California State University, Northridge



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ASSIGNMENT 1

|(1) Focus of your portfolio: The goal of SED 514 is to equip teachers with technical and pedagogical skills to enhance teaching and|

|learning. You will prepare a 514-portfolio (electronic or paper) of your work, illustrating how computer technologies can be used |

|to improve the teaching and learning of a particular unit within your discipline. By the time you are done with this class, you |

|will have collected and developed resources that will benefit you and your students. Please note that many of the activities in |

|this portfolio may be also used as artifacts for your professional teaching portfolio (PDP). |

|Complete the title page of the portfolio that includes a photograph of you, your name, school, subject taught, and topic for |

|portfolio. |

|Identify the subject and topic for which your 514-portfolio will be developed. Briefly describe the significance of this topic with|

|respect to your curriculum. |

|Name |Subject taught |topic(s) for portfolio |

|Marcello Sanna-Pickett |Physical Education |Secondary Physical Education |

This portfolio is being developed as part of the criteria for the credential program at California State University, Northridge. The significance of physical education instruction is to develop the skills and habits necessary for a lifetime of activity. Emphasis will be placed on health-related fitness, which includes cardiorespiratory endurance, muscular strength and endurance, and flexibility. Among the objectives of physical education are to also develop a better understanding of team and individual sports as well as recreational games and dance.

CONTINUES ON NEXT PAGE:

Secondary Education 514

COMPUTERS IN INSTRUCTION PORTFOLIO

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California State University, Northridge

Traditional Teaching Credential Program

Physical Education Specialization

Secondary Physical Education

Summer 2006

|(2) Documenting your work with screen capture: Screen capture programs allow the user to take pictures of anything on their screen |

|and save them as graphics files. Download a screen capture program for your home computer and use it to take pictures of items |

|required in this portfolio. |

| |

|Demonstrate competency with a screen-capture utility by inserting a .jpg file of keyboard shortcuts, contextual help menu, of the |

|operating system you are using. Note that virtually all programs and operating systems have help menus and keyboard shorcuts. |

|Consult these electronic help menus when you need to know how to perform a particular operation. |

Screen capture of Mac OS X keyboard shortcuts inserted as a .jpg:

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|(3) Backing-up and transporting your files: Always backup your files!!! You can: (a) save them on USB drive or portable hard drive,|

|(b) upload (ftp) them to your CSUN account (uDrive), (c) move them to an Internet hard drive, or (d) send them as attached files |

|accompanying email messages. Do one of the following: |

| |

|Save your work to your uDrive. The uDrive is an extra storage area that provides additional disk space for campus users who wish to|

|store their desktop files and folders on a remote server. Include a screen capture. |

| |

|Develop an Internet hard drive using the Yahoo briefcase or similar resource. You can send your files to your Internet hard drive |

|and then retrieve them at home or school. Include a screen capture. |

Screen capture of uDrive:

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Screen capture of Yahoo briefcase:

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|(4) Learning about your students. Most secondary school teachers must learn the names of 150-200 students at the beginning of each |

|academic year. This formidable task is made much easier using a photographic seating chart. *TPE-tip Teachers may use photographic |

|seating charts, combined with student information surveys to learn about their students early in the semester (TPE 8). Make certain|

|to check with your school regarding policies for photographing students. |

| |

|Use a digital camera to make a seating chart for one of the classes you teach or for this class at CSUN. |

| | | | | |

|[pic] |[pic] |[pic] |[pic] |[pic] |

|Jake Lin |Manuel Hernandez |Kevin McMahon | | |

| | | |Jennifer Lewis |Emily Rose Michels |

|[pic] | | |[pic] |[pic] |

|Lourdes Gomez |[pic] |[pic] | |Ken Mengel |

| | | |Liz Johnson | |

| |Bart Lennehan |Lisa Fleming | | |

|[pic] |[pic] |[pic] |[pic] |[pic] |

| | | |Nicole Terranova |Sally Mostafa |

|Shawn St. Sauveur |Jordan Saxon |Jeff Stephan | | |

|[pic] |[pic] |[pic] |[pic] | |

| | |Michelle Evans | | |

|Scott Ellias |Catherine Davary | |Nathan Howe | |

|(5) Searching / Identifying Plagiarism. The ease of information access can accelerate the learning process, but it can also be |

|counter-productive by facilitating plagiarism. Discuss the importance of intellectual honesty with your students and illustrate how|

|you can easily identify work plaigiarized from sites on the Internet. |

| |

|Using an advanced search engine with Boolean search features (such as Altavista), find text from one of your students or from a |

|website related to your field that appears to be plagiarized. Copy and paste the text and the URLs of both pieces in question. |

|Alternatively, you may wish to use an online plagiarism detection service such as |

