Instructions  Teacher Resource 13.2, Answer Key: Computer Code Comparison Matrix  Teacher Resource 13.3, Presentation and Notes: The Software Development Process (includes separate PowerPoint file)  Teacher Resource 13.4, Flash Cards: Computer Programming (separate Word file)  Teacher Resource 13.5, Quiz: Computer Programming  Teacher Resource 13.6, Answer Key: Computer Programming Quiz  Teacher Resource 13.7, Key Vocabulary: Introduction to Programming  Teacher Resource 13.8, Bibliography: Introduction to Programming Student Resources  Student Resource 13.1, Comparison Matrix: Introduction to Computer Code

 Student Resource 13.2, Reading: Introduction to Computer Code  Student Resource 13.3, Keyword Notes: How Programming Languages Work  Student Resource 13.4, Reading: How Programming Languages Work  Student Resource 13.5, Introduction to Programming: Using Python  Student Resource 13.6, Reading: The Software Development Process Equipment and Supplies  Disposable cups  Blackboard, whiteboard, or flip chart  Small index cards and masking tape  Computers with Python program installed

Lesson Steps

Step Min. Activity

CLASS PERIOD 1

1 25 Concept Demonstration: Using Symbols to Write Instructions This activity introduces students to the concept of creating instructions accurately and carefully when trying to get a machine to do what they intend it to do. This activity also focuses on the following college and career skills:  Demonstrating precision and accuracy in communications  Demonstrating teamwork and collaboration Prior to class, read Teacher Resource 13.1, Concept Demonstration: Using Symbols to Write Instructions, and prepare the materials for the demonstration. Start the class by asking what students know about robotics. Does a robot really “hear” you speak? Does it really “understand” what you say? Explain to students that robots (and all programmable machines) operate based on “instructions”: specific sets of tasks that they have been preprogrammed to do. In order to accomplish a directive, a robot needs to have a series of instructions that it can run. Tell students that they will be using a series of symbols to tell you, the teacher (the robot), what to do. Go through the first cup stack example together with the class. After completing the “program” successfully, display another cup stack diagram and ask the students to work in pairs to create a new sequence. When they are finished, invite students to instruct

Step Min. Activity

you, the robot, on how to proceed. At the end of the activity, explain to students that they have essentially created a simple program and have learned how to tell “a machine” what to do using the necessary skills of accuracy and precision. (Activity adapted from Thinkersmith Traveling Circuits lesson “My Robotic Friends.”)

2 25 Reading: Computer Code This reading equips students with an understanding of how computers receive data from programmers, reinforces the precise nature of programming, and exposes students to basic concepts used in all forms of computer programming. Review the instructions in Student Resource 13.1, Comparison Matrix: Introduction to Computer Code. Explain to the students that they will use this resource to help them fully understand new vocabulary as they read Student Resource 13.2, Reading: Introduction to Computer Code. Answer any questions and tell students that they may work in pairs to complete the comparison matrix if they prefer. Five minutes before class ends, ask volunteers to describe how they filled in the comparison matrix. Using Teacher Resource 13.2, Answer Key: Computer Code Comparison Matrix, for reference, dispel any misconceptions and clarify the meaning of terms. You may want to gauge student understanding by assessing Student Resource 13.1 on a credit/no-credit basis.

CLASS PERIOD 2

3 40 Reading: How Programming Languages Work This reading introduces students to the languages programmers use and the way they approach the task of programming. Ask students to read the directions on Student Resource 13.3, Keyword Notes: How Programming Languages Work, and answer their questions. Explain that they will use this chart to write down important words that they find in each section of Student Resource 13.4, Reading: How Programming Languages Work. Have students work in pairs, and give them three or four minutes to read each section of the reading and write down three words that will help them remember what is in that section. After each section, have students share their words with their partner. Let students know that there is no right or wrong list of keywords for each section of text; they just need to identify the points that seem most important to them personally. When students have finished all of the sections, instruct them to look at their words and use them to write a few sentences that summarize the reading for them in the box at the bottom of their notes sheet. Have them share their sentences with their partner, and then ask pairs to share with the class. Use this time to correct any misunderstandings. You may want to gauge student understanding by assessing Student Resource 13.3 on a credit/no-credit basis.

Step Min. Activity

4 10 Preparation: Python Programming Ask students if they can answer the following questions in their own words: 1) What is computer programming? 2) How do programs work? Take some suggestions. As needed, explain that programming is a creative process where you instruct a computer how to do a task using numbers and text. Fundamentally, programs manipulate these numbers and text. They are the building blocks of all programs. Tell students they will try some simple programming in the next class period using Python and Python IDLE. IDLE is essentially a text editor that lets you execute Python code. It helps you debug your code while learning the basics. Explain that Python is one of the easiest high-level programming languages to learn and use, yet at the same time it is very powerful. A few of the places that use Python extensively are Google, the New York Stock Exchange, and Industrial Light and Magic. Also Python is a free language. If you have your own computer, you can download it from the Internet. Tell students that they will be practicing two of the main skills in programming: accuracy and attention to detail.

CLASS PERIOD 3

5 50 Introduction to Programming: Using Python

This activity walks students through simple programming steps within the Python environment. It allows them to practice the accuracy and attention to detail that all programmers need in order to be successful. The activity also focuses on the following college and career skill:  Effectively using technology relevant to a profession Prior to class, ensure that the Python program is ready to run on the computers students will be using. Each student or pair of students needs access to Python. Refer students to Student Resource 13.5, Introduction to Programming: Using Python. If possible, each student should have access to the keyboard to type the code. If students are in pairs, allow them to each take a turn with each step of the activity. Circulate around the classroom throughout this class period, answering questions and helping students solve problems. Tell students they will have a chance to continue the tutorial in part of the next class period. Also note that they will be taking a quiz on computer programming at the end of this lesson, so they should start reviewing the resources they have accumulated.

CLASS PERIOD 4

Step Min. Activity

6 25 Introduction to Programming: Using Python (Continued)

Students continue practicing programming skills using the Python program. Check in with students on how far they have progressed through Student Resource 13.5. Set them up at their computers and tell them that they have half of this class period to finish the resource. Continue to circulate and help where needed. As students finish the resource, they can also help any students who are struggling or still working. When about 25 minutes are up, tell students to stop working. If some students have more to do, arrange class time for them to come in and finish the exercises in Python.

7 25 Prediction: The Software Development Process In this activity, students begin to consider the software development process through a group prediction exercise. To prepare for the exercise, make four or five sets of index cards. Each set should have seven cards, with one step of the software development process written on each card:  Write the problem statement  Write the requirements  Design the first version of the program  Code/test/fix the first version of the program  Design the next version of the program  Code/test/fix the next version of the program  Deploy/maintain/evaluate the software product To begin the activity, follow these steps: 1. Create four to five groups of students and distribute a set of index cards to each group. 2. Explain that each card represents one of the phases in the “life” of a software product. Tell students they have one minute to try to put the cards in their correct order. 3. Ask groups to tape assembled index cards to the wall, or ask each group to read their results. 4. Ask each group to give reasons for their choices. After students have offered their ideas, explain that this process is also known as the software development life cycle or simply software development cycle. The sequence of seven steps typically repeats (that is, iterates) for as long as a particular software product is supported in the marketplace. Tell them that they’ll learn whether their predictions were correct in the next class period.

CLASS PERIOD 5

Step Min. Activity

8 25 Presentation: The Software Development Process

This activity gives students a look at the software development process, who is involved, and what the key steps are in completing a project. The activity also develops students’ listening and note-taking skills. To prepare, make notes to guide class discussion using Teacher Resource 13.3, Presentation Notes: The Software Development Process. Have Teacher Resource 13.3, Presentation: The Software Development Process (separate PowerPoint file), ready to show as a full-screen slideshow using an LCD projector. Instruct students to take notes during the presentation in their notebooks. Tell them that during the presentation, they should keep an eye on their predictions from the last activity and reorder their index cards as needed. Present the slideshow. Use the notes you prepared and the questions on the slides to encourage class discussion. This presentation is duplicated as Student Resource 13.6, Reading: The Software Development Process. If an LCD projector is unavailable, students can read the presentation, answer the discussion questions in their notebook, and discuss their answers as a class. This student resource is also useful for review. After the presentation, ask the groups to reexamine their initial ordering predictions. Were they correct all along, or do they need to reorder their cards? Give them time to rearrange their cards as needed so that the cards accurately reflect the true software development life cycle (SDLC). Note that because the students have cards that represent only one iteration of the software development cycle, they have no concrete way of showing additional iterations. Be sure you bring up the concept of iteration during the classroom discussion. Define the term (to iterate is to repeat or cycle back through a process), write the definition on the board, explain the term with examples (for example, the changing of the seasons), and ask the students to explain how they might illustrate iteration in the software development cycle. Remind students that knowledge of the software development life cycle prepares them for any future software work they may do.

9 25 Flash Card Review: Quiz Preparation Students review key terms and concepts to prepare for taking a quiz on the content of this lesson. Prior to this class period, prepare sets of flash cards using Teacher Resource 13.4, Flash Cards: Computer Programming (separate Word file), so that groups of four students can each have a set to work with. Laminate the flash cards if possible to increase their longevity. Tell students that in the next class period, they will be taking a quiz on what they have learned in this lesson. They will now work with flash cards to help them review. Place students in groups of four. Explain the following:  Divide the set of flash cards in half.  Take turns quizzing each other with a partner.

Step Min. Activity

 Swap halves with the other pair in your group.  Continue quizzing each other. Visit with each group as they quiz each other, adding fuller explanations of terms that the students may be struggling with and pointing out which terms students need to study at home. As students are leaving, encourage them to study their notes and resources so that they are ready for the quiz in the next class period.

CLASS PERIOD 6

10 40 Quiz: Computer Programming Students take a quiz to show what they have learned in this lesson. Give students your standard directions for preparing to take a quiz or test. Distribute Teacher Resource 13.5, Quiz: Computer Programming. Give students about 30 minutes to complete it. Collect the quizzes and immediately review the answers with students. Clear up any misunderstandings. Assess the quizzes using Teacher Resource 13.6, Answer Key: Computer Programming Quiz.

11 10 Reflection: Thoughts on Computer Programming Students reflect on what they learned in this lesson. Post the following prompts on the board. Tell students to pick two to respond to in their notebook:  Which parts of learning about programming were the most interesting for you?  What do you think you need to know more about in order to try programming again?  Has programming simple steps using Python changed how you think about programming in general? How? Give students about five minutes to think about their answers, and then call on volunteers to share their thoughts. Note that they have just learned about a skillset that is evolving and extremely valuable, whether they choose to continue with programming or not. Understanding programming gives insight into how computers work, and computer use will be a part of any career they choose.

Extensions Content Enrichment  Have students create a poster showing different “generations” of computer languages. Ask them to consider the following questions: How are computer “generations” typically defined? Which languages belong to which generation? Which ones are no longer in use, and which ones are still in use today?  Have students go to the Wikipedia page showing a timeline of programming languages (https://en.wikipedia.org/wiki/Timeline_of_programming_languages) and look at the languages developed over the last 10 years. Ask them why there are so many languages, especially now when languages like C++, Java, C#, Python, and Ruby have been so successful. STEM Integration  Math: To capitalize on students’ knowledge of how computers use binary counting to interpret data, ask them to think of any other non-base-ten counting systems used in the technology industry today (for example, octal with base 8 or hexadecimal with base 16). Discuss the different numbering systems, and then instruct students to make a poster showing each of them, telling what the system is used for and including an example of how the counting system works.  Technology: Ask students how many lines of code they think it takes to program an app, or a game like Minecraft. For fun, have students go to “Codebases: Millions of Lines of Code” (http://www.informationisbeautiful.net/visualizations/million-lines-of-code/) to compare apps, programs, and machines.  Technology: Have students spend some time reviewing the JavaScript and HTML examples at http://www.w3schools.com/js/js_examples.asp and then write a script to create a pop-up window for a web page. Ask them to print their source code and a screenshot of the window for you to review. Additional Cross-Curricular Ideas  Literature: For fun, many people have developed programming languages known as esoteric languages. These languages tend to hide the actual programming instructions in obscure notation. One such language is called Shakespeare. Programs written in this language read like a play, with characters, scenes, and dialog. Have students explore http://shakespearelang.sourceforge.net/report/shakespeare/ and look at some of the sample code. Ask students to report on whether a language like this contributes to either programming or literature.  History: Have students research the history of COBOL as a computer language and its brief reemergence on the world stage in the year immediately before 2000. Tell students to think about the various aspects of how the “Y2K bug” affected this early-generation programming language and to write a brief essay detailing their findings.

Teacher Resources

Resource Description

Teacher Resource 13.1 Concept Demonstration: Using Symbols to Write Instructions

Teacher Resource 13.2 Answer Key: Computer Code Comparison Matrix

Teacher Resource 13.3 Presentation and Notes: The Software Development Process (includes separate PowerPoint file)

Teacher Resource 13.4 Flash Cards: Computer Programming (separate Word file)

Teacher Resource 13.5 Quiz: Computer Programming

Teacher Resource 13.6 Answer Key: Computer Programming Quiz

Teacher Resource 13.7 Key Vocabulary: Introduction to Programming

Teacher Resource 13.8 Bibliography: Introduction to Programming

Teacher Resource 13.1 Concept Demonstration: Using Symbols to Write Instructions

Stacking Cups “Program” Write the following symbols on the board and explain to students that these will be the only six symbols they will be allowed to use for this activity. For this task, they will instruct the “robot” to build a specific cup stack using only these symbols:

Go through the first cup stack example together with the class. Draw the following stack of cups on the board:

Place your stack of cups on the table where everyone can see them. Ask the class to instruct you on the first thing to do. The correct answer is “pick up cup.” When you pick up each cup, note that the cup should automatically rise above the highest cup already in the stack. With your hand in still in the air, ask for the next move. You may have to remind the class a time or two that one step forward is only half the width of a cup.

Once you’ve placed a single cup, transition back to the board and challenge the class to help you write the symbols on the board so that you can “run the program” later. One possible solution looks like this:

With the program written down for the class to see, you can call on a volunteer to “run” it, or you can run the program yourself. Say the arrows out loud as you move the cups into place. For example, the program above would be pronounced: 1) “Pick up cup” “Step forward” “Step forward” “Put down cup” “Step backward” 2) “Pick up cup” “Step forward” “Step forward” “Step forward” “Step forward” “Put down cup” “Step backward” “Step backward” “Step backward” “Step backward” 3) “Pick up cup” “Step forward” “Step forward” “Step forward” “Put down cup” After completing the “program” successfully, display another cup stack diagram and ask the students to work in pairs to create a new sequence. When they are finished, invite students to instruct you (the robot) on how to proceed. Try one of the following cup stacks:

Teacher Resource 13.2 Answer Key: Computer Code Comparison Matrix

Machine Source Code Assembly Code Compiled Code Language

Computers can X X X read it

Programmers can X X (challenging) read it

High-level program X X

Low-level program X X

Teacher Resource 13.3 Presentation Notes: The Software Development Process

Presentation notes

In the earliest days of computing, software development was simply a single programmer writing code in order to solve a problem or computerize a process. However, today’s computer systems are so large and so complex that a team of people is commonly needed to build a successful software product. A software development team can include product managers, project managers, systems analysts, software designers, programmers, testers, graphic designers, marketers, technical writers, and even software users like you to test the product. A set of agreed-upon principles, methods, and tools are used to coordinate the team’s efforts so that the software project meets its goals.

Presentation notes

To help manage the software development process, the software development life cycle (SDLC) was created. The SDLC is an organized way to build a software system or product. Although some development teams break down the steps in the SDLC in slightly different ways, the following phases are typical: Write the problem statement: This phase establishes a big-picture view of the intended project and determines its goals. This process may involve software users (called end users) who provide ideas for improving the project. This phase also includes conducting preliminary research to see whether the proposed solution is cost effective. Write the requirements: This phase is for analyzing the needs of end users and translating project goals into specific, practical requirements. Design the first version of the program: In this phase, developers describe in detail all the features and operations of the system or product to meet the needs defined in the planning phase. The design serves as a type of blueprint for the project and helps detect potential problems in the plan before programming is started. This phase often includes the creation of a prototype that shows how screens will look and how processes will flow. Code/test/fix the first version: This phase involves the writing and debugging of code to create an alpha (first) version of the software.

