Computer Concepts



Computer ConceptsChapter One: Computers and Digital BasicsA Guide to this Instructor’s Manual:We have designed this Instructor’s Manual to supplement and enhance your teaching experience through classroom activities and a cohesive chapter summary. This document is organized chronologically, using the same heading in blue that you see in the textbook. Under each heading you will find (in order): Lecture Notes that summarize the section, Figures and Boxes found in the section (if any), Teacher Tips, Classroom Activities, and Lab Activities. Pay special attention to teaching tips, and activities geared towards quizzing your students, enhancing their critical thinking skills, and encouraging experimentation within the software. In addition to this Instructor’s Manual, our Instructor’s Resources CD also contains PowerPoint Presentations, Test Banks, and other supplements to aid in your teaching experience. For your students: Our latest online feature, CourseCasts, is a library of weekly podcasts designed to keep your students up to date with the latest in technology news. Direct your students to , where they can download the most recent CourseCast onto their mp3 player. Ken Baldauf, host of CourseCasts, is a faculty member of the Florida State University Computer Science Department where he is responsible for teaching technology classes to thousands of FSU students each year. Ken is an expert in the latest technology and sorts through and aggregates the most pertinent news and information for CourseCasts so your students can spend their time enjoying technology, rather than trying to figure it out. Open or close your lecture with a discussion based on the latest CourseCast.Table of Contents HYPERLINK \l "Chapter_Objs" Chapter Objectives2Section A: All Things Digital2Section B: Digital Devices4Section C: Digital Data Representation7Section D: Digital Processing9Section E: Password Security10Glossary of Key Terms13Chapter ObjectivesStudents will have mastered the material in Chapter One when they can answer the following questions:How is technology fueling the digital revolution?What is convergence and how does it apply to digital devices we use everyday?In what ways does digital technology affect society?How do computers work with input, output, processing, storage, and stored programs?What’s the difference between an operating system and application software?How do personal computers differ from servers, mainframes, and supercomputers?Are PDAs, portable players, and smartphones classified as computers?Why are microcontrollers the computers no one sees?Aren’t data and information the same thing?What’s the difference between analog and digital?How do digital devices use 1s and 0s to work with numbers, text, images, and sound?Why is there so much jargon pertaining to bits and bytes?What hardware components manipulate the bits that represent data?Why do computers need programs?How do a microprocessor’s ALU and control unit work?How do hackers steal passwords?How can I create secure passwords?READING ASSIGNMENT FASTPOLL T/F QUESTIONS:010100 The Web is just another name for the Internet. (Answer: False) (7)010200 A computer’s operating system is a type of application software. (Answer: False) (16)010300 Microcontrollers are special purpose microprocessors that can be embedded in devices such as refrigerators, cars, and washing machines. (Answer: True) (20)010400 A bit is a binary digit, such as a 1 or 0. (Answer: True) (23)010500 ASCII, EBCDIC, and Unicode are used to represent character data. (Answer: True) (25)010600 A megabyte is 1024 bits. (Answer: False) (26)010700 Microprocessors are a type of integrated circuit. (Answer: True) (27)010800 C, COBOL, and Java are examples of programming languages. (Answer: True) (29)010900 A compiler converts source code to object code. (Answer: True) (30)011000 The list of codes for a microprocessor’s instruction set is called machine language. (Answer: True) (30)011100 A microprocessor holds data in the interpreter register. (Answer: False) (31)011200 A dictionary attack is a virus that hides out in the spelling checker for your word processing software. (Answer: False) (36)SECTION A: ALL THINGS DIGITALSECTION A OPENER QUESTION:012100 Computers and the digital revolution have changed our lives in many fundamental ways. If you were on the front lines of the digital revolution when computers were first developed to break codes and calculate missile trajectories, you were most likely living in what time period?a. World War Ib. The roaring twentiesc. World War IId. The 1960s(Answer: c)The Digital Revolution (4)LECTURE NOTESFamiliarize students with basic definitions from the digital era.Introduce blogs.Discuss the impact blogs have had on national politics and/or the media.Introduce online social networks, such as MySpace and Friendster.Use iTunes as an example of a source for downloads while discussing this topic.FIGURESFigure 1-1, Figure 1-2, Figure 1-3, Figure 1-4, Figure 1-5, Figure 1-6CLASSROOM