Importance of academic honesty:

Plagiarism is a major problem not only in college, but in high school, middle school, and even in elementary. With the pressure to do well in school, many students turn to plagiarism. Many others, however, may use another’s ideas or words without realizing that it is plagiarism. I believe that it is very important to help student understand the consequences of plagiarism, which can include expulsion, loss of credibility, or loss of a job. I think that the best way to help students avoid plagiarism is to provide resources like as well as making them aware of the consequences. There are websites to help teachers identify plagiarism, such as , , and .

Searched the web using AltaVista for plagiarism of the following paragraph:

Cloning is the process of creating an identical copy of an original. A clone in the biological sense, therefore, is a single cell (like bacteria, lymphocytes etc.) or multi-cellular organism that is genetically identical to another living organism. Sometimes this can refer to "natural" clones made either when an organism reproduces asexually or when two genetically identical individuals are produced by accident (as with identical twins), but in common parlance the clone is an identical copy by some conscious design. Also see clone (genetics).

The term clone is derived from κλων, the Greek word for "twig". In horticulture, the spelling clon was used until the twentieth century; the final e came into use to indicate the vowel is a "long o" instead of a "short o". Since the term entered the popular lexicon in a more general context, the spelling clone has been used exclusively.

://browse/wiki/Cloning

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AltaVista found 158 results  for “Cloning is the process of creating an identical copy of an original. A clone in the biological sense, therefore, is a single cell (like bacteria, lymphocytes etc.) or multi-cellular organism that is genetically identical to another living organism. Sometimes this can refer to "natural" clones made either when an organism reproduces asexually or when two genetically identical individuals are produced by accident (as with identical twins), but in common parlance the clone is an identical copy by some conscious design. Also see clone (genetics). The term clone is derived from κλων, the Greek word for "twig". In horticulture, the spelling clon was used until the twentieth century; the final e came into use to indicate the vowel is a "long o" instead of a "short o". Since the term entered the popular lexicon in a more general context, the spelling clone has been used exclusively.”

Here are a few examples:

From: Health and Pediatrics

Hair Cloning Info

Cloning is the process of creating an identical copy of an original. A ''clone'' in the biological sense, therefore, is a single cell (like bacteria, lymphocytes etc.) or multi-cellular organism that is genetically identical to another living organism. Sometimes this can refer to "natural" clones made either when an organism reproduces asexually or when two genetically identical individuals are produced by accident (as with identical twins), but in common parlance the clone is an identical copy by some conscious design. Also see clone (genetics). The term ''clone'' is derived from ''κλων'', the Greek word for "twig". In horticulture, the spelling ''clon'' was used until the twentieth century; the final ''e'' came into use to indicate the vowel is a "long o" instead of a "short o". Since the term entered the popular lexicon in a more general context, the spelling ''clone'' has been used exclusively.

From: Nodeworks Encyclopedia



Cloning

Cloning is the process of creating an identical copy of an original. A clone in the biological sense, therefore, is a single cell (like bacteria, lymphocytes etc.) or multi-cellular organism that is genetically identical to another living organism. Sometimes this can refer to "natural" clones made either when an organism reproduces asexually or when two genetically identical individuals are produced by accident (as with identical twins), but in common parlance the clone is an identical copy by some conscious design. Also see clone (genetics).

The term clone is derived from κλων, the Greek word for "twig".

In horticulture, the spelling clon was used until the twentieth century;

the final e came into use to indicate the vowel is a "long o" instead of a "short o".