Presentation notes

Design the next version of the program: After adjustments are made to the alpha version, a beta (second) version is designed. End users often play a key role by helping to test the system or product in this phase. Code/test/fix the next version: In this phase, the beta code is created, tested, and fixed. At this point, an independent quality-assurance group may be employed to try to break the code. These people usually start by asking the question, “If I don’t do what the program asks, what happens?” Deploy/maintain/evaluate the first code release and plan for the next release: After final adjustments have been made to the beta version, what is sometimes called a “gold master” is put into production (manufactured) and released to the public (or to a specific customer) for installation and actual use. Then planning begins for the next product release.

Presentation notes

This process is iterative—in other words, after you complete step 7, you need to “circle back” and work through the steps again, starting with step 1. In a commercial programming organization, the process continues to iterate as long as the software product is supported in the marketplace. Rarely is a program released to the public without some undiscovered bug. When you illustrate an iterative process, you need to be sure you show the iteration graphically. For example, if you used flowcharting to illustrate the software development process, you might draw or print an arrow starting from step 7 and going back up to step 1.

Presentation notes

The following are examples of mistakes that can cause a project to fail: • Not defining the problem statement or the project requirements clearly and accurately • Not getting everyone concerned with the project to agree on the problem statement or project requirements • Not adequately identifying or distributing resources among team members • Not properly tracking the progress of the project, in terms of cost and schedule • Not identifying or addressing potential threats to the success of the project—in other words, not gathering enough information and/or ignoring potential problems • Iterating only once through the process—for example, not gathering customer feedback on a software product already in the field and adjusting future product plans to customer requirements

Presentation notes

The following are some generally accepted tips to use when developing software: • Be very thorough in gathering product requirements, and document them in writing. Make sure that all those involved with the project agree on these requirements. • Break large tasks into smaller, manageable pieces, and identify deadlines for each. • To ensure accountability from all team members, make sure that deadlines are clear and that people are required to report regularly on their progress. • Include procedures throughout the project for monitoring and maintaining quality. This includes frequent testing. Peer review, a process used for checking work by one’s own equals or peers, is a good idea. • Keep control of your project, but not too rigidly—change is a part of life, and that includes software development. • After the project is completed, ask the team to reflect on the project to identify what worked well and what should have been done differently. This information can be helpful for future projects.

Presentation notes

When the source code (programming instructions) for a software product is made available to users and other developers, we refer to that software as open source software. The open source movement started because some developers thought that software products could be made better if companies and programmers worked together. Those who distribute open source software expect and encourage others to examine the source code to find problems and to make changes to improve the product. The Linux operating system and a lot of the Linux application software are examples of open source software. The availability of open source software has influenced software development in another way. Companies who develop proprietary software (software whose source code is not publicly available) have to work a little harder to keep their share of the computer market, because people now have open source alternatives.

Teacher Resource 13.5 Quiz: Computer Programming

Student Name: ______Date: ______

Directions: Answer the following questions as completely as possible.

1. Explain the difference between a programming language and a human language.

2. Explain what source code is and who can read it.

3. What does a compiler do and why is it used?

4. Describe the difference between procedure-oriented programming and object-oriented programming. Give an example of each.

5. List three questions that a programmer needs to ask when considering which programming language to choose.

6. What is Java used for and why is it a popular programming language?

7. What is an algorithm?

8. Describe the purpose of open source software.

Teacher Resource 13.6 Answer Key: Computer Programming Quiz

1. Explain the difference between a programming language and a human language. A programming language is a sequence of instructions that can be translated into actions that a computer can take. Its purpose is to write computer code. Human language is designed to communicate anything and everything, not just instructions. Also it is not created just for the purpose of making a machine work.

2. Explain what source code is and who can read it. Source code is the high-level programming language written by programmers and consisting of program instructions in a form that humans can read.

3. What does a compiler do and why is it used? It converts code written in a high-level language into machine code so that a computer can understand it. It does this all at one time and can locate code errors easily.

4. Describe the difference between procedure-oriented programming and object-oriented programming. Give an example of each. A procedural language tells the computer how a task is done by breaking the process or actions into small subtasks. BASIC, Fortran, COBOL, C, and Pascal are examples of procedural programming. Object-oriented programming is organized around “objects” rather than actions. C++ is an example of object-oriented programming.

5. List three questions that a programmer needs to ask when considering which programming language to choose. Any of the following are acceptable answers: o What do you need the program to do? (What type of process or problem are you facing?) o On what type of computer hardware will the program be run? o Will the program be required to run on multiple different platforms (operating systems, processors)? o Will the program be run directly on the computer or within a web browser? o What kind of existing software needs to interact with the new program? o Is the program a small program (a few dozen or a few hundred lines of code), a large program (thousands to a million lines of code), or a very large program (more than a million lines of code)? o How experienced is the programmer? o How “steep” is the learning curve (that is, how difficult would it be for someone not familiar with a particular language to learn to use it effectively)? o How easy is it to make changes or find errors using a particular language? o Will the program be made available as open source?

6. What is Java used for and why is it a popular programming language? Java is often used to create applications for websites that will run on the site’s web server. It’s a popular choice when developing programs that run on multiple operating systems because Java was designed so that it would never be tied to any one platform.

7. What is an algorithm? An algorithm is a set of instructions explaining how to solve a problem in some abstract way.

8. Describe the purpose of open source software. Programmers who distribute open source software expect and encourage others to examine the source code to find problems and to make changes to improve the product.

Teacher Resource 13.7 Key Vocabulary: Introduction to Programming

Term Definition

algorithm A set of instructions explaining how to solve a problem. An algorithm is often illustrated using a flowchart.

assembly language Programming language that has the same structure and set of commands as machine languages but allows programmers to use symbolic representations of numeric machine code.

bug Any error in a computer program that keeps it from running as planned or as expected.

code All of the characters used to write a computer program.

command An instruction that a programmer gives to a computer via code, causing the computer to perform a specific action.

compiler A computer application that translates a high-level source program into machine instructions readable by a processor and saves it to disk. The program executes when run.

conditional statement A part of a program that most often has an if...then or if...then...else statement; for example, “If it is raining, then I’ll bring an umbrella.” In this example, the presence of rain is the condition that can change to affect the next action. If an else is included, it gives the computer two actions to perform: one if the condition is true and one if the condition is false.

execution The “performance” or “running” of a computer command.

flowchart A diagram that uses graphical symbols to illustrate the flow of steps in a process. In software development, a flowchart is a graphical description of the logic of a computer program using standard flowcharting symbols like rectangles and diamonds.

high-level programming A programming language that hides the details of how the computer language hardware solves a problem and is therefore easier for a programmer to use. Most high-level languages use English words (such as if and for) and mathematical symbols.

Term Definition

interpreter A computer program that allows programmers to enter one command at a time. After a command is entered, it is converted into machine language and executed. Interpreted programming languages differ from compiled languages in that the interpreted program does not need to be complete to run parts of it.

iterate To repeat a process.

JavaScript One of the most commonly used scripting language for use in web pages.

loop Also known as an iterator, a type of program instruction that causes a block of code to be executed many times. The for loop executes code a set number of times while other loops execute code as long as a given condition evaluates to true.

low-level programming A programming language that allows direct control of the computer language hardware.

machine language Binary code made up of 0s and 1s; usually the result of translating a high-level language program by a compiler. Often used as a synonym for low-level programming language. A machine language program is often referred to as executable code.

object An instance of a class or type of data.

object-oriented A programming paradigm (method) that uses objects and their programming (OOP) interactions to design applications and computer programs.

procedure-oriented A programming paradigm that instructs the computer how to do a task programming using a series of subroutines, each of which accomplishes some subtask of the overall program. Each subroutine is described using step- by-step instructions.

program A set of computer instructions that, when put together, help to accomplish a task or function, such as creating a web page or a word processing document, or performing mathematical computations.

programmer A person who writes the code (creates the programs) to instruct a computer on what to do. Computer programmers are also called software engineers.

Python Python is an easy-to-learn, general-purpose, high-level language that has sophisticated capabilities and can operate as both a procedural and object-oriented language.

Term Definition

semantic error The situation in which a program executes but does not produce the results that were intended.

semantics Refers to the meaning of an informal language sentence or the logic of a formal language statement (for example, a computer program). Semantics reveals the meaning of syntactically valid strings in a programming language.

source code A collection of high-level language program statements in a text file.

syntax Refers to the structure and the rules of an informal language sentence (for example, in English or Spanish) or a formal language statement. Syntax deals with the form and structure of statements in a programming language (a formal language).

syntax error An error in the syntax of an informal or a formal language (for example, when a statement in a computer program cannot be parsed by the compiler or interpreter). A program containing a syntax error fails execution.

variable A name that represents a value.

Teacher Resource 13.8 Bibliography: Introduction to Programming

Online Fay-Wolfe, V. “Computer Programming.” Department of Computer Science and Statistics, University of Rhode Island, http://homepage.cs.uri.edu/faculty/wolfe/book/Readings/Reading13.htm (accessed May 27, 2016). “Flowchart Resource Center.” EdrawSoft, http://www.edrawsoft.com/flowchart-resource.php (accessed May 27, 2016). “JavaScript Examples.” W3Schools, http://www.w3schools.com/js/js_examples.asp (accessed May 27, 2016). “JavaScript Tutorial.” W3Schools, http://www.w3schools.com/js/default.asp (accessed May 27, 2016). “List of Programming Languages.” Wikipedia, https://en.wikipedia.org/wiki/List_of_programming_languages (accessed May 27, 2016). “My Robotic Friends.” Thinkersmith (CSED), http://thinkersmith.org/TSTC/Series1/CSEDrobotics.pdf (accessed May 27, 2016). “Object-Oriented Programming.” TechTarget, http://SearchWebServices.techtarget.com/sDefinition/0,290660,sid26_gci212681,00.html (accessed May 27, 2016). Rebelsky, Samuel A. “Your First JavaScript Programs.” Department of Mathematics and Statistics, Grinnell College, http://www.math.grin.edu/~rebelsky/Tutorials/JavaScript/EdMedia97/Exercises/firstjs.html (accessed May 27, 2016).

Student Resources

Resource Description

Student Resource 13.1 Comparison Matrix: Introduction to Computer Code

Student Resource 13.2 Reading: Introduction to Computer Code

Student Resource 13.3 Keyword Notes: How Programming Languages Work

Student Resource 13.4 Reading: How Programming Languages Work

Student Resource 13.5 Introduction to Programming: Using Python

Student Resource 13.6 Reading: The Software Development Process

Student Resource 13.1 Comparison Matrix: Introduction to Computer Code

Student Name:______Date:______

Directions: Using information in Student Resource 13.2, Reading: Introduction to Computer Code, fill out the matrix below by placing an “x” wherever it is applicable to the items in the left-hand column.

Machine Source Code Assembly Code Compiled Code Language

Computers can read it

Programmers can read it

High-level program

Low-level program

Student Resource 13.2 Reading: Introduction to Computer Code

As you know, the number of tasks computers can perform often seems limitless. But computers aren’t built knowing how to perform these tasks. In fact, computer hardware without software telling it how to function isn’t of any use at all (unless what you need is a doorstop). Computers are stupid—they can do only what we tell them to do. To get the computer to do something, you must tell it in a very precise way— with no errors—using a language the computer understands. You can see this firsthand any time you mistype an email address or URL. One typo will keep your mail from being delivered or keep you from finding your favorite website. The problem, then, is that people need to be able to give computers very detailed sets of instructions, but the languages that people speak (for example, English or Spanish) are very different from the languages that computers understand. A computer’s microprocessor can only understand one language: the computer’s machine language. This language consists of very detailed and simplistic instructions made up of 0s and 1s. Unfortunately for human programmers, writing a program in machine language is very challenging. It’s like having to build a car out of nuts and bolts rather than car parts. Fortunately, programmers have developed programming languages that are easier to use. Programming languages are classified as “high level” or “low level” depending on the amount of abstraction provided to the programmer (i.e., how easy they are for programmers to use). Machine language is the hardest and “lowest-level” language. Today, programmers use very high-level languages instead. But if a computer can understand only machine language, what is the value of a different language? The advantage of a higher-level language is that it lets the programmer specify code using “tools” like the preassembled components that manufacturers use to build cars. In order for the computer to understand and run a program written in a high-level language, the program must first be converted into the machine language of the computer. This is done by one of three types of programs: assemblers, compilers, or interpreters.

What Is Computer Code? Computer code is a set of detailed instructions telling a computer’s CPU what to do. This code must be written in the computer’s machine language and free of errors to run correctly (or at all). When you purchase software programs, they are usually already translated into the computer’s machine language. This means that your computer can execute (or run) these programs, but humans can’t read machine language, so we would not understand the program code. A programmer writes code using a particular programming language. By “language” we don’t mean a human spoken language such as English. Instead, the term refers to any language that can be used to define a sequence of instructions, or commands, that can be translated for a computer to understand. We call the day-to-day human languages natural languages, while programming languages are artificial languages (these terms are a little misleading in that both types of languages are invented by humans, but programming languages are invented specifically to write computer code). Most programming languages used today look something like English and mathematical notation combined. The high-level language program written by the programmer is called source code. In other words, source code consists of program instructions in a form that can be read by humans. But computers cannot directly execute source code, so the code must be translated into machine language code, or executable code. As noted above, when you buy computer software, you almost always receive just the machine or executable code. Programs written for an open source platform such as Linux usually provide both the source code and the machine code. The translation process turns source code into machine code, which consists of a series of 0s and 1s (also called binary code). Programmers use utility programs called assemblers, interpreters, and

Copyright © 2007–2016 NAF. All rights reserved. NAF Principles of Information Technology Lesson 13 Introduction to Programming compilers to translate source code into machine code. The difference between these three types of programs depends on what is being translated. An assembler converts a program written in assembly code into machine language. Assembly code, like machine language code, is very low-level. In fact, one instruction written in assembly code is converted into a single machine language instruction. The difference between the two languages is that while machine language consists of 0s and 1s, assembly language uses terms that can be read. Mostly, these terms are abbreviated in what is known as mnemonics. Here’s an example of how assembly language works: An instruction that tells the CPU to branch from one location to another in the program might be written as jge next. (The code jge stands for “jump if greater than or equal to.”) This means that if the most recent comparison found that the first value was greater than or equal to (ge) the second value, then the CPU should “jump,” or execute the instruction at location next. The word next is called a label. In a machine language program, the jge and the label next would be recorded entirely using 0s and 1s. So even though assembly language might be easier to write than machine language, the instructions are still low level, and it makes programming challenging. Starting in the late 1950s, high-level languages were being pioneered. Today, nearly everyone who writes code uses a high-level language. There are two general schools of thought on converting high-level language programs into machine language. First, and more common, are those languages that use a compiler. The compiler is a program that converts an entire program into machine language at one time. Once the program has been successfully compiled, the executable version of the program can be sold. A positive aspect of compilation is that it only has to take place once. Once compiled, the executable program runs quickly. Also, compilers can locate a type of error in code known as syntax errors. The other school of thought for converting high-level code: use an interpreter. The idea behind an interpreter is that you can enter one instruction and have it translated and executed. In this way, the programmer can explore what an instruction does, work through ideas, and test each one out. While this helps a programmer develop the code needed to solve the given problem, it has a drawback. Since each instruction is translated before execution, the program must be translated, one instruction at a time, each time the program runs. This slows down execution. The good news about using an interpreter is that most high-level languages that are interpreted also have a compiler. So you can experiment when writing your code, and then you can compile the code when you’re ready.

Student Resource 13.3 Keyword Notes: How Programming Languages Work

Student Name:______Date:______

Directions: Use the following chart to take notes on Student Resource 13.4, Reading: How Programming Languages Work. There are five sections to the reading. After each section, write down the three words that you think will help you remember the most important information in that section. Then move on to the next section and write three more words about that section. Continue this pattern with each of the remaining sections. Based on your keywords, write a summary in the bottom box that includes the important points you observed for each of the sections. Remember that a summary is not a rewrite of the article. Focus only on the key points you need to remember.

