CIS 149 - Intro to Computers



COURSE DESCRIPTION

This course is an introduction to computers and their impact on society. The course covers the development of computers, their impact on society, as well as future implications of development of computer and related communication technologies. This course introduces programming and computer operating systems. Upon completion, students will have basic knowledge of computer technology and will be able to perform basic functions with a computer system. The course will help prepare students for the IC3 certification.

CREDIT HOURS

Theory 3 credit hours

Lab 0 credit hours

Total 3 credit hours

NOTE: Theory credit hours are a 1:1 contact to credit ratio. Colleges may schedule lab hours as manipulative (3:1 contact to credit hour ratio) or experimental (2:1 contact to credit hour ratio).

PREREQUISITE COURSES

As required by college.

CO-REQUISITE COURSES

As required by college.

PROFESSIONAL COMPETENCIES:

• Execute computer programs

• Explain concepts related to computer communication and networks.

• Use the principles of data communications and networking standards.

• Use the internet to obtain and communicate information.

• Explain the impact of computers on various aspects of society.

INSTRUCTIONAL GOALS:

Cognitive: Comprehend foundational knowledge of computer systems.

Performance: Apply foundational knowledge of computer systems.

PROFESSIONAL COMPETENCIES/OBJECTIVES

Unless otherwise indicated, evaluation of student’s attainment of cognitive and performance objectives is based on knowledge gained from this course. During performance evaluations, students will be provided necessary tools, equipment, materials, specifications, and any other resources necessary to accomplish the task. Specifications may be in the form of, but not limited to, manufacturer’s specifications, technical orders, regulations, national and state codes, certification agencies, locally developed lab assignments, or any combination of specifications.

|MODULE A – COMPUTER CONCEPTS |

|MODULE DESCRIPTION: During this module students comprehend basic concepts related to operating computers. This module is a foundation for |

|other modules in this course. |

|PROFESSIONAL COMPETENCIES |PERFORMACE OBJECTIVES |

|A1.0 Explain basic computer concepts. (B) |A1.1 This module is measured cognitively. |

|ENABLING OBJECTIVES |KSA Indicators |

|A1.1.1 Define computer terms |A |

|A1.1.2 Explain the historical development of computers |B |

|A1.1.3 Explain the evolving impact of computers on society |B |

|A1.1.4 Explain the importance of computer literacy |B |

|A1.1.5 Describe categories of computers and their uses |B |

|A1.1.6 Identify types of computer users |A |

|A1.1.7 Identify common programming languages |A |

|A1.1.8 Differentiate between common programming languages |B |

|MODULE A OUTLINE |

|The historical development of computers and their evolving impact on society |

|Categories of computers and their uses |

|Common programming languages |

|MODULE B – COMPUTER COMPONENTS AND SOFTWARE |

|MODULE DESCRIPTION: This module provides students with basic information on the use of various computer components and software. |

|PROFESSIONAL COMPETENCIES |STUDENT PERFORMACE OBJECTIVES |

|B1.0 Use computers to accomplish specified tasks. (B/3b) |B1.1 Use various types of computer components and software to accomplish |

| |specified tasks. |

|ENABLING OBJECTIVES |KSA Indicators |

|B1.1.1 Explain the purpose and function of common computer components. |B |

|B1.1.2 Describe procedures for safely starting and terminating computer activity. | |

|B1.1.3 Describe common features of specified computer operating systems. |b |

|B1.1.4 Describe the attributes and function of various types of software. | |

|B1.1.5 Differentiate between storage and memory. |a |

|B1.1.6 Describe the function and purpose of various types of storage media and storage devices. | |

| |B |

| |B |

| |B |

|MODULE B OUTLINE |

|Computer components |

|Software |

|Input and output devices |

|Storage |

|Operating systems and utility programs |

|MODULE C – COMPUTER COMMUNICATION AND NETWORKS |

|MODULE DESCRIPTION: This module provides students with an introduction to how computers communicate with various devices through networks. |

|PROFESSIONAL COMPETENCIES |PERFORMACE OBJECTIVES |

|C1.0 Explain concepts related to computer communication and |C1.1 This competency is measured cognitively. |

