Microsoft Office 2003



Computer Concepts

Chapter One: Computers and Digital Basics

A 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

|Chapter Objectives |2 |

|Section A: All Things Digital |2 |

|Section B: Digital Devices |4 |

|Section C: Digital Data Representation |6 |

|Section D: Digital Processing |8 |

|Section E: Password Security |10 |

|Glossary of Key Terms |12 |

Chapter Objectives

Students will have mastered the material in Chapter One when they can:

• List five technologies that are fueling the digital revolution.

• Define convergence and provide examples of at least five devices that are converging.

• Describe at least two social, political, and economic effects of the digital revolution.

• Draw a diagram to explain how a computer makes use of input, processing, storage, memory, output, and stored programs.

• Describe the difference between system software, an operating system, application software, and a computer program.

• List, briefly describe, and rank (in terms of computing capacity) the characteristics of each computer category described in Section B of this chapter.

• List the characteristics that smart phones, PDAs, and portable media players have in common with personal computers, and list factors by which they differ.

• Define the term microcontroller and provide three examples of devices in which they are found.

• Explain the technical difference between data and information.

• Provide three examples of digital devices and three examples of analog devices.

• List the ASCII representation for “B,” the binary representation for 18; draw a stepped waveform showing a digital sound; and draw a diagram showing how color is represented in a graphic.

• List and define all the chapter terms, such as bit, byte, and kilobyte that pertain to quantifying data.

• Use the terms integrated circuits, microprocessor, and system board in a meaningful sentence.

• Describe how compilers and interpreters work with high level programming languages, source code, and object code.

• Make a storyboard showing how a microprocessor’s ALU would add the numbers 2 and 8.

• Explain how hackers use dictionary and brute force attacks.

• Provide examples of five secure passwords and five passwords that might be easy to crack.

SECTION A: ALL THINGS DIGITAL

The Digital Revolution (4)

LECTURE NOTES

• Familiarize 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.

FIGURES

• Figure 1-1, Figure 1-2, Figure 1-3, Figure 1-4, Figure 1-5, Figure 1-6

CLASSROOM ACTIVITIES

1. Class 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 NOTES

• Explain 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.

FIGURES

• Figure 1-7

CLASSROOM ACTIVITIES

1. Critical 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 TIP

Waiting 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 NOTES

• Explain 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.

FIGURES

• Figure 1-8, Figure 1-9, Figure 1-10, Figure 1-11

TEACHER TIP

Students 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 ACTIVITIES

1. Quick 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.

a. Digital

b. Intellectual

c. Online

d. Licensed

(Answer: B)

SECTION B: DIGITAL DEVICES

Computer Basics (14)

LECTURE NOTES

• Review 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.

FIGURES

• Figure 1-12, Figure 1-13

CLASSROOM ACTIVITIES

1. Quick 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 output. (Answer: Memory.)

• ________ refers to the symbols that represent facts, objects, and ideas. (Answer: Data.)

TEACHER TIP

Ask 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 ACTIVITY

The 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 NOTES

• Explain 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.

FIGURES

• Figure 1-14, Figure 1-15, Figure 1-16, Figure 1-17, Figure 1-18

TEACHER TIP

Ask 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 ACTIVITIES

1. Quick 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, Portable Players, and Smart Phones (19)

LECTURE NOTES

• Discuss 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.

FIGURES

• Figure 1-19, Figure 1-20, Figure 1-21

CLASSROOM ACTIVITIES

Class Discussion: Ask students if they use PDAs and how. Which ones seem to be the most popular with students?

Microcontrollers (20)

LECTURE NOTES

• Discuss 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.

FIGURES

• Figure 1-22

CLASSROOM ACTIVITIES

1. Class 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.

2. 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) _______.

a. minicomputer

b. client

c. mainframe

d. terminal

(Answer: B)

SECTION C: DIGITAL DATA REPRESENTATION

Data Representation Basics (22)

LECTURE NOTES

• Explain the different meanings of “data” and “information” when using computers.

• Discuss the use and purpose of codes, such as ASCII.

• Introduce students to the concept of digital codes by discussing the Minutemen of the American Revolution. Use the “land” and “sea” code the Minutemen used as examples.

FIGURES

• Figure 1-23

TEACHER TIP

Some 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.

TEACHER TIP

To build from the Minuteman example, students might suggest using a code in which the letter “a” is represented by one flash of light, the letter “b” represented by two flashes of light, etc. Then ask students to evaluate the efficiency and effectiveness of their communications scheme. What are the strengths (easy to remember, requires minimal equipment, etc.)? What are the weaknesses (long transmission time, susceptibility to errors, etc.)?

CLASSROOM ACTIVITIES

1. Class Discussion: Ask students to compare and contrast information and data.

Representing Numbers, Text, and Pictures (23)

LECTURE NOTES

• Discuss 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.