Introduction Different Programming Languages

Programming Methods Choosing a Language

The Flow of a Program

Summary

Student Resource 13.4 Reading: How Programming Languages Work

Introduction High-level programming languages enable people to use familiar words and symbols to tell computers what to do in a way that the computers can understand. Just as human spoken languages have their own grammar and vocabularies, so each programming language has rules for writing commands, and special words and symbols that do different things. If you want to write a program, you choose a programming language (for example, Python or Java) and use its rules and grammar to write instructions, called source code, for the computer. When you are finished, you use another piece of software to turn what you’ve written into something the computer can understand. That software can be either an interpreter or a compiler. Programming, the process of creating computer code, can be compared to writing a cooking recipe. Programs do for computers what recipes do for cooks: they organize data and give instructions for carrying out tasks. Sometimes, these instructions are simply a sequence of unchanging steps. At other times, more complex methods are needed for doing analysis and arriving at decisions. A typical program consists of a main module and many submodules, sometimes called functions, methods, procedures, or subroutines. These modules are stored as a collection of files. Large programs can contain thousands of individual files, each with a specific purpose. These programs divide big problems into smaller problems. They operate quickly to solve all the smaller problems until the work adds up to one complete solution.

Different Programming Languages There are many different kinds of programming languages. The higher-level a language is, the more it resembles a natural language like English, and the less programmers need to directly concern themselves with the internal workings of the computer hardware. By way of comparison, consider a person who wants to construct a computer. Low-level construction would require that the person use individual circuits to build the computer. With high-level construction, the person would use off-the-shelf components like a specific type of processor and memory circuit boards. At the highest level, the person might order a preassembled computer. Similarly, in programming, we see languages that range from low to high level. Whether high level or low level, each language has its own set of detailed grammar, spacing, and punctuation rules, just like the rules in languages that people use to communicate with each other. These rules are called syntax. If one of these rules is broken in the program code, the result is a syntax error, because the computer cannot understand the instructions that were given. Here are some different language types explained:  The original programming language, machine language, is the language that a computer’s processor understands. Machine language consists of large sets of 0s and 1s. The language is not only challenging because it is difficult to read, but also because the instructions are very low- level. Programming in machine code is not common today because of the use of high-level languages and translation programs like compilers and interpreters. However, the original computer programmers had no choice but to use machine language.  Assembly is another low-level language. It uses letters and words instead of 0s and 1s in its code, but an assembly programmer still has to know a lot about how the computer’s hardware works. Different versions of assembly language are specific to different types of computers. Once

an assembly program has been written, the computer cannot yet execute it. Instead, the program must be translated into machine language using a program called an assembler.  Starting in 1958, high-level languages were being produced. The earliest was called Fortran, a language that made mathematical programming easier than it was with machine or assembly language. Fortran was quickly followed by COBOL, a business processing language. Over the years, high-level languages were improved. A significant language called C was developed in the late 1960s. C offered portability; that is, a program written in C could be compiled not just for the computer it was written for but potentially for any computer. C also introduced more sophisticated programming tools in the form of control statements. Today, we might refer to a language like Fortran, COBOL, or C as a mid-level language. These are high-level languages in that they are far easier to understand than machine or assembly language, but they do not offer as many of the abstraction tools as newer languages do.  The newer languages have more easily understood terms that make the programmer’s job easier. In 1988, C was expanded to include a new concept known as objects. This ushered in a shift in programming from procedural programming to object-oriented programming. So, C++ lets programmers do things that are difficult when using an assembly language or C. A C or C++ programmer still needs to be aware of things like how the computer’s memory stores numbers and data. These languages are popular in part because they use a computer’s resources efficiently. They also have the advantage of being able to run on many different kinds of processors.  We would classify C, C++, Fortran, and COBOL as high-level programming languages, but many improved languages have been released in recent years, including Java, C#, and Visual Basic .NET. Added to these are interpreted languages like Perl, Ruby, and Python. These high-level languages are sometimes thought of as higher level than C and C++ because of added features. Mid- and high-level languages use words and symbols to represent complex concepts simply. This allows a programmer to do more with less effort. Mid- and high-level languages also use familiar math symbols, like the plus and minus signs, to show computer operations. Programs created with high-level languages can direct much more complex tasks than those created with low-level languages. Some high-level languages serve a specific purpose, like creating graphics, while others are very flexible and are considered general purpose. A programmer who needs to write code that will work well with several different operating systems may choose Python or Java. Someone who needs a language that is good at dealing with text may use Perl. Mid- and high-level languages come with a library of often used functions, called subroutines, that are prewritten to handle simple tasks. This makes the programmer’s job easier.

Programming Methods Another way to classify programming languages is by the methods they use to create the program code. For example, the basic element of procedure-oriented programming is the “procedure” (or function or subroutine), which is a sequence of statements that are considered an organizational unit that can accomplish a particular task within the program. Simply put, a procedural language tells the computer how a task is done by breaking the process into small subtasks. Each procedure itself is still a step-by- step sequence of instructions to handle the given subtask. Most of the earliest high-level computer languages (BASIC, Fortran, COBOL, C, Pascal, and so on) were all procedural. Newer languages made a true break from procedure-oriented programming and are considered nonprocedural. With nonprocedural languages, a programmer defines only what he or she wants the computer to do. It is not necessary to specify how the task should be done. Object-oriented programming is organized around “objects” rather than actions. Objects can represent anything from human beings (described by names, addresses, and so on) to buildings, cars, windows in your GUI, icons on your computer’s desktop, and so on. Object-oriented programming (OOP) is focused on the objects the programmer wants to manipulate rather than on the logic used to control them. The

Copyright © 2007–2016 NAF. All rights reserved. NAF Principles of Information Technology Lesson 13 Introduction to Programming first OOP language was called Smalltalk, but the first popularly used OOP language was C++. C++ combined the procedure-oriented programming of C with OOP, so you could write using either programming method. Since that time, newer languages have made better use of OOP, including Java, C#, and Visual Basic .NET. Like C++, some newer languages also combine both procedural and object- oriented characteristics and capabilities, depending on how they are used. Python is another example.

Choosing a Language Choosing which programming language to use is important. Every language has advantages and disadvantages, so choosing the best language for a particular situation depends on a number of factors. To begin, a programmer should ask questions like these:  What do you need the program to do? (What type of process or problem are you facing?)  On what type of computer hardware will the program be run?  Will the program be required to run on multiple different platforms (different operating systems, processors)?  Will the program be run directly on the computer or within a web browser?  What kind of existing software needs to interact with the new program?  Is the program a small program (a few dozen or a few hundred lines of code), a large program (thousands to a million lines of code), or a very large program (more than a million lines of code)?  How experienced is the programmer?  How “steep” is the learning curve (that is, how difficult would it be for someone not familiar with a particular language to learn to use it effectively)?  How easy is it to make changes or find errors using a particular language?  Will the program be made available as open source? In the case of the last question, the answer may greatly restrict the programmer’s choices, because a lot of open source software is written in C, C++, or Java. Once you have the answers to these questions, you can begin to figure out which language is the easiest, most efficient, and/or best suited for the job. For example, think about the following:  Fortran, a language for processing numerical data, doesn’t lend itself well to organizing large programs. Because of its limitations, it is almost never used for new software development.  COBOL, developed shortly after Fortran, has many similar limitations. However, while Fortran was largely written using mathematical formulas, COBOL uses English words throughout, including in mathematical operations like “multiply x by 5 giving y” (instead of using notation like “y=x*5”). COBOL was used extensively in business programming as recently as the 1990s and has left behind a lot of programs that we refer to today as legacy code.  C++ is a powerful language that combines procedure-oriented programming and object-oriented programming. It is also considered harder to learn than some other languages but was the most commonly used programming language for decades.  Java is often used to create applications for websites that will run on the site’s web server. Also, because Java was designed so that it would never be tied to any one platform, it’s a popular choice when developing programs that run on multiple operating systems.  Python and Perl are easy-to-learn, general-purpose, high-level languages that also have sophisticated capabilities and can operate as both procedural and object-oriented languages. Both languages are also interpreted but also have compilers.  Visual Basic .NET and C# are often used to develop programs for Windows-based computers.

The Flow of a Program Prior to creating the actual source code, a programmer may “map” the program, or a portion of it, by writing an algorithm (a set of instructions explaining how to solve a problem in some abstract way). There are several common approaches to expressing an algorithm. Expressing the algorithm in English terms without necessarily providing the detail of program code is known as using pseudocode. In object- oriented programming, a popular notation is called UML (Unified Modeling Language). Predating both is a diagramming approach called a flowchart. A flowchart is an illustration that uses graphical symbols to illustrate the flow of steps in a process. The following symbols are commonly used in flowcharts. These symbols are connected by lines with arrows to show the flow from one step to another.

Ovals are used to indicate both the start and end points in a series of steps.

A box is used to represent an individual step or activity in the process.

Yes A diamond shape shows a point in the process when a decision must be made to determine what will happen next. Decisions are denoted as

questions with two or more branches indicating the possible results. Usually, these decisions have two branches, one for yes and one for no. Lines extending from diamonds must be labeled with one of these possible answers.

A circle is used to indicate when a particular step is connected to another part or page of the flowchart. A letter is often put inside the circle to help clarify the continuation.

A triangle shows where a measurement is taken during the process.

Conditional statements reflected in a flowchart are used to create source code. Most programming languages use conditional statements such as if...then or if...then...else statements. For example, the following is a simple if...then statement about a coffee pot that directs the program to make coffee if the value or variable is equal to empty: if coffee pot = empty then make coffee A variation of this statement can add an else clause: if coffee pot != empty then pour a cup of coffee else make coffee Note that != means “does not equal.”

This simple flowchart shows how a conditional statement is used to help someone decide whether to go golfing.

Flowcharting can be beneficial to all types of people, not just programmers, because it helps clarify what actually happens or needs to happen in an event or process. You can also use flowcharts to train people (for example, to illustrate what to do in the event of a fire at your school). With a flowchart, it is easier for you to identify problem areas and opportunities for improvement. In fact, while flowcharts are not as frequently used in programming as they used to be, they are used to capture business process models and decision making.

Student Resource 13.5 Introduction to Programming: Using Python

Student Name:______Date:______

We all know how useful computers are. But for a computer to do anything, it needs a computer program. Without programmers, we would not have the programs that make our computers and mobile devices so useful. Many people think that programming is complicated and that program code is hard to understand. While this can be true for complex software, writing simple programs can be easy and fun. Learning how to program is not only rewarding, but it can help you become better in many areas, such as problem solving in mathematics. This hands-on exercise will teach you some basics of programming in the Python language. You will work within an interpreted environment so that you can enter individual commands to see what they do, and later you can put together a program.

Writing Python Directions: In this exercise, you’ll practice writing Python code in the Python interpreter. Python as a programming language is popular among both hobbyists and professionals. Python programs can be found running on websites as well as on Windows and Linux computers.

We’ll start simply and then keep adding in more elements of code. Keep in mind that any programming requires accurate typing and an exact arrangement of words and symbols. Don’t get frustrated if your code doesn’t do what you expect. Keep trying. If you get stuck or need help, ask your teacher.

When you start Python, a window appears with some introductory text about the version you are running. Also, a prompt appears, waiting for your command: >>>

You will type your code after the >>> prompt. As soon as you hit the Enter key, that code will be interpreted (converted into machine language and executed). The result (if any) will display on the next line.

Specifying a Value The simplest instruction to enter in Python is specifying a value at the prompt, which then becomes the output. Type the following sequence:  5 The number 5 becomes the output.  5+2 Python adds the two numbers, and the output is the number 7.  5*2 Python multiplies the two numbers, and the output is the number 10.

 5+2*3 Notice that the computer obeys mathematical operator precedence rules by computing 2*3 first, before adding 5. The output is the number 11.

Strings A string is a series of characters placed inside quotations marks. You can use either double or single quotes. Try typing "Hello there" . The output will be: 'Hello there'

Variables Variables are names attached to memory locations, and they store information for us. For example, we can create a variable called age and another called name. We can then tell the computer to assign a value to the variable. To do this, we use an assignment statement. Type the following sequence:  age=15 The number 15 is now stored as the value for the variable age. Notice that nothing is output in response to this instruction (unless you have a typo).  name="your name" Use your first and last name in place of your name. Don’t forget the quotation marks and the space between your names. Again, there is no output.  age This command does not output age but instead outputs the value stored in the variable age. The number 15 is the output.  name You should see your first and last name. Assignment statements consist of a variable name, an equal sign, and either a value or a computation. Try typing the following assignment statement:  greeting="Hello "+name Don’t forget the space after hello but within the quote marks. The + is used to “add” strings together (known as string concatenation). In this case, we are creating a string of “hello ” (with a space) and your name combined together, placed into the variable greeting. Now try typing:  greeting You will see what is stored in the variable greeting. The two instructions should look something like the following.

Assignment statements are often used not just to store values but to perform computations. One type of computation is to change a value already stored in a variable. For this, we use a variation of the assignment statement where the variable appears on both the left and right side of the equal sign. Let’s add 1 to age by using age=age+1. In a program, it means “take the value of age, add 1, and store the result in age.” Try the following sequence:  age=age+1  age The output should be the number 16.

Input from the User Now let’s try adding an input from you, the user, to a variable. The format may look strange, but the word input is actually a call to a function. By using the word input, we are invoking an already written piece of code whose job is to obtain input and return it. What is placed in the parentheses is a prompting message that will appear in the console window before you type in the input. This prompting message is useful for instructing the user on what to do. Type the following sequence:  name2=input("Enter your name: ") We take the value returned and store it in the variable name2. Make sure you type the instruction exactly as shown, including two blank spaces after the colon (:) following the word name.  After entering the above command, you will see 'Enter your name: ' in the console window. At this point, type a friend’s name and press the Enter key. You will not see any output.  Another function is called print. Although we can output the value of a variable just by typing in the variable name, the print function is more useful in that we can use it to output a number of things. Type the following. Notice that there is a blank space after the word is. There are no blank spaces following the word print, the second quotation mark symbol, or the plus sign. print("My friend is "+name2) What do you see?

If-Statements and If/Else-Statements Another feature of a program is to decide what should be done based on values stored in variables. For instance, we might want our program to decide and tell us if, based on our age, we should go to recess or to the library. To make a decision, programs use if-statements and if/else-statements. In Python, the syntax is a little bit odd and requires using proper indentation. Type the following after the prompt (>>>), and make sure you use the Tab key to indent when needed. The prompt and the ellipses (…) are automatically displayed; they are not something for you to type.

 >>> if age >= 15:  ... print("Go to the library and study")  ... else:  ... print("Go play at recess")  ... The result should be either the message about going to the library or the message about recess, depending on the value stored in age. Since age should now be 16, the message should tell you to go to the library and study. Notice that the notation >= means “greater than or equal to.” Now try this. Type:  age=14 Now retype the if-then-else statement above. What output did you get this time? Notice how the computer makes a choice of what to do. The if-then- else statement is a very powerful tool that we use throughout a program. These statements allow the program to make decisions on its own.

For-Loops Another type of feature of a program is known as a loop. A loop causes a set of code to operate a certain number of times. Several types of loops exist, but we will look only at one type of loop in Python called an iterator loop. This loop, known as a for-loop, will iterate once for each item in a list. Let’s try it out with the following code. Make sure to press the Tab key for the second line, and remember that the ellipses (…) are automatically placed there, so do not type them yourself.  >>> for number in [0, 1, 2, 3, 4]:  ... print(number)  ... This will print 0, 1, 2, 3, and 4 on separate lines.

The for-loop can operate on lists that contain numbers, strings, and individual characters. Type the following two for-loops, adding a tab for each second line:  >>> for item in [1, 10, 'a', 'abc']:  ... print(item)  ...  >>> for item in name:  ... print(item)  ...

What do you see? (Remember that for our example, the variable name had Emily Smith stored in it. Your variable name should have your own name.)