ACTIVITIESClass Discussion: Digital devices have infiltrated almost every aspect of daily life. Ask students to think about a life without the digital devices they rely on, such as cell phones, PDAs, the computer. How would they accomplish regular tasks such as looking up a telephone number?Convergence (8)LECTURE NOTESExplain why convergence seems to take so long.List some implications of convergence for the consumer.Students should be able to talk about the impact of convergence on convenience, functionality, and quality.FIGURESFigure 1-7CLASSROOM ACTIVITIESCritical Thinking: The potential downside of convergence is quality. Ask students to consider this and come up with some examples of a potential decline in quality, but an increase in features in a device they’re familiar with.TEACHER TIPWaiting for convergence to occur can be frustrating for impatient consumers. Discuss a situation in which users are clamoring for a product, or for a product to have a feature set added to it, but the technology has not yet caught up with the demand. Cell phones, voice communication, and handheld computers are examples of technologies in convergence. Can students identify features or capabilities that are still lacking in these technologies? How have these technologies evolved and improved in recent years? Ask students to discuss features they would like to see in these devices?Digital Society (10)LECTURE NOTESExplain the impact a digital society has on privacy. Discuss RFID tags or GPS in this context.Discuss the use of an anonymizer.Students may not have previously given much thought to the digital divide (either inside the U.S. or globally), or to the impact of technology on economically depressed regions, as in the example of the Village Phone Project described on page 13.FIGURESFigure 1-8, Figure 1-9, Figure 1-10, Figure 1-11TEACHER TIPStudents may not have given much thought to the impact of technology on economically depressed regions, as in the example of the Village Phone Project described on page 13. Ask students to hypothesize about some of the effects of globalization in countries with developed technologies versus those with economies that are just emerging. How might digital technology improve the quality of life in less technically developed countries? Could digital technology have negative effects on these cultures and economies?CLASSROOM ACTIVITIESQuick Quiz: The _________ is an ongoing process of social, political, and economic change brought about by digital technology, such as computers and the Internet. (Answer: digital revolution.)True/False: Bulletin boards are personal journals posted online for general public access. (Answer: False.)_________ property refers to the ownership of certain types of information, ideas, or representations.DigitalIntellectualOnlineLicensed(Answer: B)SECTION B: DIGITAL DEVICESSECTION B OPENER QUESTION:012200 Today, consumers can choose from a wide variety of digital devices, including personal computers, workstations, videogame consoles, smartphones, iPods, and PDAs. Knowing the strengths of these devices helps you make the right choice. What is the fundamental difference between videogame consoles, personal computers, and smartphones?a. Video game consoles and smartphones are not be classified as computers because they don’t have stored program capabilities like real computers.b. Videogame consoles and smartphones fill specialized niches and are not replacements for personal computers.c. Personal computers and smartphones can be used to access the Internet, whereas videogame consoles cannot.d. Personal computers and smartphones have better graphics than videogame consoles.(Answer: b)Computer Basics (14)LECTURE NOTESReview the basic terminology introduced in this section. Students need to be familiar with these terms to be able to discuss computers.Go over the definition of a computer. Although the definition of computers given in this chapter is thorough and has stood the test of time, you might want your students to come up with their own definition of a computer.Review the tasks of a computer.Explain computer programs, data, input, and output.Explain and demonstrate a file, if possible. FIGURESFigure 1-12, Figure 1-13CLASSROOM ACTIVITIESQuick Quiz:_________ is the result produced by a computer. (Answer: Output.)_________ is an area of a computer that temporarily holds data waiting to be processed, stored, or outputted. (Answer: Memory.)