Since the term entered the popular lexicon in a more general context,

the spelling clone has been used exclusively.

|(6) History of computers / graphic search engines. Answer the following questions using information from technology education |

|websites or other online resources. Make certain that all information is in your own words. No credit can be given for information |

|that is identical to that of another student or a web page. |

| |

|Contributors to the development of the computer: Select five individuals who have made significant contributions to the development|

|of the computer. List the contribution(s) of each individual and briefly describe its importance. See technology education |

|websites. Use a graphic search engine to find pictures of each. |

| |

|Computer Generations: Computer historians have classified computers into "generations" in an effort to identify the major |

|technological advances upon which the computers are built. Briefly identify the major features of each of the first five |

|generations of computers. See technology education websites. Use a graphic search engine to find pictures of each. |

Contributors to the development of the computer:

Information from:

|Photo |Contributions to the development of computer |

| |1936—Konrad Zuse (1910-1995) was a construction engineer for the Henschel|

|[pic] |Aircraft Company in Berlin, Germany at the beginning of WWII. Konrad Zuse|

| |earned the semiofficial title of  "inventor of the modern computer" for |

|Konrad Zuse |his series of automatic calculators, which he invented to help him with |

| |his lengthy engineering calculations. In 1936, Zuse made a mechanical |

|[pic] |calculator called the Z1, the first binary computer. Zuse used it to |

|Z1 computer |explore several groundbreaking technologies in calculator development: |

| |floating-point arithmetic, high-capacity memory and modules or relays |

|First freely programmable computer. |operating on the yes/no principle. Zuse's ideas, not fully implemented in|

| |the Z1, succeeded more with each Z prototype. In 1939, Zuse completed the|

| |Z2, the first fully functioning electro-mechanical computer. Konrad Zuse|

| |completed the Z3 in 1941, with recycled materials donated by fellow |

| |university staff and students. This was the world's first electronic, |

| |fully programmable digital computer based on a binary floating-point |

| |number and switching system. In 1941, the Z3 contained almost all of the|

| |features of a modern computer as defined by John von Neumann and his |

| |colleagues in 1946. |

|[pic] |1942—Professor John Atanasoff and graduate student Clifford Berry built |

| |the world's first electronic-digital computer at Iowa State University |

|John Atanasoff |between 1939 and 1942. The Atanasoff-Berry Computer represented several |

|Clifford Berry |innovations in computing, including a binary system of arithmetic, |

| |parallel processing, regenerative memory, and a separation of memory and |

| |computing functions. In late 1939, John Atanasoff teamed up with |

|The Atanasoff-Berry Computer |Clifford Berry to build a prototype. They created the first computing |

|(The ABC computer) |machine to use electricity, vacuum tubes, binary numbers and capacitors. |

|The First Electronic Computer |The capacitors were in a rotating drum that held the electrical charge |

| |for the memory. The brilliant and inventive Berry, with his background in|

| |electronics and mechanical construction skills, was the ideal partner for|

| |Atanasoff. The prototype won the team a grant of $850 to build a |

| |full-scale model. They spent the next two years further improving the |

| |Atanasoff-Berry Computer. The final product was the size of a desk, |

| |weighed 700 pounds, had over 300 vacuum tubes, and contained a mile of |

| |wire. It could calculate about one operation every 15 seconds, today a |

| |computer can calculate 150 billion operations in 15 seconds. Too large to|

| |go anywhere, it remained in the basement of the physics department. The |

| |war effort prevented John Atanasoff from finishing the patent process and|

| |doing any further work on the computer. When they needed storage space in|

| |the physics building, they dismantled the Atanasoff-Berry Computer. |

|[pic] |1944—Howard Aiken and Grace Hopper designed the MARK series of computers |

|Grace Hopper |at Harvard University. The MARK series of computers began with the Mark I|

|Howard Aiken  |in 1944. Imagine a giant roomful of noisy, clicking metal parts, 55 feet |

| |long and 8 feet high. The 5-ton device contained almost 760,000 separate |

|[pic] |pieces. Used by the US Navy for gunnery and ballistic calculations, the |

| |Mark I was in operation until 1959. The computer, controlled by |

|Harvard Mark 1 Computer |pre-punched paper tape, could carry out addition, subtraction, |

| |multiplication, division and reference to previous results. It had |

| |special subroutines for logarithms and trigonometric functions and used |

| |23 decimal place numbers. Data was stored and counted mechanically using |

| |3000 decimal storage wheels, 1400 rotary dial switches, and 500 miles of |

| |wire. Its electromagnetic relays classified the machine as a relay |

| |computer. All output was displayed on an electric typewriter. By today's |

| |standards, the Mark I was slow, requiring 3-5 seconds for a |

| |multiplication operation. |

|[pic] |1946—John Mauchly and J Presper Eckert developed the ENIAC I (Electrical |