Another function is called range( ). This function returns a list of all of the numbers in the range from 0 to one less than the number you place in parentheses ( ). Type the following:  for number in range(5):  ... print(number)  And you will see, 0, 1, 2, 3, 4 print out. You can also specify the starting point for a range. Retype the previous code but use range(1,6) and you will get the numbers 1 through 5 as output. Let’s use this idea to perform a computation called a factorial. A factorial is the value we get by multiplying a number by all of the numbers less than it down to 1. For instance, the factorial for 5 is 5*4*3*2*1. We write this value as 5!. The following code computes and outputs 5!. Remember to include the tab in the third line.  factorial=1  for value in [1, 2, 3, 4, 5]:  ... factorial=factorial * value   print(factorial) The result should be 120.

Challenge Activity: Functions A function is a piece of code that you can invoke over and over again. So the idea here is that you will build a program by writing a sequence of functions and saving them to disk file. We will write and test our function but not save it. A defined function will look like this at the prompt: >>> def age( ):

There is a space between the parentheses. This function is now called age. Now each line that follows will be the instructions that make up that function. A few key points to remember: 1. Indent at the beginning of each line by pressing the Tab key. 2. Press Enter at the end of each line except after the first def age ( ): line. (Notice that as we saw with the if/else-statements and for-loop statements, the prompt changes from >>> to ....) 3. Notice that two tabs are needed at the beginning of lines 8 and 11. (These are the lines after the if- statement and the for-loop.) 4. After you have entered the last command for the function, hit the Enter key twice. Type the following program. (For year and yourBirth, use the current year and your birth year rather than what is listed.)  def age( ):  name=input("What is your name? ")  year=2015  yourBirth=2000  birthday=input("Have you had a birthday yet this year? Y or N? ")  yourAge=year-yourBirth  if birthday=='N':  yourAge=yourAge-1  print(name+", your age is")  for number in range(yourAge):  print(number)  print(yourAge)  Remember if you receive errors at any point, retype the function definition from the start. It may take you several attempts before you have it correctly entered. When you are done, type: age( ) Answer the questions for your name and birthday as prompted. Run the function two times, answering once with Y and once with N to make sure you get the proper output. Notice how you can write a function and then use it over and over. To make the function age( )even more interesting, you could ask the user to enter his or her birth year using yourBirth=("Enter the year you were born: ") in place of the command that set yourBirth to a set year (2000, in our example). If you want to, try to rewrite the above function with this new statement. Now, every time you run the program, use a different combination of your birth year and whether you have had a birthday or not. Congratulations! You just coded some of your own simple computer programs! Show your teacher the output when you are done.

Student Resource 13.6 Reading: The Software Development Process

This lesson introduces students to the types of employment available to job seekers looking for an IT career within any industry. The lesson provides information about existing jobs within the field of information technology as well as the types of employment available to experienced job seekers looking for a consulting or entrepreneurial role. Students learn about the qualities of an effective resume and write their own as an assessment activity. From a guest speaker, they learn firsthand about working in information technology. In addition, the lesson encourages students to consider their own goals and qualifications in the context of the positions they learn about. Advance Preparation Line up a guest speaker, or several guest speakers, to talk with your students during the third class period. The speakers should be IT professionals who are prepared to discuss their own job histories, what they do now, and what they look for in someone applying for an entry-level position. Tell the guests that the students will be asking a lot of questions and that their visit will be interactive. This lesson is expected to take 4 class periods.

Lesson Framework Learning Objectives Each student will:  List the types of jobs that are available in the IT field  Describe entry-level jobs in IT and corresponding qualifications*  Evaluate which jobs are most suitable based on personal interests and skills  Develop effective responses to common job interview questions  Evaluate personal experience and qualifications for potential employment opportunities  Develop a resume *This is one of the 16 key learning objectives assessed by the NAFTrack Certification end-of-course exam for this course.

Academic Standards The relevant Common Core State Standards are too extensive to list here but are an important basis for this lesson. For details, please refer to the separate document “Correlations to the Common Core Standards” (available in the Course Planning Tools section of the course materials).  Demonstrate effective professional communication skills and practices that enable positive customer relationships (Common Career Technical Core 2012, IT 1)  Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity (ISTE NETS for Students 2007, 5b)  Be able to format text and documents, including the ability to use automatic formatting tools (IC3 GS4 2012, Key Applications) Assessment

Assessment Product Means of Assessment

Entry-level resume (Student Resource 14.4) Assessment Criteria: Resume (Teacher Resource 14.2)

Prerequisites  Understanding of information technology employment responsibilities, including an understanding of different types of hardware and software; basic comprehension of programming languages; and an understanding of various basic software applications, basic networking skills and concepts, and major IT issues, including security  Grasp of what job skills are and which ones are necessary to work in the IT field  Completed personal inventory of experience, interests, and skills for future careers  Understanding of basic career roles and options in information technology

Instructional Materials Teacher Resources  Teacher Resource 14.1, Guide: Qualifications and Skills  Teacher Resource 14.2, Assessment Criteria: Resume  Teacher Resource 14.3, Key Vocabulary: Working in Information Technology  Teacher Resource 14.4, Bibliography: Working in Information Technology Student Resources  Student Resource 14.1, Reading: IT Employment Overview  Student Resource 14.2, Wish List: Interesting Jobs  Student Resource 14.3, Reading: Sample Entry-Level Resumes  Student Resource 14.4, Writing Guide: Resume

Equipment and Supplies  Blackboard, whiteboard, or flip chart  Computers with word processing software

Lesson Steps

Step Min. Activity

CLASS PERIOD 1

1 20 Think, Pair, Share: Considering Professional Roles Students prepare to explore specific professional IT opportunities by recalling the careers they know something about. They consider these roles in light of their own career ambitions. Explain to the students that this is the beginning of a new unit and that they will be shifting gears to look at careers. They will consider how to take what they have learned in this course and apply it to a professional role. Write these questions on the board or on a large sheet of paper on the wall:  What are some of the jobs and roles you’ve learned about in information technology that sound appealing to you? (Prompt students to think of such roles as programmer, project manager, web developer, system administrator, multimedia developer, game/simulation developer, technical writer, and so on.)  If you had to choose one job from information technology to have in the future, which one would you pick? Why?  What do you think would be the best part of working in information technology? What do you think would be the most challenging? Use Think, Pair, Share to develop a list of professional roles in information technology (see The NAF Learning Handbook for more information on this strategy): 1) Think: Have students write brief notes on each question in their notebooks. 2) Pair: Ask students to talk about their ideas in pairs. They should compare their mental notes and identify the professional roles they think are ideal, describing some specific responsibilities and what makes the roles appealing. 3) Share: Invite pairs to share their ideas with the rest of the class. You can do this by calling on each pair or by taking volunteered answers. When the students have finished sharing, explain that this unit will be about careers in

Step Min. Activity

information technology. Note that although students have heard about many different jobs in this field, they are now going to have the opportunity to think about which job might be right for them.

2 30 Reading: IT Employment Overview This activity provides students with an overview of the many different jobs available within information technology and helps students to reflect further on jobs that might be right for them. This activity also focuses on the following college and career skill:  Developing awareness of one’s own abilities and performance Review Student Resource 14.2, Wish List: Interesting Jobs, with the students and answer any questions they have about the task. Then ask them to read Student Resource 14.1, Reading: IT Employment Overview, and to complete the jobs wish list as they read. Explain that this assignment will help them think about specific jobs that might interest them, as well as the qualities they would need to succeed in those jobs. Explain that they will use this wish list to complete assignments in the next class period. When the students have finished their reading and jobs wish list, pair them up and have them share with their partner. Once partners have had a few minutes to share, go around the room and ask each pair to share at least one job that they found appealing along with the reasons they found it appealing.

CLASS PERIOD 2

3 15 List, Group, Label: Job Qualifications This activity uses List, Group, Label (see The NAF Learning Handbook for more information on this strategy) to develop students’ ideas about the job qualifications they consider important. Write this prompt on the board:

 List the personal and professional qualifications that you think would ensure success in the information technology field. Have students brainstorm anything they can think of that would apply to the prompt, and list all the ideas on the board. See Teacher Resource 14.1, Guide: Qualifications and Skills, for a list of qualifications and characteristics the students should identify. If students have trouble coming up with ideas, suggest that they think about one of the particular jobs on Student Resource 14.2, Wish List: Interesting Jobs. Then ask the whole class to suggest skills or knowledge a person might need to succeed in that job. Once the class has listed 15 to 30 of these qualifications, guide students to organize the features into the following groups:  Skills  Knowledge  Personal characteristics  Experience

Step Min. Activity

Next, put the students into small groups. Ask them to look over the groups of qualifications and answer the following questions:  Identify which qualities have been the most helpful while completing the culminating project. Which qualities have you developed or improved upon during project work?  Which qualities will you need in order to complete an internship successfully?  Which qualities and skills do you think you will gain with an internship? While the students discuss, circulate and answer any questions, and also check Student Resource 14.2, Wish List: Interesting Jobs, to make sure it is complete. Point out that knowing one’s own strengths, skills, and experiences is a necessary first step to applying for a job. In the next activity, they will turn to another important first step in applying for a job: having a good resume.

4 25 Think, List, Group: What Makes a Good Resume? In this activity, students evaluate a resume, determine the characteristics of a good resume, and apply this information to their own resume. This activity focuses on the following college and career skill:  Developing awareness of one’s own abilities and performance Before class begins, write the following five elements on the board:  Organization  Format  Clarity  Detail  Language Ask students to review Student Resource 14.3, Reading: Sample Entry-Level Resumes. Explain that these are excellent examples of entry-level resumes for information technology positions and that the five elements listed on the board represent the qualities of an effective resume. Ask students to look over the sample resumes and identify at least one example of each of these five areas. In other words, they should ask themselves: What is excellent about this resume’s organization? About its format? And so on. After students have had a few minutes to identify examples of the five major qualities, invite them to share their examples. Write the examples on the board, grouping them under each of the five qualities. When there are several examples under each of the five qualities, ask students to think about what they will write for their own resume. Ask them the following:  Which of these qualities would you like to see in your own resume?  Do you see areas that you could improve when you write your own resume? Then ask them to consider this question:  What skills and experience would you include on your resume? At a minimum, they should be able to list their culminating project and the skills they

Step Min. Activity

have learned in this information technology course. Maybe they’ve completed an internship or a summer job they can include. Ask students to share what they are thinking of including on their resume, which may help jog other students’ memories and give them ideas as well. You may want to help students develop a list of IT skills they’ve learned in this class that they can include on their resume. Return to the sample entry-level resumes, and ask students the following:  Based on how these resumes list experience, how would you list the culminating project on your resume? Where would it go? What would you say about it? Give students a minute or two to think; then work together as a class to formulate a good description of the project. Have all students copy it down in their notebooks. Explain to the students that one goal of a good resume is to make you stand out to a potential employer in order to help you get an interview. Let students know that they will have the opportunity to talk to a potential employer in the next class period, when the guest speaker comes to visit. Ask students to think about what they will write for their own resume and to make a mental note of any questions they might ask the speaker—general ones like “What do you look for on a resume when you’re hiring someone for an internship or a job?” Time spent analyzing these resumes and thinking about them in relation to their own experiences has prepared students to begin writing their first resume later in the lesson.

5 10 Think, Pair, Share: Preparing to Meet an Industry Expert This activity prepares students to take an active role when an industry expert or experts visit the classroom in the next class period. Present a brief introduction of each visitor, including a description of the person’s role within the organization he or she works for. Point out to students that this is an excellent opportunity to learn directly from someone who works in information technology what the work is like and also to learn which qualities and experiences are most important. 1. Ask students to take a moment to think about what they might ask this person, and then have them write down two or three questions in their notebook. 2. Ask students to team with a partner and share their questions. They should copy down any questions from their partner that they think are helpful. 3. During the last five minutes of class, go around the room and ask each pair to share one question they thought of. Encourage students to copy down any good questions they hear into their notebook. Let the students know that you may call on any of them to ask the expert a question, so this list in their notebook is good preparation for that. Make sure students understand that they are expected to take notes during the speaker’s visit. Have them start a new page in their notebook and label it with the guest speaker’s name and the date of the visit. Suggest that they plan to write down each question as it is asked and then make notes on the important elements of the speaker’s response. Remind them that they should not aim to write down everything that the speaker says but focus on key points. Students are now primed to hear from the visiting industry expert.

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CLASS PERIOD 3

6 50 Group Discussion: Asking an Expert This activity provides students with the opportunity to ask an IT “expert” questions, and it also challenges them to work on their public speaking skills. Begin the class period by introducing the expert(s) you’ve invited. Ask class visitors to briefly describe the following:  Position in the IT field and responsibilities in this role  Work history and how they settled into their current position  Educational background and how educational experiences prepared them for work  Pathways that they, or colleagues, took to get into information technology: what did they study in college, internships, and so on?  Soft skills: which ones matter the most, and why do they matter?  Resume: what are important items to include to get hired for an IT job? Use these questions together with any additional questions that you think might help set context for your students. Then invite the students to ask questions. If there are no volunteers, remind students to look at the list of questions they made in their notebook. Then ask for volunteers again. If there are still no volunteers, choose a student. Remind the students that they may use the questions they’ve written in their notebook. At the end of the class period, make sure that the students have a chance to thank the expert(s). Tell the students that they will have an opportunity to reflect on the interview during the next class period. Hearing from an IT expert reinforces for students that the skills they are learning in this class are not merely theoretical ones, but ones that people in their community use each day to support themselves. By meeting someone currently employed in the IT field, students will be better able to imagine themselves in such a role, knowing that IT is a vibrant field and one in which—should they choose to do so—they are likely to be able to find a role in the future.

CLASS PERIOD 4

7 10 Reflection: Reviewing the Industry Expert(s) Interview This activity allows students to reflect in pairs and as a class on what they learned from the expert(s). Keep in mind that this is an excellent time to begin including a guidance counselor in the classroom activities. Ask students to take a few minutes to discuss with a partner one or more of the following prompts, based on what the expert(s) said:  I was surprised that the expert said…  I am more interested/less interested in working in this field now because…

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 The most important skills I have for working in information technology are…  I still need to work on… Invite a few pairs to share their thoughts. Refer to what the speaker(s) said about soft skills and important items to include on a resume. Ask students whether the speaker(s) mentioned any skills or knowledge they could include on their own resume. If so, what were the skills? Explain to the students that their next assignment will require them to write a resume that includes their IT skills and knowledge, as well as the work (including project work) they have completed thus far.

8 35 Writing Assignment: Writing a Resume This activity gives students a chance to write their own resume, which they can then build upon as they take more classes or complete relevant work experience. The activity focuses on the following college and career skill:  Prioritizing and completing tasks without direct oversight

Explain to students that the resume they write in this activity is a starting point for the resume they will use to apply for an internship. They will have several opportunities to add to this resume during their high school years as they take more courses and complete relevant work experience. In the meantime, they can use their resume to apply for jobs and volunteer positions. Refer students to Student Resource 14.4, Writing Guide: Resume, and review it with students. Go over the assessment criteria, answering any questions. Explain to students that they will use a Microsoft Word template to develop their resume. Begin by directing them to the Word templates available with the version of Word they are using, and help them identify an appropriate template. Templates will vary depending on the version of Microsoft Word that students are using; you may want them to look at templates with names like High School Resume Template, Internship Resume Template, Simple Template, or Basic Template. After they choose a template, have students get to work drafting their resume. You may want to check that the templates students have chosen are appropriate. If some students are having difficulty creating their own resume using a Word template, ask them to get help from their peers who have more experience with this genre of template. Additional templates are available at the Microsoft Office website: http://office.microsoft.com/en-us/templates. Approximately halfway through the class period, ask students to share their in-progress work with a partner. Ask partners to point out two items that are effective and two items that might need more work. Then have students return to working alone. Near the end of the class period, instruct students to complete their resume for homework if necessary, and encourage them to share their polished resume with a friend or family member. Remind them that a new set of eyes is likely to see small glitches in formatting, content, spelling, or grammar that need attention. Instruct students to submit their resume for assessment at the start of the next class period, and assess all resumes using Teacher Resource 14.2, Assessment Criteria: Resume. Explain that it is very important that students save a copy of their resume so that they can update it whenever they have new items to add, and so that they have it ready to print whenever they have an opportunity for an interview or a meeting with a

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professional. You might also want to suggest that they include the date in the file name they give to their resume so that they always know which version is most recent. Tell students that they have just taken a crucial step toward launching their career, and that all professionals must keep a resume handy and update it periodically. Point out to students that at the end of each semester, they should update their resume with additional information about their education and experience so that when the time comes, they will be ready to apply for an internship.