|networks. (B) | |

|ENABLING OBJECTIVES |KSA Indicators |

|C1.1.1 Define terms associated with computer communication and networks. |A |

|C1.1.2 Explain the implications of the impact of computers and related communication technologies on society. | |

|C1.1.3 Explain the purpose of a network. |B |

|C1.1.4 Identify the components required for successful communications. | |

|C1.1.5 Describe commonly used communication devices. |B |

|C1.1.6 Explain communications applications. |a |

|C1.1.7 List advantages of using a network. |B |

|C1.1.8 Differentiate between a local area network and a wide area network. |B |

|C1.1.9 Describe various communications technologies. |A |

|C1.1.10 Describe uses of internets and extranets. |B |

|C1.1.11 Explain the telephone network. | |

|C1.1.12 Describe various physical and wireless transmission media. |B |

| |B |

| |B |

| |B |

|MODULE C OUTLINE |

|Sending and receiving devices |

|Types of networks |

|Internets and extranets |

|Telephone networks |

|Communication devices |

|MODULE D – The Internet and the World Wide Web |

|PROFESSIONAL COMPETENCIES |STUDENT PERFORMACE OBJECTIVES |

|D1.0 Use the internet to obtain and communicate information.|D1.1 Use various applications to perform various functions through the internet. |

|(3b) | |

|ENABLING OBJECTIVES/KEY INDICATORS |KSA Indicators |

|D1.1.1 Define terms associated with the Internet and the World Wide Web |A |

|D1.1.2 Explain the uses of the Internet and the World Wide Web |B |

|D1.1.3 Explain how a user can be a Web publisher |B |

|D1.1.4 Explain how the Internet works |B |

|D1.1.5 Explain ways to access the Internet |b |

|D1.1.6 Describe various types of Web pages |B |

|D1.1.7 Explain how Web pages use graphics, animation, audio, video, and virtual reality |B |

|D1.1.8 Identify the tools required for Web publishing | |

|D1.1.9 Identify software products available for Web applications |a |

|D1.1.10 Identify the rules of netiquette. |B |

| |A |

|MODULE D OUTLINE |

|Uses of the Internet and the World Wide Web |

|How the Internet works |

|Searching the Web |

|Web casting |

|Web publishing |

|Communicating through the Web |

|Module E – Computers and Society |

|PROFESSIONAL COMPETENCIES |STUDENT PERFORMACE OBJECTIVES |

|E1.0 Explain the impact of computers on various aspects of |E1.1 This competency is measured cognitively. |

|society. (B/c) | |

|ENABLING OBJECTIVES |KSA Indicators |

|E1.1.1 Define terms associated with E-commerce |A |

|E1.1.2 Describe the uses of electronic commerce (e-commerce) |B |

|E1.1.3 Explain the impact of e-commerce on global society |B |

|E1.1.4 Differentiate between various e-commerce models |B |

|E1.1.5 Identify various e-commerce revenue streams |A |

|E1.1.6 Identify e-commerce market sectors |A |

|E1.1.7 Explain issues associated with building an electronic storefront |B |

|E1.1.8 Explain the impact of computers on daily living |B |

|E1.1.9 Explain how computers are used in the home |B |

|E1.1.10 Describe how computers change interactions with various segments of our society. |B |

|E1.1.11 Describe the digital divide | |

|E1.1.12 Describe ways virtual reality, intelligent agents, and robots are being used in daily life |B |

|E1.1.13 Describe health-related disorders and injuries due to computer use |B |

|E1.1.14 Explain how to prevent health-related disorders and injuries due to computer use Explain how to design a | |

|workspace ergonomically |B |

|E1.1.15 Identify symptoms of computer addiction |B |

|E1.1.16 Explain green computing | |

|E1.1.17 Explain ethical issues surrounding computer use |B |

|E1.1.18 Explain types of security risks associated with computer use. |B |

|E1.1.19 Describe techniques to ensure personal privacy while operating computers. |B |

|E1.1.20 Explain how common types of viruses affect computers. |B |

|E1.1.21 Explain how to prevent viruses from infecting a computer. |b |

|E1.1.22 Describe computer encryption. | |

|E1.1.23 Explain the importance of backing up computer information. |B |

|E1.1.24 Describe various careers found in the computer industry. |b |

|E1.1.25 Differentiate between various levels and types of computer certifications. |B |

| |c |

| |B |

| |B |

|MODULE E OUTLINE |

|E-Commerce |

|Home, work, and ethical issues |

|Security and Privacy |

|Computer careers and certification |

ENABLING Objectives Table of specifications

The table below identifies the percentage of cognitive objectives for each module. Instructors should develop sufficient numbers of test items at the appropriate level of evaluation. 