________ refers to the symbols that represent facts, objects, and ideas. (Answer: Data.)TEACHER TIPAsk students to describe how they use computers in a normal day. List the examples on a whiteboard and ask students if using a computer has made carrying out daily or routine tasks more efficient and accurate.LAB ACTIVITYThe New Perspectives Lab “Operating a Personal Computer” on page 46 deals with issues that relate to this section of the textbook. Using a projection device, go through the lab during class, or assign this lab for students to do on their own.Personal Computers, Servers, Mainframes, and Supercomputers (16)LECTURE NOTESExplain that computers can be categorized according to function (PC vs. server), size (handheld computer vs. mainframe) or platform (Windows vs. Mac OS).Review the categories of computers.FIGURESFigure 1-14, Figure 1-15, Figure 1-16, Figure 1-17, Figure 1-18TEACHER TIPAsk students what features and capabilities make a computer a computer. Ask students to debate the question of whether an Xbox or other video game console can be characterized as a computer. What about their cell phones? How often in a typical day do individuals encounter computers? CLASSROOM ACTIVITIESQuick Quiz:Wii, PlayStation, and Xbox are examples of what? (Answer: Videogame consoles.)True or False: A computer falls into the supercomputer category if it is, at the time of construction, one of the largest computers in the world. (Answer: False.) Why?PDAs, Smartphones, and Portable Media Players (19)LECTURE NOTESDiscuss differences in design between personal computers and handheld computers. Students should be able to describe differences between personal computers and handheld computers.Discuss differences in processing power. Define what tasks are best performed by a handheld computer, a desktop PC, and a supercomputer.FIGURESFigure 1-19, Figure 1-20, Figure 1-21CLASSROOM ACTIVITIESClass Discussion: Ask students if they use PDAs and how. Which ones seem to be the most popular with students?Microcontrollers (20)LECTURE NOTESDiscuss the ubiquity of the microcontroller. Ask students to consider how many devices contain microcontrollers.Discuss the significance of microcontrollers. Discuss the impact of microcontroller technology on machines and appliances.FIGURESFigure 1-22CLASSROOM ACTIVITIESClass Discussion: Handheld computers do not use the same sort of input, processing, output, and storage components used by traditional desktop computers. Have students discuss the components of handheld devices and the role of each component. Discuss the advantages and disadvantages of the components in handheld devices vs. their corresponding components in a desktop computer. For example, how does a handheld computer’s touch screen compare to the keyboard of a desktop computer? List advantages and disadvantages of each type of component.Quick Quiz:A(n) _________ is a special-purpose microprocessor that is built into the machine it controls. (Answer: microcontroller.)True/False: Just about any personal computer, workstation, mainframe, or supercomputer can be configured to perform the work of a server. (Answer: True.)Any software or digital device that requests data from a server is referred to as a(n) _________.minicomputerclientmainframeterminal(Answer: B)SECTION C: DIGITAL DATA REPRESENTATIONSECTION C OPENER QUESTION:012300 When you shop for digital devices, their capabilities are often touted in terms of speed and capacity. Suppose you’re shopping for a USB Flash drive. A friend recommends one that’s 64 GB. What does that mean?It operates at 64 gigabits per second.It holds 64 billion bytes of data.It holds 64 million 0s and 1s to represent data.It uses 64-bit ASCII code to hold data.(Answer: b)Data Representation Basics (22)LECTURE NOTESExplain the different meanings of “data” and “information” when using computers.Discuss the use and purpose of codes, such as ASCII.FIGURESFigure 1-23 TEACHER TIPSome students might think of “codes” as a method of secretly transmitting information. However, in computing, many codes (such as the ASCII code) simply change the form of the information—their purpose is not to hide the meaning of information.CLASSROOM ACTIVITIESClass Discussion: Ask students to compare and contrast information and data.Representing Numbers, Text, and Pictures (23)LECTURE NOTESDiscuss the representation of numbers, text, and pictures in a digital medium.Discuss the role of computer hardware. Explain that computers use the flow of electricity to “read” and “write” binary digits. 0 means that there is no current flow, and 1 means that the electrical current does flow.Use Figure 1-24 to show basic coverage of binary numbers.Present the concept of binary numbers. Give students an opportunity to practice some binary-decimal and decimal-binary conversions.Distinguish between binary codes and binary numbers. Explain that binary codes use 0s and 1s to represent numbers, numerals, characters, symbols, and lists of things, while binary numbers use 0s and 1s to represent a numeric quantity, and can be converted to decimal numbers.Review ASCII, EBCDIC, and Unicode.FIGURESFigure 1-24, Figure 1-25, Figure 1-26, Figure 1-27, Figure 1-28TEACHER TIPYou can present the rudiments of number theory in base 10 and base 2. Give examples of how you convert from base 2 to base 10; and from base 10 to base 2. Use a car odometer as an example. Ask students what happens when the odometer reaches 10? The same answer will apply to binary. CLASSROOM ACTIVITIESAssign a Project: Ask students to write a short paragraph explaining the binary number system and where it might be