9 5 Culminating Project Work: Materials Preparation Inform students that they should come to the next class period with all of the materials for their culminating project that they have completed during the course. This includes the seven project planner pages they have completed, the completed project planning summary table, the Excel spreadsheet they created in Lesson 7, and the PowerPoint slides they created in Lesson 8. Explain that students should have everything ready in order to maximize their in-class working time in the next lesson, during which they will prepare to present their culminating project to an outside audience.

Extensions Content Enrichment  Conduct a Work-Based Learning (WBL) activity: Demonstrate the value of internships by showing students the video “Internships Offer Meaningful Real-World Learning” on Edutopia, at http://www.edutopia.org/is-school-enough-real-world-internship-video. In the video, Noah interns at a nonprofit working to protect his city’s local water source, and he gains both knowledge and skills in the process. Have students think of their dream company or nonprofit and then identify a possible internship position they could hold. Next, have students consider and list possible skills and knowledge they would gain in such a position.  Encourage students to find job listings for the roles that most appeal to them. Then ask the students to explain the factors they think make one type of job more interesting than others—for instance, is advancement, money, or the location of the job key?  Introduce students to some of the self-evaluation tools designed to help people choose a career, such as those in What Color Is Your Parachute? Select a tool or tools appropriate for your students, and have the students complete the tool(s) in the classroom. To find further career resources, check with your school’s career or college office, if one exists.  Ask a member of the NAF academy advisory board to visit the class and conduct an interviewing workshop, including mock interviews, if possible. These might be videotaped for evaluation.  Ask students to research the following topic: How have the typical skill sets for employment in information technology changed over time? One hundred years ago, this career field didn’t even exist, yet today it is a very important field with great jobs available. Ask students to write an essay based on their research in which they predict what skills will be needed in the future.  Have students research the shift in jobs from the 1940s through today in terms of the number and type of blue-collar vs. white-collar workers. In particular, have them try to identify jobs that no

longer exist (e.g., mail sorting) and jobs that didn’t exist prior to computers but do exist now. Ask students to determine whether computers and automation have caused more unemployment or employment.  After students have completed their resumes, have them write two paragraphs of a goal statement. Their goal statement should include what type of IT career they hope to pursue. Have them list the types of skills needed in their selected career and then list those skills that they do not yet have. They can then set to work acquiring these skills. For each skill, have the students describe how they will go about acquiring it (e.g., through a future class in high school, college, an internship or part-time job, or on their own).  Have students research salary possibilities for their future career and consider their lifetime earning potential using the following sites for guidance: o About.com: Your Lifetime Income Potential (http://humanresources.about.com/od/salaryandbenefits/a/life_earnings.htm) o Salary.com Salary Calculator (http://www.salary.com) o PayScale Salary Survey (http://www.payscale.com/wizards/choose.aspx) o JobStar Salary Surveys (http://jobstar.org/tools/salary/sal-comp.php)  Give students the list of suggested readings below and suggest that they write a paragraph in their notebook summarizing the reading of their choice. o Career Cornerstone Center: “Computer Science” (http://careercornerstone.org/compsci/compsci.htm) o Bureau of Labor Statistics: “Career Exploration” (http://www.bls.gov/k12/students.htm) o Education Online Search: “Computer Careers” (http://www.education-online-search.com/articles/careers/computer_careers) STEM Integration  Mathematics: Demonstrate how salaries compound over time by having students calculate annual raises. For example, ask them to compare starting salaries of $25,000 and of $40,000, assuming 5% increases each year. Additional Cross-Curricular Ideas  English Language Arts, Drama: Team up with other teachers to simulate job fairs and interview situations. The more varied, expert feedback and encouragement the students receive on their “performances,” the more skilled at interviewing they will become. Ideally, videotape students and offer constructive criticism to improve their presentations of themselves to potential employers.  English Language Arts, Social Studies: Have students conduct “interviews” with characters from literature or with historical figures. Let students work in groups to write questions for the interviewee. Then ask them to write out a script between themselves (as interviewer) and the historical or literary figure. These can also be performed in class.

Teacher Resources

Resource Description

Teacher Resource 14.1 Guide: Qualifications and Skills

Teacher Resource 14.2 Assessment Criteria: Resume

Teacher Resource 14.3 Key Vocabulary: Working in Information Technology

Teacher Resource 14.4 Bibliography: Working in Information Technology

Teacher Resource 14.1 Guide: Qualifications and Skills

Use this information to guide the discussion on qualifications and skills.

Skills The following skills are important in information technology:  Strong analytical and problem-solving skills  Good communication and presentation skills  Ability to manage multiple assignments at once  Ability to think logically  Ability to document technical work and processes  Ability to learn new information quickly  Ability to meet deadlines

Knowledge The following knowledge is useful to have in the information technology field:  Familiarity with graphic design software such as Photoshop or Illustrator  Knowledge of different programming languages (C++, JavaScript, ASP, and so on)  Knowledge of operating systems (Windows, Mac OS, Linux/Unix)  Web programming knowledge  Knowledge of Microsoft Windows Server 2008 R2, 2012, or higher  Knowledge of Linux/Unix/AIX enterprise servers

Personal Characteristics Organizations tend to look for employees who:  Thrive in a fast-paced environment and work well under pressure  Are detail oriented but still see the big picture  Take initiative—they find what needs to be done and do it  Are passionate about their work  Can be team players  Are self-motivated—they work independently, with little supervision  Have a professional attitude  Are flexible and able to cope with ever-changing priorities  Are capable of self-learning

Experience Many companies place great value on hands-on experience; even a summer job or an internship counts. Some companies look for people who have taken courses and become certified in certain fields, such as computer security, operating systems, or hardware maintenance.

Teacher Resource 14.2 Assessment Criteria: Resume

Student Name:______

Date:______

Using the following criteria, assess whether the student met each one.

Met Partially Didn’t Met Meet

The resume includes relevant experiences and education. It communicates why the author is a great candidate for a □ □ □ volunteer position, internship, or job in the IT field.

All information on the resume is accurate and complete. The email address is appropriate. □ □ □

Appropriate action words are used to describe accomplishments. □ □ □

The Word template is used to design the resume effectively on one page. Sections are easy for the reader □ □ □ to identify, and all information is easy to follow.

The completed resume is neat and uses proper spelling and grammar. □ □ □

Additional Comments:

______

Teacher Resource 14.3 Key Vocabulary: Working in Information Technology

Term Definition

bachelor’s degree A degree awarded for completion of the undergraduate program requirements at a college or university. Requires a specialization in a chosen field along with completion of general education courses.

certification A distinction awarded to someone in the IT field who passes a test within the given field.

consulting When an industry expert is called in to provide assessment and give advice.

entry-level A starting position at a business, one that requires a minimum amount of experience.

IT fields The collection of careers that revolve around information technology, including but not limited to software engineering and computer science, system and network administration, computer forensics, web development, and technical support.

life-long learner A person who is willing to and embraces the challenge of continuing to learn beyond school to keep up with changes in the field.

master’s degree A degree awarded for the completion of graduate school. In some IT careers, obtaining a master’s degree is useful in advancing your career.

median One type of average, found by arranging the values in order and then selecting the one in the middle.

proactive Anticipating future changes or problems and taking action now to be ready for them.

resume A written summary of work experience, education, and skills sent to prospective employers.

salary Yearly earnings.

self-starter A person who is capable and willing to learn on his or her own.

Term Definition

soft skills Knowledge and abilities that are not specifically job-related but do aid in the ability to perform the job well; these include politeness, professionalism, ability to communicate, writing ability, good grooming, and so on.

team skills Skills that enable the individual to work in a team and positively contribute under any type of circumstance. A type of soft skill.

Teacher Resource 14.4 Bibliography: Working in Information Technology

Online Brizee, Allan. “Workplace Writers.” The OWL at Purdue, http://owl.english.purdue.edu/owl/resource/681/01/ (accessed May 27, 2016). “Career Exploration.” Bureau of Labor Statistics, http://www.bls.gov/k12/students.htm (accessed May 27, 2016). “Computer Careers.” Education Online Search, http://www.education-online-search.com/articles/careers/computer_careers (accessed May 27, 2016). “How to Write a Masterpiece of a Resume.” Rockport Institute, http://rockportinstitute.com/resumes/ (accessed May 27, 2016). “Occupational Employment Statistics: Computer and Mathematical Occupations.” Bureau of Labor Statistics, May 2014, http://www.bls.gov/oes/current/oes150000.htm (accessed May 27, 2016). Stillwell, George. “The 8 Most Important Elements of an Effective Resume.” EzineArticles.com, http://ezinearticles.com/?The-8-Most-Important-Elements-of-an-Effective-Resume&id=190338 (accessed May 27, 2016).

Student Resources

Resource Description

Student Resource 14.1 Reading: IT Employment Overview

Student Resource 14.2 Wish List: Interesting Jobs

Student Resource 14.3 Reading: Sample Entry-Level Resumes

Student Resource 14.4 Writing Guide: Resume

Student Resource 14.1 Reading: IT Employment Overview

The types of employment offered in the field of information technology are numerous and greatly varied. Technology has become a major component of almost every industry—including finance, hospitality and tourism, engineering, publishing, and medicine—so plenty of jobs are available for people with the right education and skills. The US Department of Labor’s Bureau of Labor Statistics reports the following median annual salaries in May 2015:  Computer programmers: $79,530  Computer support specialists (such as help desk): $51,470  Computer system analysts: $85,800  Database administrators: $81,710  Hardware engineers: $111,730  Network administrators: $77,810  Software developers: $100,690  Web developers: $64,970

Types of Employment As an IT professional, you will have several different options for employment. You may choose to work for an IT company, designing software, managing networks, and so on. You may choose to work for a non-IT company, handling its web design, networking, or general IT needs. Or you may work as an independent consultant with a consulting firm. If you choose to work for an IT business, your employer might be:  A start-up company that is creating a new hardware, software, or networking product  An established company like IBM that develops a wide variety of hardware, software, networking, and web products, offering lots of opportunities to move from one field to another  A company such as Google that is constantly charting new fields in Internet and web technologies  An established company that specializes in creating software or hardware devices specific to one particular sector, such as telecommunication or security  A company that handles the IT needs of other customers (e.g., Internet service providers, cloud providers)  An educational company that teaches people how to use the latest hardware and software In this case, you need to think not only about what technologies you like and are good at, but also about the company culture that suits you best: big or small, established or start-up company, many products or just a few products. If you choose to work for a non-IT business, your employer might be:  A hospital that uses IT to manage huge databases of client records, networks that keep them connected in all sorts of ways, and computers used in cutting-edge medical technology

 A bank or financial institution that has massive databases of financial information, interactive banking for clients, very sophisticated websites, thousands of people working in IT security to keep transactions safe, and an extremely high requirement for computer system reliability  An online business such as Travelocity or Amazon.com that uses computer hardware and software to make its business run—these types of companies have a wide spectrum of jobs for IT professionals  Almost any major business or educational institution today that relies on computers and the Internet to function In this case, it’s important to find the type of company that is interesting to you, both in terms of the services or products it provides and the scope of the IT department where you would be working. If you are working for a small company, you may need a broader range of knowledge and skills. If you are working at a larger company, you could work on the same project for an extended period of time.

If you work for a consulting firm, you could be asked to handle projects and assignments for many different companies in many different industries and locations. Usually, consultants in IT work on one project for a specified period of time, such as six months, and then go on to another project. The work is often project-based. Once the project is finished, you go on to another assignment.

Specializations within Information Technology Once you have determined which kind of company you’d like to work for, you need to think about what kind of job you’d like to have. As we’ve already established, there are lots of possibilities out there. Here are some of the most common jobs: Administrator: You can be a system administrator, a network administrator, a web server administrator, or a database administrator. Administrators are responsible for running the technical systems in an organization. They are in charge of making sure that everything is running smoothly and that the performance of the system is kept at a maximum. Tasks might include troubleshooting, software installation and configuration, securing the hardware and/or software, creating user accounts, performing backups and other administrative tasks, and possibly some programming. Administrators must maintain their system carefully, because system failure will usually result in great productivity loss for the company. Being an administrator usually requires a bachelor’s degree in computer science or a related field. As an administrator, you would play a very important role in a company and maintain a high productivity level for all involved employees. Programmer: Programmers write, build, and test software programs. Some programmers write application programs, which are programs that enable users to perform a specific function. Microsoft Word is a good example of an application program. Other programmers write system programs, which are programs that control how a network, workstation, or system CPU handles its task. Sometimes programmers are called software engineers or developers. Programmers need to be detail-oriented, logical thinkers who are patient and able to work under pressure. They also need good communication skills to communicate with other team members. Most employers require a bachelor’s degree in computer or information science, although mathematics, engineering, or other science degrees may also be acceptable. Recently, employers have been expecting candidates to know C#, Visual Basic .NET, C++, and/or Java, among other programming languages. A good understanding of SQL (Structured Query Language), which is the special language programmers use to access the information in databases, is also very important. As a programmer, you would have the opportunity to create exciting new software. If you worked for a very successful company, it is possible that code you wrote would assist millions of people every day. Technical support: Technical support jobs are about helping people utilize technology. This might be helping other employees with their computer systems or installing hardware for your company’s customers. Technical support can also be found in the form of online or over-the-phone customer service,

Copyright © 2007–2016 NAF. All rights reserved. NAF Principles of Information Technology Lesson 14 Working in Information Technology where you can walk customers through problems and help them troubleshoot. Technical support jobs require expertise in areas relevant to the type of support you would be providing. As a technical support person, you could help all sorts of people reap the benefits of new technology, even people who don’t have technological expertise. This is a very good entry-level job to get some experience working in the computer industry. Quality assurance: Working in quality assurance (QA) involves testing products to make sure the consumer’s experience will be as trouble-free as possible. The job involves running test situations on the product and documenting results, especially when the product fails in some way. QA work requires strong analytical skills and attention to detail. With a job in QA, you would help bring a better experience to the customers of your company. QA jobs can be in hardware or software, or in complete system installations such as servers and networks. Hardware engineer: Hardware engineers research, design, develop, test, and oversee the installation of computer hardware. Such hardware may include computer chips, circuit boards, systems, modems, keyboards, and printers. A bachelor’s degree in engineering is required for almost any entry-level job in this area. Engineers need to be analytical and detail oriented but also curious and creative. They need good people skills because they often work on teams. Hardware engineers are an important part of modern innovation. Exciting applications come about more rapidly when there is newer, more powerful hardware available. Technical marketing engineer: Technical marketing engineers work with the technology a company is developing in order to determine what capabilities consumers will desire most from the company’s products. These capabilities could be related to both hardware and software. A bachelor’s degree in business, marketing, or the specific technology being worked with is usually required. Relevant technical skills related to the product, such as Java or HTML for online applications, are important—as are interpersonal skills related to marketing. As a technical marketing engineer, you would assist in making new products that are relevant to consumers’ needs, instead of just making more junky products that people aren’t interested in. Analyst: Analyst jobs include system analyst, networking analyst, and database analyst. Analysts help businesses determine what computers, software, types of networks, and architecture are required to get the most out of their system. They begin by analyzing what people need from their computers, and then they design a system that can do those tasks. They may draw diagrams or charts to show how the information will travel through the computer systems between people who need it. An analyst will try different tools to design the fastest, easiest, and least expensive system and then make recommendations for what computers and software to purchase or design. Once the system is planned, the analyst tests it to make sure that it works and is easy to use. Analysts usually have a bachelor’s degree in computer science, information science, or information systems management, and some also get a master’s in business. They need to have good problem-solving and logical-thinking skills. They also need good speaking and writing skills so that they can explain their system, and strong people skills because they usually work as part of a team. Project manager: Project managers are generally team leaders and are in charge of creating high- quality products before a deadline. Project managers make important decisions regarding priorities, schedules, and workload and make sure that their team is working quickly and effectively. A bachelor’s degree is generally required, along with experience with the type of product you will be working with. Good communication skills are a must, because you must work with your team and with nontechnical employees in other departments of the company. Being a project manager means having a big responsibility, but it is still a sought-after position because it is well paid and represents advancement in the company. Web developer: Web developers make websites by laying out how words and art should appear on a computer screen. They also need to make sure that a website will appear correctly on a variety of different platforms, including mobile devices, and they test the site to make sure it’s easy to use. They make sure the site will load quickly, they update the site, and they fix anything on it that breaks, such as a link that doesn’t work. They may also be in charge of deciding what kind of technology they will use for