| |Facts/ Nomenclature |Principles/ Procedures |Analysis/ Operating |Evaluation/ Complete |

| | | |Principles |Theory |

| |A/a |B/b |C/c |D/d |

|Module A |38% |62% |0 |0 |

|Module B |17% |83% |0 |0 |

|Module C |25% |75% |0 |0 |

|Module D |30% |70% |0 |0 |

|Module E |12% |84% |4% |0 |

|Knowledge, Skills, and Attitudes (KSA) Indicators |

| |Value |Key Word(s) |Definition |

|Performance |4 |Highly |Performs competency quickly and accurately. Instructs others how to do the competency.|

|Ability | |Proficient | |

| |3 |Proficient |Performs all parts of the competency. Needs only a spot check of completed work. |

| |2 |Partially |Performs most parts of the competency. Needs help only on hardest parts. |

| | |Proficient | |

| |1 |Limited |Performs simple parts of the competency. Needs to be told or shown how to do most of |

| | |Proficiency |the competency. |

|Knowledge of Skills |d |Complete |Predicts, isolates, and resolves problems about the competency. |

| | |Theory | |

| |c |Operating Principles |Identifies why and when the competency must be done and why each step is needed. |

| |b |Procedures |Determines step-by-step procedures for doing the competency. |

| |a |Nomenclature |Names parts, tools, and simple facts about the competency. |

|Knowledge |D |Evaluation |Evaluates conditions and makes proper decisions about the subject. |

| |C |Analysis |Analyzes facts and principles and draws conclusions about the subject. |

| |B |Principles |Identifies relationship of basic facts and states general principles about the subject.|

| |A |Facts |Identifies basic facts and terms about the subject. |

|Affective |*5 |Characterization |Acting consistently with the new value. |

| | |by Value | |

| |*4 |Organization |Integrating a new value into one's general set of values, giving it some ranking among |

| | | |one's general priorities. |

| |*3 |Valuing |Showing some definite involvement or commitment. |

| |*2 |Responding |Showing some new behaviors as a result of experience. |

| |*1 |Receiving |Being aware of or attending to something in the environment. |

|Alpha Scale Values - Any item with an upper case letter (A, B, C, D) by itself is taught as general information on a topic. This information may|

|be related to the competency or encompass multiple competencies. Examples might include mathematical computations or knowledge of principles |

|such as Ohm’s Law. |

| |

|A lower case letter indicates a level of ”Knowledge of Skills." Individuals are taught information pertaining to performing a competency . |

|These may be indicated alone or in conjunction with a numerical scale value. A lower case letter by itself indicates the individual is not |

|required to perform the task-just know about the task. (example: Can state or explain procedures for doing a task). |

| |

|Numerical Scale Values - The numbers reflect the levels the individual will be able to perform a competency. Number values are always accompanied|

|by lower case letters (i.e. 1a, 2b, 3c...etc.) in order to specify the level of knowledge of skills associated with the competency. |

| |

|Example: An individual with a competency with a scale indicator of 3b has received training of knowledge of skills whereby he or she can |

|determine the correct procedures and perform with limited supervision; only requiring evaluation of the finished product or procedure. |

| |

|Asterisk items indicate desired affective domain levels and are used to indicate the desired level for a given competency. They may be used |

|independently or with other indicators (i.e. 1a-*1, 2c-*3). If used with another indicator, separate with a hyphen. |

| |

|NOTE: Codes indicate terminal values. |

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CIS/DPT 149

Introduction to Computers

Plan of Instruction

Effective Date: 2005 Version Number: 2005-2

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Alabama

Department of Postsecondary Education

Representing Alabama’s Public Two-Year College System

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