used. What professions would need to be concerned with binary numbers and why?LAB ACTIVITYThe New Perspectives Lab “Working with Binary Numbers” on page 46 deals with issues that relate to this section of the textbook. Go through the lab during class time if you have a computer with a projection device, or assign this lab for students to do on their own.Quantifying Bits and Bytes (26)LECTURE NOTESHelp students understand the terms and abbreviations used in describing digital devices. Use Figure 1-29 to review what the prefixes kilo-, mega-, and giga- mean.FIGURESFigure 1-29CLASSROOM ACTIVITIESQuick Quiz: What is the appropriate term for each of the following:1,024 bits (Answer: kilobyte.)1,048,576 bytes (Answer: megabyte.)One billion bytes (Answer: gigabyte.)Circuits and Chips (27)LECTURE NOTESExplain that bits take the form of electrical pulses.Explain that the terms computer chip, microchip, and chip all refer to integrated circuits.Make sure students understand that the black ceramic case is not a computer chip. The chip is inside the black case.FIGURESFigure 1-30, Figure 1-31, Figure 1-32TEACHER TIPIf possible, open a real computer case, and then remove and pass around some of the key components such as a video card, disk drive, and ribbon cables. Ask the students to identify these objects. Once they have been handled, ask a couple students to place the components back into the case. CLASSROOM ACTIVITIESGroup Activity: Divide students into groups. Let students take apart some computers themselves. Give students a screwdriver and help them disassemble and then reassemble a computer (usually an old or broken one). Student groups of four work well, but make sure that each group member has an opportunity to wield the screwdriver. (Note: You may also do this exercise with an old SmartPhone or PDA.)Quick Quiz:A(n) _________ is a super-thin slide of semiconducting material packed with microscopic circuit elements, such as wires, transistors, capacitors, logic gates, and resistors. (Answer: integrated circuit, IC.)True/False: Character data is composed of letters, symbols, and numerals that can be used in arithmetic operations. (Answer: False.)A prefix which refers to a million bytes of storage is _________.kilo-giga-mega-tera-(Answer: c.)SECTION D: DIGITAL PROCESSINGSECTION D OPENER QUESTION:012400 Programmers write computer programs for word processing, displaying photos, playing music, and showing movies. What programmers write, however, is not what a computer actually processes. Why is this the case?Because programmers usually write programs using high-level programming languages that have to be converted into machine language that computers can work with.Because programs are basically outlines that programmers have to fill out using op codes.Because high-level languages are too detailed for computers to process, so programs written in these languages have to be simplified.Because computer programmers make too many errors for programs to run successfully.(Answer: a)Programs and Instruction Sets (29)LECTURE NOTESReview the difference between compilers and interpreters. Demonstrate both, if possible. Explain that interpreters are generally less expensive than compilers, but execute more slowly. The other key difference between compilers and interpreters lies in the way in which each translates. In a compiled program, the translation occurs only once. In an interpreted program, the translation takes place on each iteration of the loop.FIGURESFigure 1-33, Figure 1-34, Figure 1-35, Figure 1-36TEACHER TIPUse Figure 1-34 to demonstrate how a compiler works. Use Figure 1-35 to show how an interpreter works.CLASSROOM ACTIVITIESClass Discussion: Ask students to list programming languages they’ve heard of or worked with.Quick Quiz:A collection of preprogrammed activities is called a(n) _________. (Answer: instruction set.)True/False: An interpreter is an alternative to a compiler. (Answer: True.)Processor Logic (31)LECTURE NOTESDiscuss how a computer chip works at the integrated circuit level.Explain that the central processing unit of a microcomputer is a single chip called a microprocessor. Identify the microprocessor on a computer. Explain that the ALU performs arithmetic and logical operations in the microprocessor chip. Explain that the control unit directs and coordinates processing based on a set of instructions.FIGURESFigure 1-37, Figure 1-38, Figure 1-39, Figure 1-40CLASSROOM ACTIVITIESClass Discussion: Present students with examples of programs written in programming languages like C or Java. Show students some simple source code and explain its purpose.Quick Quiz:The human-readable version of a program created in a high-level language by a programmer is called _________ code. (Answer: source.)True/False: An interpreter translates all the instructions in a program as a single batch, and the resulting machine language instructions (object code) are placed in a new file. (Answer: False.)All of the following are examples of programming languages EXCEPT:COBOLCALUJava(Answer: c.)SECTION E: PASSWORD SECURITY SECTION E OPENER QUESTION:012500 Security experts stress that the use of “strong” passwords can prevent identity theft and help to keep your computer files secure. Which of the following passwords is likely to be the most secure?12345 because it is all numbers.Hippocampus, because it is a long and unusual word.Il2baomw, because it combines numbers with a nonsense word.Football88, because it combines a word and numbers.