Copyright © 2007–2016 NAF. All rights reserved. NAF Principles of Information Technology Lesson 14 Working in Information Technology the website: the server, the software, and so on. They need to know several different types of software and should be familiar with HTML, CSS, and programming languages like JavaScript and PHP. Some web developer jobs will be available to people with an associate’s degree, but for the more complicated jobs, the higher-paying jobs, or the supervisory jobs, a bachelor’s degree is needed. As a web developer, you can help offer a more exciting experience to your website’s visitors. Technical writer: Technical writers work at large original equipment manufacturers such as IBM, Hewlett-Packard, and Cisco, or at software companies such as Microsoft and Oracle. Technical writers develop everything from user guides and white papers to marketing materials. Many large computer companies, including Microsoft, Cisco, and HP, offer courses and exams that people take to become certified to work with their products. Technical writing teams develop the courseware and exams used for that certification training. As a technical writer, you would be producing documents that other people would learn from, so your ability to communicate clearly is very important. You need good writing skills and must be able to work well on a deadline. Most technical writers have a bachelor’s degree in business writing or English. A job as a technical writer often leads to other jobs, such as trainer, editor, or project manager. Chief information officer (CIO): The CIO is responsible for guiding a company’s information technology department. The CIO may also be called the chief technical officer, vice president of information technology, or director of information technology. The CIO is part of a company’s senior management and may be a corporate officer; the CIO usually reports directly to a company’s chief executive officer (CEO), which is an indication of how important this position is. The CIO’s job is very demanding and requires long hours, although CIOs are also very well paid. A CIO needs strong strategic thinking and planning skills, a solid technology background, good leadership and managerial skills, strength in decision making and negotiation, and effective communication skills. Almost all CIOs have bachelor’s degrees, and many have MBAs or other advanced degrees. They also have significant experience in the IT field.

Getting Started Any career in information technology requires basic computer skills and competencies. In addition to taking IT courses, you can get a part-time job or an internship or even volunteer your computer skills to build experience. Many IT companies offer internship programs, and many non-IT companies need help with their computers. Learning a programming language or another skill on your own is also a very good use of your time. For example, you can go to the Oracle Corporation website at http://docs.oracle.com/javase/tutorial/java/index.html and take a free tutorial on Java programming or JavaScript. If you don’t have access to a computer, ask your teacher to help you find places that have public access to computers. To really succeed in IT, a bachelor’s degree is becoming a minimum expectation, and in many cases an advanced degree is necessary to reach the top jobs. A bachelor’s degree in computer science or a similar field will require strong math skills. Strong math and science grades in high school, not to mention good grades in your NAF academy classes, will help you get into a good college program, which in turn can help you get the right internship or entry-level job to start you off in the information technology industry. Microsoft and other companies offer certification and advanced training on their products. A Microsoft certified technician, for example, may earn a certificate for advanced training and troubleshooting of Windows 2012 server software. A company that hires you may send you to certification schools to get specific training on the tools that it uses. See http://www.microsoft.com/learning/en-us/certification- overview.aspx for more information about Microsoft certifications.

Student Resource 14.2 Wish List: Interesting Jobs

Student Name: Date:

Directions: Using Student Resource 14.1, Reading: IT Employment Overview, write down at least three jobs that you read about that you might want to do. Then write down why the job interests you, and include at least two or three examples of skills, knowledge, and personal characteristics a person needs to have in order to succeed in that job.

Job Title Why It Interests Me Skills, Knowledge, or Personal Characteristics Needed

Movie producer I’d like to work with actors and actresses and  Have extensive manage shooting schedules. professional training in movie production  Experience working with actors

Student Resource 14.3 Reading: Sample Entry-Level Resumes

Diego E. Martinez 72 Maple St. Houston, Texas 77001 281-555-0098 [email protected]

Education Houston City High School Houston, Texas  Currently at the end of 9th grade  3.0 GPA Microsoft Office Word Certification, May 2016

Paid Work Experience Camp Counselor Little Learners Camp June 2015 to August 2015 Houston, Texas  Taught art, music, and physical activity programs to 10-year-old day campers

Volunteer Work Experience Houston Homeless Shelter September 2015 to present Houston, Texas  Maintain database that contains contact information of volunteers who are available to help with shelter activities  Wrote a how-to guide for other people who use the database

Extracurricular Activities

 Community Service Club September 2015 to present Houston, Texas

Skills and Knowledge

 Design and develop database applications using Microsoft Access

 Proficient with Microsoft Office Word, Excel, PowerPoint, Windows 8

 Communications: Excellent writing abilities; trained in active listening

Maya Jackson 723 Main St., Ventura, CA (805) 555-2233 [email protected]

Education King High School, Ventura, CA  Currently in 10th grade; 3.05 GPA  Member of National Academy Foundation's Academy of Hospitality and Tourism  Coursework includes Principles of Information Technology, Event Planning, and Hospitality Marketing

Volunteer Work Experience Ventura County Library July 2015 to present  Assist in shelving books  Help clients use online resources

Athletic and Academic Activities

 Co-Captain, King High Girls’ Soccer Team

 Member, Ventura Teen Long-Distance Running Club

 Co-Chair, King High Debate Club

Awards and Honors

 High School Girls’ Soccer Championship for Ventura County, 2015

 Honorary Mention in Southern California High School Science Fair, 2015

Information Technology Achievements

 Designed a website for the King High Debate Club

 Proficient with Microsoft Office, Photoshop, Mac and PC platforms

Qualities

 Driven, ambitious, and energetic

Jillian Rose Hoff 96 #3 Sunny Way, Miami, Florida 33114 (305) 555-9990 [email protected]

Education Valley High School, Miami, Florida  4.0 GPA  Coursework includes AP Computer Programming

Volunteer Work Experience Miami Children’s Hospital September 2015 to present  Assist elementary school children who are patients with online learning program  Set up computer game stations in the hospital

Activities

 President, Valley High Robotics Club

 Member, Florida Students’ Computer Gaming Association

 Treasurer, Valley High Mandarin Language Club

 Member, Valley High Girls’ Water Polo Team

Awards

 Valley High Excellence in Science Award, 2016

 Second Place in the Florida Teen Robotics Competition, 2015

 Regional Water Polo Player of the Month, October 2014

Computer and Language Skills

 MS Office (Word, Excel, PowerPoint, Outlook); Windows 8, Windows 10

 Programming languages: Python, Java, .NET, HTML

 Proficient in web design

 Conversational Mandarin

Student Resource 14.4 Writing Guide: Resume

Student Name: Date:

Directions: Now that you’ve analyzed sample resumes, it’s time to write your own resume. You can update your resume each semester during high school and use it when you apply for any volunteer positions, when you apply for an internship, and when you apply for a job. You will want to include all of your relevant skills and experience. Follow the steps below to create your resume—and read through all of the steps before you get started. As you work, you may wish to reference the sample resumes in Student Resource 14.3 for ideas. Make sure that your resume meets or exceeds the assessment criteria provided at the end of this assignment sheet.

Step 1: Set Up Your Document An easy way to create a resume with good formatting is to use a Microsoft Word template that is designed for a resume. Your teacher will give you instructions about where to find the template when you open Word on your computer. It’s important to save your resume on a flash drive or a CD that you keep in your possession. You will continue to add information to your resume each semester as you gain more experience and skills.

Step 2: Organize the Content of Your Resume Your resume should include these sections:  Contact Information Your name, mailing address, email address, and phone number should be listed at the top of the page. Use an appropriate email address—something businesslike and easy to understand, not [email protected].  Objective If you have specific career interests or skills you want to develop, you can start your resume with an objective, but this is not mandatory. Your objective should give potential employers information about the type of work you want. Setting an objective can also help you focus on the best information to include in your resume.  Education Give the name and location of your high school, what grade you are in, your GPA, and relevant coursework, or courses that match your future goals. In this section, include membership in your National Academy Foundation academy as well as your specific coursework.  Experience List your work experience. Begin with any paid relevant work experience you have, and then list your volunteer work experience. List your work experience in chronological order, from most recent to least recent. List the name of the employer, the city and state in which the employment occurred, your title while employed (if you had one), and the dates of employment in a month and year format. Under each job, use one or two bullets to describe your accomplishments during the job. Begin each bullet with an action-oriented word. For example, instead of “Was asked to enter clients’ contact information in an Excel spreadsheet,” use “Entered client data in Excel spreadsheets.”

 Activities, Honors, Skills, Achievements, and Qualities Following your work experience, include additional information that makes you a good candidate for a job or an internship. Consider the following: o List community service, extracurricular, athletic, or academic activities that say something relevant about you. For example, if you were on the football team, you are showing that you are willing to work hard, put in the practice, and be part of a team; most jobs would require these qualities in an employee. o List honors or awards you have received. o List special skills that you have, such as speaking another language or being proficient in computer programs, like Microsoft Excel or PowerPoint. o List specific information technology achievements that show your commitment to a career in IT, such as your work on your culminating project. o List personal qualities that make you stand out, such as being energetic, ambitious, or compassionate.

Step 3: Format Your Resume  Keep the length to one page. Two- and three-page resumes are standard for experienced job seekers, but high school student resumes should be short.  Make the resume easy to read and visually appealing. Use a resume template, and keep to the standard fonts, colors, and font sizes. Always use bullet points to highlight your accomplishments.  If you are printing your resume, use standard 8.5″ x 11″ white paper.  If you are submitting your resume electronically, save your Word file as a PDF. This ensures that the formatting doesn’t look different on someone else’s computer.

Step 4: Focus on Clarity, Detail, and Language  Be sure that the information you include is relevant to the internship or job for which you are applying. For example, if you are applying for an internship with a web designer, include experience that you’ve had writing your own blog or taking photographs.  Be specific as you describe your responsibilities and accomplishments. For example, instead of writing “Helped friends with computer issues,” write, “Assisted friends and family setting up home networks and connecting to wireless printers.”  Use action words to describe your accomplishments. (Consult the list of action words in this assignment sheet.) For example, instead of saying “Did user surveys for nonprofit organization,” say “Assisted humanitarian organization by recording client survey data in an online database.” The word did doesn’t say much about you as a candidate, but the action word assisted shows that you are helpful, responsible, and able to follow directions. Action words say more about your abilities.  It is standard on resumes not to use complete sentences to describe your accomplishments. So, instead of using “I created a program,” use “Created a program.”  Write out numbers from one through nine; use numerals for 10 and up.  Informal abbreviations, such as AKA, are inappropriate on a resume. However, it is acceptable to use abbreviations commonly used in the IT field. For example, instead of writing out “information technology,” it is acceptable to say “IT.”

Step 5: Review Your Resume  Check, and then double-check, the spelling and grammar on your resume. When you submit your resume to a potential employer, it should be squeaky clean. A small oversight, such as a missed period or a misspelled word, will stand out to an employer. Employers may see these errors as an indication that the candidate does not pay attention to detail.  Ask someone you trust to proofread your resume. Ideally, the person will have some experience creating resumes and can not only check for spelling and grammar errors but also offer suggestions about how you present your accomplishments. You may wish to show the person this assignment sheet to use as a guide to make sure that you’ve covered all of the important topics.

Resume Action Words Use this list of action words to help you describe your accomplishments. It’s important to be specific in your descriptions. For example, when describing your culminating project work, instead of writing “Made a presentation about a dream technology system,” you might write “Led a team that handpicked the best components, and presented our design to a professional audience.” accomplished sold promoted led documented encouraged carried out supported raised modeled offered gained constructed undertook responded rewarded performed inspired designed worked achieved solved proposed maintained drafted facilitated challenged taught read narrated organized guided contributed used revised saved planned instructed developed wrote aided spoke provided managed figured chaired tested reorganized overhauled headed coordinated valued selected prepared introduced directed analyzed strengthened received mapped focused communicated took reported oversaw identified created viewed served presented joined displayed assisted studied recorded measured formed completed trained represented participated illustrated delivered visited shaped produced launched distributed built summarized pursued met founded conducted traveled resolved passed improved demonstrated won

Make sure your resume meets or exceeds the following assessment criteria:  The resume includes relevant experiences and education. It communicates why you are a great candidate for a volunteer position, internship, or job in the IT field.  All information on the resume is accurate and complete. The email address is appropriate.  Appropriate action words are used to describe accomplishments.  The Word template is used to design the resume effectively on one page. Sections are easy for the reader to identify, and all information is easy to follow.  The completed resume is neat and uses proper spelling and grammar.

This lesson gives students an opportunity to consider what they’ve learned during the course. After a brief discussion, students reflect in small groups about their class experience—about what they’ve learned, what they’ve produced, and how their ideas about information technology may have changed during the course. Then, most of the lesson provides time for students to present their culminating projects. Finally, as a capstone to their projects, they write brief reflective pieces describing their thoughts. Advance Preparation This lesson includes the final presentation of the students’ culminating projects. The presentation should be a major event with an invited audience. See Teacher Resource 15.1, Guide: Planning for the Presentation, for details of how to prepare for the event. This lesson is expected to take 8 class periods. Keep in mind that the number of class periods needed for this lesson will vary depending on how many groups of students need to present and whether the presentations are given outside of class time.

Lesson Framework Learning Objectives Each student will:  Plan a cost-effective personal technology system that is designed for a specific set of needs  Compare and contrast different models of computer hardware and software components and propose a solution that incorporates the best-suited model of each component  Demonstrate the ability to give a professional presentation  Evaluate personal experience and performance in the course  Summarize key learning across the whole subject of information technology

Academic Standards The relevant Common Core State Standards are too extensive to list here but are an important basis for this lesson. For details, please refer to the separate document “Correlations to the Common Core Standards” (available in the Course Planning Tools section of the course materials).  Use product or service design processes and guidelines to produce a quality information technology (IT) product or service (Common Career Technical Core 2012, IT 2)  Demonstrate the use of cross-functional teams in achieving IT project goals (Common Career Technical Core 2012, IT 3)  Be able to modify worksheet data, structure and formatting (IC3 GS4 2012, Key Applications)  Be able to create and format simple presentations (IC3 GS4 2012, Key Applications)  Identify different types of application software and general concepts relating to application software categories (IC3 GS4 2012, Computing Fundamentals) Assessment

Assessment Product Means of Assessment

Excel spreadsheet of dream system components Assessment Criteria: Components Spreadsheet (Student Resource 15.1) (Teacher Resource 15.2)

Reference sheet with material to use in Assessment Criteria: PowerPoint Reference PowerPoint presentation (Student Resource Sheet (Teacher Resource 15.3) 15.3)

PowerPoint presentation about the dream Rubric: PowerPoint Presentation (Teacher personal technology system Resource 15.4)

Prerequisites  Understanding of information technology theories and trends  Familiarity with sectors of the information technology industry  Understanding of employment opportunities within the industry  Ability to create slides using PowerPoint  Ability to work with a spreadsheet in Excel

Instructional Materials Teacher Resources  Teacher Resource 15.1, Guide: Planning for the Presentation  Teacher Resource 15.2, Assessment Criteria: Components Spreadsheet  Teacher Resource 15.3, Assessment Criteria: PowerPoint Reference Sheet

 Teacher Resource 15.4, Rubric: PowerPoint Presentation Student Resources  Student Resource 15.1, Culminating Project Work: Components Spreadsheet  Student Resource 15.2, Planning Chart: Your Presentation  Student Resource 15.3, Reference Sheet: Presentation Slides  Student Resource 15.4, Guide: Writing Presentation Notes  Student Resource 15.5, Feedback Form: Dream Personal Technology System Equipment and Supplies  Six sheets of chart paper, each labeled with the title of a unit in this course  Pads of sticky notes (one pad for every two students)  LCD projector and screen  Computers loaded with Microsoft Excel, PowerPoint, and Word  Blackboard, whiteboard, or flip chart  Video camera and tripod if you wish to videotape the final presentations

Lesson Steps

Step Min. Activity

CLASS PERIOD 1

1 20 Sticky Note Comments: What We Learned This activity helps students recognize how much they have learned in this course and also provides you with some informal feedback about the course. Tell students to get out their notebooks, review their table of contents page, and leaf through the pages, reminding themselves of what they did in each unit. Post sheets of chart paper around the room, each one labeled with the title of a unit the students completed and the major topics in that unit (for example, Unit 5: Software Programming and Development, included operating systems, proprietary vs. open source software, and an overview of programming languages). Divide the class into pairs and give each pair a pad of sticky notes. Ask students to take about 10 minutes to circulate around the room, looking at the titles of the different units.