FIGURES

• Figure 1-24, Figure 1-25, Figure 1-26, Figure 1-27, Figure 1-28

TEACHER TIP

You can also 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 ACTIVITIES

1. Assign 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 ACTIVITY

• The 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 NOTES

• Help 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.

FIGURES

• Figure 1-29

CLASSROOM ACTIVITIES

1. Quick 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 NOTES

• Explain 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.

FIGURES

• Figure 1-30, Figure 1-31, Figure 1-32

TEACHER TIP

If possible, open a real computer case, 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 ACTIVITIES

1. Group 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. )

2. 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 ______.

a. kilo-

b. giga-

c. mega-

d. tera-

(Answer: C.)

SECTION D: DIGITAL PROCESSING

Programs and Instruction Sets (29)

LECTURE NOTES

• Review 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.

FIGURES

• Figure 1-33, Figure 1-34, Figure 1-35, Figure 1-36

TEACHER TIP

Use Figure 1-34 to demonstrate how a compiler works. Use Figure 1-35 to show how an interpreter works.

CLASSROOM ACTIVITIES

1. Class Discussion: Ask students to list programming languages they’ve heard of or worked with.

2. Quick Quiz:

1. A collection of preprogrammed activities is called a(n) __________. (Answer: instruction set.)

2. True/False: An interpreter is an alternative to a compiler. (Answer: True.)

Processor Logic (31)

LECTURE NOTES

• Discuss 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.

FIGURES

• Figure 1-37, Figure 1-38, Figure 1-39, Figure 1-40

CLASSROOM ACTIVITIES

1. Class 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.

2. Quick Quiz:

1. The human-readable version of a program created in a high-level language by a programmer is called ______ code. (Answer: source.)

2. 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.)

3. All of the following are examples of programming languages EXCEPT

a. COBOL

a. C

b. ALU

c. Java

(Answer: C.)

SECTION E: PASSWORD SECURITY

Authentication Protocols (34)

LECTURE NOTES

• Explain 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.

FIGURES

• Figure 1-41, Figure 1-42

CLASSROOM ACTIVITIES

1. Quick 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 NOTES

• Review 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.

FIGURES

• Figure 1-43, Figure 1-44

TEACHER TIP

To 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 ACTIVITIES

1. Class 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 NOTES

• Refer 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.

FIGURES

• Figure 1-45, Figure 1-46, Figure 1-47, Figure 1-48

CLASSROOM ACTIVITIES

1. Class 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?

2. 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)?

a. sniffing

b. phishing

c. keylogging

d. brute force attack

(Answer: A.)

Glossary of Key Terms

• ALU (arithmetic logic unit) (31)

• analog data (22)

• anonymizer tools (10)

• application software (16)

• ASCII (American Standard Code for Information Interchange) (24)

• authentication protocol (34)

• binary number system (23)

• biometrics (34)

• bit (23)

• blogs (6)

• brute force attack (37)

• bulletin boards (6)

• byte (26)

• case sensitive (35)

• central processing unit (CPU) (15)

• character data (24)

• chat groups (6)

• client (18)

• compiler (30)

• compute-intensive (19)

• computer (14)

• computer network (7)

• computer program (15)

• control unit (31)

• convergence (8)

• cyberspace (7)

• data representation (22)

• dictionary attack (36)

• digital data (22)

• digital divide (12)

• digital electronics (4)

• digital revolution (4)

• digitization (7)

• download (8)

• EBCDIC (Extended Binary-Coded Decimal Interchange Code) (25)

• e-mail (6)

• Extended ASCII (24)

• gigabit (26)

• gigabyte (26)

• handheld computer (19)

• identity theft (36)

• input (15)

• instruction cycle (32)

• instruction set (30)

• integrated circuit (IC) (27)

• intellectual property (11)

• Internet (6)

• kilobit (26)

• kilobyte (26)

• machine code (30)

• machine language (30)

• mainframe computer (18)

• megabit (26)

• megabyte (26)

• memory (15)

• microcontroller (20)

• microprocessor (15)

• object code (30)

• online social networks (6)

• op code (31)

• open source (12)

• operand (31)

• operating system (OS) (16)

• password (35)

• password manager (40)

• PDA (personal digital assistant) (19)

• personal computer (17)

• phishing (37)

• portable media players (20)

• processing (15)

• programming language (29)

• registers (31)

• semiconducting materials (27)

• server (18)

• smart phone (20)

• sniffing (37)

• software (15)

• storage (15)

• stored program (16)

• supercomputer (18)

• system board (28)

• system software (16)

• Unicode (25)

• user ID 934)

• videogame console (17)

• Web (7)

• workstation (17)

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