(Answer: c)Authentication Protocols (34)LECTURE NOTESExplain that authentication protocols are methods of confirming a person’s identity using something the person knows, something the person possesses, or something the person is.Discuss biometrics. Ask students about their awareness of this method of identification, either from real-world experience or from the media and films.FIGURESFigure 1-41, Figure 1-42CLASSROOM ACTIVITIESQuick Quiz:Security experts use the term __________ to refer to any method that confirms a person’s identity using something the person knows, something the person possesses, or something the person is. (Answer: authentication protocol.)True/False: A password is a series of characters that verifies a user ID. (Answer: True.)Password Hacks (36)LECTURE NOTESReview identity theft and ask students if they’ve ever been the victim of identity theft.Discuss the serious and far-reaching implications of identity theft, at the most extreme end of which can be an individual’s need to get a new Social Security number, for example.Explain what students can do to reduce the chance that they will be a victim of identity theft.Discuss brute force attacks, sniffing, and phishing.FIGURESFigure 1-43, Figure 1-44TEACHER TIPTo generate discussion about identity theft, show examples of e-mails from legitimate organizations, and compare and contrast those message with e-mails from hackers mimicking the same organization.CLASSROOM ACTIVITIESClass Discussion: Have students provide examples of good and bad passwords. Why are certain passwords more secure than others? What are some good examples for the use of biometrics?Secure Passwords (38)LECTURE NOTESRefer students to the list in Figure 1-45 for tips on how to create a secure password.Remind students of the importance of never sharing their password. Review tiered passwords.Demonstrate password manager software.FIGURESFigure 1-45, Figure 1-46, Figure 1-47, Figure 1-48, Figure 1-49CLASSROOM ACTIVITIESClass Discussion: Discuss the advantages of using a password manager. Do students think this is a good idea? Why or why not? Would students use one themselves?Quick Quiz:A(n) _________ uses a series of characters that becomes a person’s unique identifier, similar to a Social Security number. (Answer: user ID.)True/False: The longer the password, the tougher it is to crack. (Answer: True.)Of all of the methods of stealing passwords, which one has a legitimate use (by network administrators) and an illegitimate use (for intercepting your password when it is sent over a computer network)?sniffingphishingkeyloggingbrute force attack(Answer: a.)WHAT DO YOU THINK?013100 Should users of location-enabled devices be informed when location tracking is in use?YesNoNot sure013200 Do you think most people are aware of the privacy issues associated with location-enabled devices?YesNoNot sure013300 Should users of location-aware devices be permitted to enable and disable tracking features on their devices?YesNoNot sureGlossary of Key TermsALU, 31Analog data, 22Anonymizer tools, 10Application software, 16ASCII, 24Authentication protocol, 34Binary number system, 23Biometrics, 34Bit, 23Blogs, 6Brute force attack, 37Bulletin boards, 6Byte, 26Case sensitive, 35Central processing unit, 15Character data, 24Chat groups, 6Client, 18Compiler, 30Compute-intensive, 19Computer, 14Computer network, 7Computer program, 15Control unit, 31Convergence, 8CPU, 15Cyberspace, 7Data, 15Data representation, 22Dictionary attack, 36Digital data, 22Digital divide, 12Digital revolution, 4Digitization, 7Download, 8EBCDIC, 25E-mail, 6Extended ASCII, 24File, 15Gigabit, 26Gigabyte, 26Globalization, 12Handheld computer, 19Identity theft, 36Input, 15Instruction cycle, 32Instruction set, 30Integrated circuit, 27Intellectual property, 11Internet, 6Interpreter, 30Kilobit, 26Kilobyte, 26Machine code, 30Machine language, 30Mainframe computer, 18Megabit, 26Megabyte, 26Memory, 15Microcontroller, 20Microprocessor, 15Numeric data, 23Object code, 30Online social networks, 6Op code, 31Open source, 12Operand, 31Operating system, 16Output, 15Password, 35Password manager, 40PDA, 19Personal computer, 17Phishing, 37Portable media player, 20Processing, 15Programming language, 29Registers, 31Semiconducting materials, 27Server, 18Smartphone, 20Sniffing, 37Software, 15Source code, 29Storage, 15Stored program, 16Supercomputer, 18System board, 28System software, 16Unicode, 25User ID, 34Videogame console, 17Web, 7Workstation, 17Top of Document ................
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