Step Min. Activity

For each unit, students should write down one or more of the following on a sticky note:  Something I learned in this unit was…  In this unit, the best activity or assignment was…  I wish we’d had more time to do…in this unit.  I really had a hard time with…in this unit. Tell students to stick the notes to the chart paper for the appropriate unit. When students have finished, ask them to return to their seats. Call on a few students, and ask them which topic was their favorite and which one they liked the least. Explain that the chart paper sheets will be used later in this lesson.

2 15 Culminating Project Work: Preparing for Final Presentations In this activity, students begin preparing a presentation of their culminating project. Ask students to move into their culminating project groups and take out all of their culminating project materials. It is time for their dream personal technology system to take shape! Explain that they will begin preparing their presentation materials during the next class period and that they will be presenting their projects in the coming days. Write the following sequence of preparation on the board, and make sure students understand what their project presentation entails:  Pricing components to make final selections, and completing the Excel spreadsheet  Creating a PowerPoint presentation that details each aspect of your dream system  Preparing to present your dream personal technology system to an audience of professionals, friends, and family You may want to show students the example culminating project that was included as a resource in Lesson 1 of this course (Teacher Resource 1.1, Example: Culminating Project Presentation), or show videos you have from previous classes to give students a clear idea of what is expected. Remind students that they viewed this PowerPoint presentation in Lesson 1, and now that they are coming to the completion of this course, they have the resources and knowledge they need to create an exemplary project of their own. Make sure students are clear on the venue and time for the culminating project presentations, and work with students to decide which groups will present each day and what order they will present in. Remind students that they should plan to wear business attire every day that there are presentations, whether they are the presenters or the audience, since they will be meeting NAF academy advisory board members and other professionals from the community.

3 15 Culminating Project Work: Researching and Pricing Components

This pricing exercise helps students make final decisions about which components to include in their dream personal technology system, and it also reinforces the Excel skills students learned in Lesson 7. This activity also focuses on the following college and career skills:  Effectively using technology relevant to a profession

Step Min. Activity

 Demonstrating teamwork and collaboration Explain to students that they are at the point where they need to make the final decisions on the components they will include in their system. Ask students what they think are the most important things to consider when they decide what parts they will include. Their answers should touch on the following:  Price (they need to stay within the $5,000 limit)  A computer that has all the parts it needs to actually work  A personal technology system that will serve the purpose that they have defined for it (for example, if the purpose of the system is to create and edit films, the system needs to have all the equipment necessary to create and edit films, including software, hardware, and peripherals) Then explain to students that in this first preparation activity, they will list in their Excel spreadsheet the parts they intend to buy and calculate the total price, and then do any “juggling” or adjusting necessary to come within the $5,000 limit. Refer students to Student Resource 15.1, Culminating Project Work: Components Spreadsheet, and also ask students to open the Excel spreadsheet they began during Lesson 7. Review the columns in the spreadsheet with students and answer any questions. Also review the assessment criteria that will be used to assess their spreadsheet. Let students know that they will have the rest of this class period to complete the first column of the spreadsheet so that it reflects all of the components they need to buy to complete their dream personal technology system. If they do not complete this during the class period, ask them to finish this as homework. Tell students that they will have more time during the next class period to go online to gather manufacturer and pricing information about the parts they plan to include in their system.

CLASS PERIOD 2

4 30 Culminating Project Work: Researching and Pricing Components (Continued)

In this activity, students make final decisions about which components to include in their dream personal technology system and gather material for their culminating project presentation.

Ask students to gather in their culminating project groups and continue working to price the components they will include in their dream personal technology system. Remind them to reevaluate the material currently on the sheet, deciding whether to use the peripheral choices they’d previously indicated, or whether to look for different peripherals to include in their system. If necessary, explain to students where they are likely to find brand name or model number information for their components, and remind them to include this, along with the component name, in the first column of their spreadsheet. Let students know that they have only 30 minutes during this class period to finish sourcing and pricing the parts for their system, but that with each of them working on the spreadsheet (perhaps each person taking a different section of the system), they should be able to complete the work on time.

Step Min. Activity

Also remind students that the components have to be compatible with each other. A point of difficulty here is that the chosen smartphone can’t sync with the computer’s operating system. Once groups have completed their spreadsheet, they will know which components they will include in their dream personal technology system and, as a result of the pricing information they are recording, will also know that they have come in within the $5,000 budget limit. Ask students to submit their spreadsheet for assessment. Use Teacher Resource 15.2, Assessment Criteria: Components Spreadsheet, to assess the spreadsheets. If possible, complete the assessment of the students’ spreadsheets before the next class period so that students can integrate any relevant feedback into their PowerPoint presentations.

5 20 Culminating Project Work: Planning PowerPoint Slides

In this activity, students begin to plan the PowerPoint slides they will show during their culminating project presentations. Ask students working in their culminating project groups to take a look at the PowerPoint slides they created for their culminating project in Lesson 8 and to make a list of what they remember about what makes a good PowerPoint presentation. Tell students they can refer to their readings and notes from Lesson 8 to get some ideas. Then, working as a class, make a list on chart paper of the elements of a good PowerPoint presentation. Your list should include the following:  Titles that convey the concept of the slide  A small amount of text on the slide to convey main points, using large, easy-to-read fonts  Use of graphics to convey relevant information wherever possible  Notes that will be easy to use when you speak, so that you don’t just read what is on the slide  Use of a template that makes all of the slides look like they belong to the same presentation Next, ask one of the groups to show the slides they made in Lesson 8, using an LCD projector if possible, and ask members of the class to point out what elements in the slides are good and what items still need work. When you are confident that students understand the basics of a good presentation, refer students to Student Resource 15.2, Planning Chart: Your Presentation. Instruct students to fill in the information in the chart as a first step to creating their slides. That will help them to organize their presentation and allow different members of the group to work on different slides. Also, instruct students to use the planning chart as a checklist to help them remember all the elements they need to consider. Remind students that they need to create at least one slide for each of the project page worksheets they have collected during the course. Give students a copy of the rubric that will be used to evaluate their slides and presentation (Teacher Resource 15.4, Rubric: PowerPoint Presentation) and answer any questions students have about how their work will be evaluated.

Step Min. Activity

Tell students that if they haven’t finished this planning phase for their PowerPoint presentation, they should finish it for homework. Instruct them to complete the table in Student Resource 15.2 before they come to the next class period so that they can get right to work creating their slides.

CLASS PERIOD 3

6 50 Culminating Project Work: Creating a Slide Reference Sheet

In this activity, students gather and assemble information and ideas for their culminating project PowerPoint presentations. Explain to students that in preparation for creating their slides, they need to create a reference sheet for each slide. The reference sheet is a collection of all of the relevant information they could use in the presentation slide. Refer students to Student Resource 15.3, Reference Sheet: Presentation Slides, and go over the directions with them. Ask students to read the assessment criteria, and answer any questions they have. Remind students that each student should work on the slides the group assigned to him or her, and that the reference sheets will be assessed on an individual basis. Encourage students to use all of their resources as they are working (their project planning report, parts spreadsheet, and Student Resource 15.2, Planning Chart: Your Presentation). Circulate and answer any questions students have as they are working. Use Teacher Resource 15.3, Assessment Criteria: PowerPoint Reference Sheet, to assess each student’s reference sheet. If possible, provide students with this feedback before they create their slides. Tell students that if they have not completed their reference sheet by the end of this class period, they need to complete it for homework. Explain that they will need to be ready to start working with their group on their actual PowerPoint presentation at the beginning of the next class period.

CLASS PERIOD 4

7 50 Culminating Project Work: Creating PowerPoint Slides

Have students gather in their culminating project groups and begin working to create the PowerPoint slides for their culminating project presentations. Explain to students that they have the entire class period to complete and refine the slides for their PowerPoint presentations. Remind them to refer to the rubric and ensure their slides meet all of the criteria. Remind students they should examine the slides they created during Lesson 8 and use the slide template they began working with at that time. Explain that each group member should be working on the slides assigned to him or her, but everyone in the group should be using the same template, and they should confer with each other to make sure their presentation flows from one slide to the next. Remind students that creating effective presentations is a valuable skill that they will use throughout the remainder of their educational careers and as they enter the business world. Instruct students to finish for homework any slides that are not

Step Min. Activity

complete so that they are prepared to begin practicing their presentation at the beginning of the next class period. Explain that in the next class period, they will have a chance to make any last-minute revisions to the slides once they practice.

CLASS PERIOD 5

8 25 Culminating Project Work: Presentation Practice

This activity provides students with an opportunity to do a “dry run” of their presentation. It also enables them to determine whether the planning they have done thus far is practical, and to make changes if necessary.

Explain to the students that now that they have planned out their presentation, they need to practice. Tell them that they will have a limited amount of time to practice once by themselves before giving the presentation to some of their classmates and getting peer feedback. Refer students to Student Resource 15.4, Guide: Writing Presentation Notes, and review the basics of how they should use notes when they present their slides. Review the items in the rubric that have to do with presentation skills (see Teacher Resource 15.4, Rubric: PowerPoint Presentation), and make sure everyone understands how the presentations will be assessed. Tell students to take a few minutes to work out the notes for the slides they will be presenting, and then to practice their presentation as a group. Once all the groups have finished their first attempt at a practice presentation, ask for some quick feedback from each group:  How did the practice go?  Were there any new questions or problems they discovered?  Were there any good ideas they came up with for how to give this presentation more effectively? Tell the students that it can be very difficult to judge yourself when you are giving a presentation. To help with that, they will now have a chance to work with another group (or other groups) to get peer feedback. Remind students about which days the groups will present on, and in which order.

9 25 Culminating Project Work: Peer Feedback on Presentations

This activity allows students to get feedback on their presentation from their peers and then make any final changes or adjustments. It focuses on the following college and career skill:

 Working effectively with a diversity of individuals and perspectives Assign two or three groups to work together. Distribute extra copies of Teacher Resource 15.4, Rubric: PowerPoint Presentation, giving one or two to each student, depending on how many groups that student will be evaluating. One group should give its presentation while the others watch. Those watching should

Step Min. Activity

use the rubric to identify strengths and weaknesses of the presentation. The students watching should also make an effort to write down any suggestions they have for improvement. Then the groups should switch, until every group has had a chance to give its presentation. When all groups are finished presenting, ask them to separate from their feedback partners and take the last few minutes of class to review the feedback they received and make any last-minute changes. Remind students that the presentations will begin in the next class period (or at the time decided upon outside of class) and remind them to dress in business attire. Also consider asking the students to use their smartphones or cameras to film practice run-throughs of their presentations, and then have them view the footage to further review and improve their performance. Tell students that, in addition to the feedback they receive from you, they will receive feedback from their classmates and other audience members attending the culminating project presentations. Ask students to read through Student Resource 15.5, Feedback Form: Dream Personal Technology System, as homework, so that they will be familiar with the form when the culminating project presentations begin. Review the feedback form and answer any questions. Having now practiced giving their presentation before another group and having received some feedback about their performance, students are well prepared to present their culminating project to the class and the community.

CLASS PERIOD 6

10 50 Culminating Project Work: Final Presentations

The groups that you have chosen to present on the first day now make their presentations. Students display their skills at speaking in front of an audience as they present their culminating projects. Consider videotaping the presentations. The rest of the class and guests should complete a feedback form for each presentation. As each group presents, use Teacher Resource 15.4, Rubric: PowerPoint Presentation, to assess the presentation. Collect the feedback forms for that day’s presentations. Organize the forms by group and review the forms for any inappropriate comments.

CLASS PERIOD 7

11 50 Culminating Project Work: Final Presentations (Continued)

The groups that you have chosen to present on the second day now make their presentations. Students display their skills at speaking in front of an audience as they present their culminating projects. The rest of the class and guests should complete a feedback form for each presentation. As each group presents, use Teacher Resource 15.4, Rubric: PowerPoint Presentation, to assess the presentation.

Collect the feedback forms for that day’s presentations. Organize the forms by group and review the forms for any inappropriate comments.

Step Min. Activity

CLASS PERIOD 8

12 15 Project Work: Reviewing Peer Feedback This activity provides students with an opportunity to review and discuss peer feedback in their project groups. Ask students to move into their project groups for one last time. Distribute the completed feedback forms to each group and give them time to review and discuss the comments from their peers. When the students have finished their discussion, ask them to return to their seats to take a few minutes to assess their own project and their work in this course through the next activity. Giving the groups time to review feedback on their presentations helps them to understand their strengths and weaknesses. This insight prepares them for future group presentations, as they can use this feedback and apply it in other public speaking/presentation contexts.

13 35 Notebook Reflection: At the End of the Course This activity provides a final opportunity for students to reflect on, and talk about, what they have learned in this course. Ask students to write a brief response to two of the following prompts:  What did you expect to learn in this course, and how did the course meet (or fail to meet) those expectations?  What are the most important things you learned in this course?  How has your understanding of the information technology industry changed during this course?  What is your overall evaluation of this course? Explain. Tell students to look at the comments on the chart paper from the beginning of the lesson to help them think about what to say. After about 10 minutes, ask each student to choose one of his or her answers to share with the class. Encourage the class to write down anything they want to remember from their classmates’ remarks. Leave several minutes to make any final comments you wish to share with your students.

Extensions Content Enrichment  Ask students to organize their thoughts about the course once more. This time, however, ask them to comment specifically on which parts of the course they liked the most, which they thought were the most difficult, which they wished they had more time to complete, and so on.  Encourage them to create a list of ideas, recommendations, and improvements they would make if they had to teach the course the following semester, and to organize these suggestions into categories for presentation.

 Instruct each student to write a letter to next year’s class on “How to Be Successful,” with hints and suggestions for making the course more successful for the incoming class. Create a binder of these letters to share with next year’s class.  Ask students to refer to the taxonomy they created during the first unit of the course. Challenge them to write their own definitions for all of the terms they originally listed on their taxonomy. Have them review their definitions with a partner for completeness and accuracy. Ask them to reflect upon how much they knew when the course started versus how much they know now, and ask for volunteers to share their thoughts with the class.

STEM Integration  Technology: Have students create a free website to showcase their culminating project work using cut-and-paste and drag-and-drop templates on weebly.com, webs.com, or another available site. Explain that they can convert their PowerPoint slide presentation to JPEG so that the size of the file is compressed; they can also export it as a MOV file and then upload it to one of these free sites.  Technology: If students are using PowerPoint 2013 or later, suggest that they create a video of their presentation with narration and appropriate slide timings. (Refer to Teacher Resource 8.3, QuickStart Guide: Creating PowerPoint Presentations, for some information on using this feature.) If the students’ live presentation was recorded with a video camera, that video could serve as a resource for generating a video directly from the PowerPoint presentation.

Additional Cross-Curricular Ideas  All other subjects: Tell students to ask other teachers whether an end-of-term summary and evaluation would be valuable in their courses. Students can write a letter to another teacher that makes the case for such an activity.

Teacher Resources

Resource Description

Teacher Resource 15.1 Guide: Planning for the Presentation

Teacher Resource 15.2 Assessment Criteria: Components Spreadsheet

Teacher Resource 15.3 Assessment Criteria: PowerPoint Reference Sheet

Teacher Resource 15.4 Rubric: PowerPoint Presentation

Teacher Resource 15.1 Guide: Planning for the Presentation The students’ presentation of their project is the culmination of all the hard work they have put into this course. Therefore, it is important that the final presentation be staged as a special event, open to parents and invited guests. The event celebrates the students’ hard work and also reinforces to them that the work they have done is for a broader audience than just their teacher and classmates.

Step 1: Schedule It Properly Consider the number of groups that will be presenting and allow 10–15 minutes per group. Their actual presentation should be 5–8 minutes long, but transition time is needed between the groups. Keep in mind that the number of class periods allowed for this lesson may need to be adjusted based on the number of groups you have. Once you know how much time you need to allow, decide whether the presentations will be done during school hours or outside of class time. Consider when your students and your invited guests are most likely to be available. It may be easier to attract parents, NAF academy advisory board members, community professionals, and local leaders to an evening event that will not take time out of their workday. If you do decide to hold the event outside of class time, make sure to notify the students as soon as possible so that you have time to handle scheduling conflicts.

Step 2: Invite the Right People It is vital that this presentation be done for a broader audience than just you and the rest of the class. Consider designing (or having your students design) an invitation or flyer that can be distributed to interested parties. (You might also want to use one or more of the flyers students designed in Lesson 8.) Here are some of the people you may want to invite:  School administrators, guidance counselors, other teachers, and school board members  NAF academy advisory board members  Local internship providers  Other local business leaders  Anyone who has assisted your class in any way—guest speakers, for example  Local middle and high school guidance counselors (to help recruit future NAF students)  Parents, guardians, friends, and relatives of the students Whoever is invited, it is important to request that the audience watch all the presentations, and not get up and leave as soon as their child’s is finished. That potential problem can be addressed by requiring all students to stay to observe and provide feedback on all presentations. Ask all audience members to offer feedback using Student Resource 15.5, Feedback Form: Dream Personal Technology System. Emphasize the great help the audience can be to the students by providing them with a real-world perspective on their work.

Step 3: Make It Celebratory The students need to get the message that this is a big deal. If possible, consider using a larger room, perhaps with a podium at one end for students who are presenting. Make sure to have tables or desks arranged so that the students can display their project artifacts for the audience. Make arrangements for refreshments to be available before or after the presentations. The PTA or parents group may be able to assist in this way, or discuss other options with your school administration. Reinforce the significance of the event by emphasizing to the students that they dress nicely, in appropriate business attire.

Step 4: Arrange for Videotaping Make arrangements for someone to videotape the presentations. A videotaped recording can be both entertaining and informative for the students, who may use it to evaluate their own performance. It will also be helpful for future Principles of Information Technology students to see what their predecessors have done, and it can be a useful recruiting tool.

Teacher Resource 15.2 Assessment Criteria: Components Spreadsheet Student Names:______

Date:______

Using the following criteria, assess whether the students met each one.

Met Partially Didn’t Met Meet

The spreadsheet lists each component of the dream personal technology system, giving precise information □ □ □ that includes the brand name and model. The list includes all of the components needed to build a system for the specified purpose.

The spreadsheet lists the manufacturer for each component. □ □ □

Brief notes provide a vendor URL and explain why the particular brand and manufacturer were chosen for each □ □ □ component.

Accurate high and low prices are noted for all components, and the spreadsheet calculates the average □ □ □ price accurately. In the Lowest Price column, the spreadsheet shows a total for all components that is within the $5,000 limit.

The spreadsheet is well organized and easy to follow, with no spelling errors. □ □ □

Additional Comments:

______

Teacher Resource 15.3 Assessment Criteria: PowerPoint Reference Sheet Student Name:______

Date:______

Using the following criteria, assess whether the student met each one.

Met Partially Didn’t Met Meet The possible slide titles are clear and appropriate. □ □ □

At least two pictures or other graphics that are relevant to the topic of the slide are included. They tie in with □ □ □ proposed bullet points for the slide.

The proposed bullet points cover the main information that will be included on the slide. □ □ □

The proposed information for the speaker notes is relevant and engaging. □ □ □

The reference sheet is neat and uses proper spelling and grammar. □ □ □

Additional Comments:

______

Teacher Resource 15.4 Rubric: PowerPoint Presentation Student Names:______Date:______

Activity Name:______

Exemplary Solid Developing Needs Attention

All content is accurate and Most of the content is Content shows some Much of the content Comprehension complete and accurate and shows flaws and omissions is inaccurate and of Subject communicates a complete mastery of the topic. and illustrates only confusing and Matter understanding of the topic. partial knowledge of communicates very the topic. little understanding of the topic. Assignment is highly Assignment is Assignment contains Assignment is messy Visual Design attractive, well designed, attractive and has a graphics and and contains no and professionally laid out. good design and an multimedia, but it lacks coherent visual Appropriate graphics are organized layout. good design and design. Graphics are used tastefully, effectively Graphics help support organization. Too many not present at all or, support the content, and the content. or too few graphics are if present, distract make it easy to follow. used and are from the content. ineffective in supporting the content. Content is clearly Content is organized, Ideas are sound, but Content is extremely Content organized, with a logical and most ideas are well the content is not well disorganized. The Organization/ flow of connected ideas and connected with organized and needs transitions between Flow effective transitions. effective transitions. more effective ideas are unclear or transitions. nonexistent. Uses a wide variety of Uses some thinking Uses one or two Does not use Use of Thinking thinking strategies to strategies to thinking strategies to thinking strategies to Strategies communicate ideas, communicate ideas, communicate ideas, communicate ideas. including but not limited to: including but not limited including but not limited  Comparing to: to:  Contrasting  Comparing  Comparing  Analyzing  Contrasting  Contrasting  Predicting  Analyzing  Analyzing  Appraising  Predicting  Predicting  Questioning  Appraising  Appraising  Evaluating  Questioning  Questioning  Interpreting  Evaluating  Evaluating  Theorizing  Interpreting  Interpreting  Theorizing  Theorizing Labels and titles are Labels and titles are Labels and titles are Labels and titles are Labels and concise and clearly fit the somewhat concise and somewhat vague and all confusing and do Titles content. fit the content. do not fit the content. not fit the content.

No grammatical, spelling, or Few grammatical, Some grammatical, Many grammatical, Mechanics punctuation errors. spelling, or punctuation spelling, or punctuation spelling, or errors. errors. punctuation errors. Format conforms to the Format has only very Format does not meet Format is completely Required required specifications. minor deviations from the assignment different from the Format the required specifications. assignment specifications. specifications.

Exemplary Solid Developing Needs Attention

All required elements are All elements are One or two of the More than two Elements and included in the assignment. included in the required elements are elements are Examples Some additional elements assignment. Most of missing. At least one missing. Evidence are included to enhance the the evidence and piece of evidence or and examples are assignment. All of the examples are specific one example is not relevant. evidence and examples and relevant. relevant. (facts, statistics, and real- life experiences) are specific and relevant. Presentation was Presentation was Presentation was Presentation was not Presentation completely prepared and prepared but needed somewhat prepared, at all ready to be Preparedness well rehearsed. more rehearsal. but it is clear that there presented. was no rehearsal. Presentation is at the Presentation is loud, Presentation is too soft Presentation is Delivery appropriate volume and clear, and at the correct or too loud and has confusing and speed and has no speed, but has some many speech errors. boring. mispronunciations. speech errors. Presenter seems Presenter looks relaxed and Presenter is somewhat nervous with the confident, establishes eye uncomfortable and presentation and the contact with audience, and seems mostly content. exudes enthusiasm about enthusiastic about the the content. content. Assignment is within the Assignment is within Assignment is a bit Assignment is much Length specified length. the specified length. shorter or longer than shorter or longer the specified length. than the specified length.

Additional Comments:

______

Student Resources

Resource Description

Student Resource 15.1 Culminating Project Work: Components Spreadsheet

Student Resource 15.2 Planning Chart: Your Presentation

Student Resource 15.3 Reference Sheet: Presentation Slides

Student Resource 15.4 Guide: Writing Presentation Notes

Student Resource 15.5 Feedback Form: Dream Personal Technology System

Student Resource 15.1 Culminating Project Work: Components Spreadsheet

Directions: Open the spreadsheet you created for your peripherals in Lesson 7, and fill in all of the columns for all of the components of your dream personal technology system. Before you begin to do your research, look carefully at Student Resource 15.2, Planning Chart: Your Presentation, and think about what information you need to gather for each component that you research. Review the assessment criteria for your spreadsheet before you begin work.

Fill in the columns of your culminating project spreadsheet from Lesson 7 as follows:  A1 (Part): List the part you have decided to buy, including the brand name and the model number. (If you have trouble finding the brand name or model number, ask someone in your group for help, or as a last resort, ask your teacher for help.)  B1 (Best Manufacturer): List the company that manufactures the component you have chosen.  C1 (Lowest Price): List the lowest price you can find for this component. In the comments column, list the URL for the vendor who is offering this price.  D1 (Highest Price): List the highest price you find for this component. This will help you understand the range of prices, and how much you could possibly have to pay.  E1 (Average Price): Your Excel spreadsheet will calculate an average price for the component by averaging your highest and lowest prices.  F1 (Comments): In addition to the URL of the vendor with the lowest price, give a brief explanation of why you chose the brand and manufacturer you did.

Remember that you will be using this information to create your presentation, so as you are doing your research, you should also collect pictures of the various components so that you can use them in your PowerPoint presentation. The more information you gather about your components, the more interesting your presentation will be.

Make sure your spreadsheet meets or exceeds the following assessment criteria:  The spreadsheet lists each component of the dream personal technology system, giving precise information that includes the brand name and model. The list includes all of the components needed to build a system for the specified purpose.  The spreadsheet lists the manufacturer for each component.  Brief notes provide a vendor URL and explain why the particular brand and manufacturer were chosen for each component.  Accurate high and low prices are noted for all components, and the spreadsheet calculates the average price accurately. In the Lowest Price column, the spreadsheet shows a total for all components that is within the $5,000 limit.  The spreadsheet is well organized and easy to follow, with no spelling errors.

Student Resource 15.2 Planning Chart: Your Presentation

Student Names:______Date:______

Directions: Your presentation will give an overview of your personal technology system, using some of the artifacts in your project for support. The presentation should be 5–8 minutes long, and everyone in your group must participate. First, work as a group to fill in the chart below to figure out who is going to talk about which section, and the main points you want each slide to communicate. This will serve as preparation for the reference sheets that individual group members will create for the sections of the project assigned to them.

Section of Details (What is included?) Section Leader(s) PowerPoint Slide(s) Presentation (Who will speak?) (What will it show?)

Introduction What is your system designed to do? Who might use such a system?

Hardware What type of computer will you use (and why)? Will it be a laptop or a desktop? What are the characteristics of the CPU your computer will have (and why)? How large is the computer’s hard drive (and why)? What type of RAM and how much will you install in the system (and why)? What types of mobile devices will be part of the system (and why)? How do these hardware elements address the needs your group outlined for your personal technology system?

Section of Details (What is included?) Section Leader(s) PowerPoint Slide(s) Presentation (Who will speak?) (What will it show?)

Peripherals What peripherals will your system need? Will any of the peripherals use wireless technology? Why have you chosen these specific items? How do these peripherals address the needs your group outlined for your personal technology system?

Software What operating system will your computer run (and why)? What application software (if any) will you install on your system (and why)? What graphics/media software (if any) will you install on your system (and why)? What specialized software (if any) will you install on your system (and why)? What Internet-related software (if any) will you install on your system (and why)? How do these software applications address the needs your group outlined for your personal technology system?

Networking Will your system be a part of a and the network? Internet Will your system be connected to the Internet? What type of Internet access (if any) will be best for your system (and why)? How will your system connect to the Internet? How do these decisions address the needs your group outlined for your personal technology system?

Section of Details (What is included?) Section Leader(s) PowerPoint Slide(s) Presentation (Who will speak?) (What will it show?)

Conclusion Summarize your personal technology system and explain why you think the components you have chosen are the best choice for your system’s intended purpose.

Student Resource 15.3 Reference Sheet: Presentation Slides

Directions: For each slide that your group has assigned to you, you need to create a reference sheet that is a collection of all of the relevant information you could use in the presentation slide. Begin by going through the relevant information you have on project planning sheets and in your Excel spreadsheet. Next, collect any pictures and other relevant information about your topic. Then create a reference sheet for each of your slides. Create your reference sheet in Word so that you can easily cut and paste sections of it into your PowerPoint presentation. Be sure to review the assessment criteria for your reference sheet before you begin.

Your reference sheet should be a Word document that includes the following sections:  Possible titles for the slide Think about the big picture. What would you want your audience to know if they only read the slide title? Write down a couple of options so that you and your group can choose the best title and make it fit with the rest of the presentation.  Possible pictures, diagrams, or other graphics What kind of picture, diagram, or graphic would instantly communicate the main message of your slide to your audience? You may want to find pictures of your peripherals, for example, or a picture of someone using a component of your system for its intended purpose. Or maybe you can create a chart or diagram that shows why you made your choice. Paste all of the possible pictures into your research and reference sheet so that you can make the best choice when you actually create your slide.  Possible bullet points to include on the slide Take into consideration that a good slide has a maximum of seven bullet points, and a maximum of seven words per bullet point. Since you’ll have a graphic, you probably want way fewer than seven points. That means you need to choose your information carefully. Think of the points that are most important for your audience to see in order to understand your choices, and think of ways to phrase your bullet points that capture your idea in just a few words.  Information you want to tell your audience What information do you want to tell your audience to support what they see on the slide? This is information for your speaker notes. This might include explanations about why you made certain choices, examples of how you will use certain features, information about why one brand is better than another, and so on. Remember that you need to present information that will hold the interest of your listeners.

Make sure your reference sheet meets or exceeds the following assessment criteria:  The possible slide titles are clear and appropriate.  At least two pictures or other graphics that are relevant to the topic of the slide are included. They tie in with proposed bullet points for the slide.  The proposed bullet points cover the main information that will be included on the slide.  The proposed information for the speaker notes is relevant and engaging.  The reference sheet is neat and uses proper spelling and grammar.

Student Resource 15.4 Guide: Writing Presentation Notes

Speakers make notes to themselves on index cards or a sheet of paper so that they remember everything that they want to say. These notes help you, the speaker, stay focused and can also keep you from feeling too nervous. Without them, you might find yourself saying your part in the wrong order, rambling on and boring your audience, or saying things you never meant to say. Presentation notes don’t include every word of your presentation; they are really a list of reminders. When you write them, think about good details and interesting ways to express your information so that the audience is truly listening and enjoying your part. Here is an example of one student’s presentation notes. The project was on how to change what you eat in order to be healthy, and her part was on drinks.

 One can of Coke has the equivalent of 6 teaspoons of sugar in it.  Rots your teeth; makes your blood sugar spike so you feel jittery and then tired when you crash.  If you are overweight, it’s one of the main reasons.  Instead, when you’re home, drink: o Juice spritzers: describe how to make one. o Tea, any kind. Even if you like it with sugar you will only put 2 teaspoons in. Explain antioxidants. o Skim or 1% milk for protein and calcium for bones. Drinking milk at our age helps prevent our bones from breaking when we’re grandparents. Describe osteoporosis. o Ice water with a little lemon.

Practice your presentation with a partner, using your presentation notes. When you practice, glance at your notes but mostly look at your audience. Smile, stand tall, try to look relaxed (it might help you feel relaxed!), and speak slowly and clearly. People usually talk too quietly and quickly when they are in front of an audience. If you sound too slow and loud to yourself, you are probably speaking so that people can hear and understand you.

Student Resource 15.5 Feedback Form: Dream Personal Technology System

Student Names:______

Description of System:

If you were buying a personal technology system, would you choose this system? Why or why not?

If you were a business looking to hire a group of people who could design the most effective system for your budget, would you hire this group? Why or why not?

What did you especially like about this personal technology system?

List three things the group did well.

List three things you thought the group could have done better.