|John W. Mauchly, |Numerical Integrator And Calculator). The U.S. military sponsored their |

|[pic] |research; they needed a calculating device for writing artillery-firing |

|John Presper Eckert |tables (the settings used for different weapons under varied conditions |

| |for target accuracy). On May 31, 1943, the military commission on the |

|[pic] |new computer began; John Mauchly was the chief consultant and J Presper |

|General View of the ENIAC1946. |Eckert was the chief engineer. It took the team about one year to design|

| |the ENIAC and 18 months and 500,000 tax dollars to build it. By that |

|[pic] |time, the war was over. The ENIAC was still put to work by the military |

|U.S. Army Photo |doing calculations for the design of a hydrogen bomb, weather prediction,|

|The ENIAC, in BRL building 328 |cosmic-ray studies, thermal ignition, random-number studies and |

| |wind-tunnel design. The ENIAC contained 17,468 vacuum tubes, along with |

|The ENIAC I Computer |70,000 resistors, 10,000 capacitors, 1,500 relays, 6,000 manual switches |

| |and 5 million soldered joints. It covered 1800 square feet (167 square |

| |meters) of floor space, weighed 30 tons, consumed 160 kilowatts of |

| |electrical power. There was even a rumor that when turned on the ENIAC |

| |caused the city of Philadelphia to experience brownouts, however, this |

| |was first reported incorrectly by the Philadelphia Bulletin in 1946 and |

| |since then has become an urban myth. In one second, the ENIAC (one |

| |thousand times faster than any other calculating machine to date) could |

| |perform 5,000 additions, 357 multiplications or 38 divisions. The use of |

| |vacuum tubes instead of switches and relays created the increase in |

| |speed, but it was not a quick machine to re-program. Programming changes |

| |would take the technicians weeks, and the machine always required long |

| |hours of maintenance. As a side note, research on the ENIAC led to many |

| |improvements in the vacuum tube. In 1948, Dr. John Von Neumann made |

| |several modifications to the ENIAC. The ENIAC had performed arithmetic |

| |and transfer operations concurrently, which caused programming |

| |difficulties. Von Neumann suggested that switches control code selection |

| |so pluggable cable connections could remain fixed. He added a converter |

| |code to enable serial operation. In 1946, J Presper Eckert and John |

| |Mauchly started the Eckert-Mauchly Computer Corporation. In 1949, their |

| |company launched the BINAC (BINary Automatic) computer that used magnetic|

| |tape to store data. In 1950, the Remington Rand Corporation bought the |

| |Eckert-Mauchly Computer Corporation and changed the name to the Univac |

| |Division of Remington Rand. Their research resulted in the UNIVAC |

| |(UNIVersal Automatic Computer), an important forerunner of today's |

| |computers. In 1955, Remington Rand merged with the Sperry Corporation and|

| |formed Sperry-Rand. Eckert remained with the company as an executive and |

| |continued with the company as it later merged with the Burroughs |

| |Corporation to become Unisys. J Presper Eckert and John Mauchly both |

| |received the IEEE Computer Society Pioneer Award in 1980. |

| |1948—Sir Frederick Williams and Tom Kilburn co-invented the |

| |Williams-Kilburn Tube (or Williams Tube), a type of altered cathode-ray |

| |tube. Scientists had conducted research on cathode-ray tubes serving as |

| |computer data storage since the early 1940s. The illustration to the |

| |right is an example of the video display terminal used with the |

| |Manchester computer. The terminal mirrored what was happening within the |

| |Williams Tube. A metal detector plate placed close to the surface of the |

| |tube, detected changes in electrical discharges. Since the metal plate |

| |would obscure a clear view of the tube, the technicians could monitor the|

| |tubes used a video screen. Each dot on the screen represented a dot on |

| |the tube's surface; the dots on the tube's surface worked as capacitors |

| |that were either charged and bright or uncharged and dark. The |

| |information translated into binary code (0,1 or dark, bright) became a |

| |way to program the computer. The Williams Tube provided the first large |

|Sir Frederick Williams |amount of random access memory (RAM), and it was a convenient method of |

| |data-storage. It did not require rewiring each time the data was changed,|

|[pic] |and programming the computer went much faster. It became the dominant |

| |form of computer memory until outdated by core memory in 1955. |

|Tom Kilburn |Manchester Baby's Specifications |

| | |

|[pic] |32-bit word length. |

|Video Display Terminal | |

|Manchester Computer |Serial binary arithmetic using 2 complement integers. |

| | |

| |Single address format order code. |

| | |

| |Random access main store of 32 words, extendable up to 8192 words. |

| | |

| |Computing speed of around 1.2 milliseconds per instruction. |

| | |

Computer Generations:

Information from: , and

| |Photo of key component |Features |

|Generation | | |

|First | |First Generation - 1940-1956: Vacuum Tubes The first computers used |

| | |vacuum tubes for circuitry and magnetic drums for memory, and were often |

| | |enormous, taking up entire rooms. They were very expensive to operate and|

| | |in addition to using a great deal of electricity, generated a lot of |

| | |heat, which was often the cause of malfunctions. First generation |

| | |computers relied on machine language to perform operations, and they |

| | |could only solve one problem at a time. Input was based on punched cards |

| | |and paper tape, and output was displayed on printouts. |

| | |The UNIVAC and ENIAC computers are examples of first-generation computing|

| | |devices. The UNIVAC was the first commercial computer delivered to a |

| | |business client, the U.S. Census Bureau in 1951. |

|Second | |Second Generation - 1956-1963: Transistors |

| | |Transistors replaced vacuum tubes and ushered in the second generation of|

| | |computers. The transistor was invented in 1947 but did not see widespread|

| | |use in computers until the late 50s. The transistor was far superior to |

| | |the vacuum tube, allowing computers to become smaller, faster, cheaper, |

| | |more energy-efficient and more reliable than their first-generation |

| | |predecessors. Though the transistor still generated a great deal of heat |

| | |that subjected the computer to damage, it was a vast improvement over the|

| | |vacuum tube. Second-generation computers still relied on punched cards |

| | |for input and printouts for output. |

| | |Second-generation computers moved from cryptic binary machine language to|

| | |symbolic, or assembly, languages, which allowed programmers to specify |

| | |instructions in words. High-level programming languages were also being |

| | |developed at this time, such as early versions of COBOL and FORTRAN. |

| | |These were also the first computers that stored their instructions in |

| | |their memory, which moved from a magnetic drum to magnetic core |

| | |technology. |

| | |The first computers of this generation were developed for the atomic |

| | |energy industry. |

|Third | |Third Generation - 1964-1971: Integrated Circuits |

| |[pic] |The development of the integrated circuit was the hallmark of the third |

| |One of the first |generation of computers. Transistors were miniaturized and placed on |

| |Integrated Circuits |silicon chips, called semiconductors, which drastically increased the |

| | |speed and efficiency of computers. |

| | |Instead of punched cards and printouts, users interacted with third |

| | |generation computers through keyboards and monitors and interfaced with |

| | |an operating system, which allowed the device to run many different |

| | |applications at one time with a central program that monitored the |

| | |memory. Computers for the first time became accessible to a mass audience|

| | |because they were smaller and cheaper than their predecessors. |

|Fourth | |Fourth Generation - 1971-Present: Microprocessors |

| | |The microprocessor brought the fourth generation of computers, as |

| | |thousands of integrated circuits were built onto a single silicon chip. |

| | |What in the first generation filled an entire room could now fit in the |

| | |palm of the hand. The Intel 4004 chip, developed in 1971, located all the|

| | |components of the computer - from the central processing unit and memory |

| | |to input/output controls - on a single chip. |

| | |In 1981 IBM introduced its first computer for the home user, and in 1984 |

| | |Apple introduced the Macintosh. Microprocessors also moved out of the |

| | |realm of desktop computers and into many areas of life as more and more |

| | |everyday products began to use microprocessors. |

| | |As these small computers became more powerful, they could be linked |

| | |together to form networks, which eventually led to the development of the|

| | |Internet. Fourth generation computers also saw the development of GUIs, |

| | |the mouse and handheld devices. |

|Fifth | |Fifth Generation - Present and Beyond: Artificial Intelligence |

| |[pic] |Fifth generation computing devices, based on artificial intelligence, are|

| | |still in development, though there are some applications, such as voice |

| | |recognition, that are being used today. The use of parallel processing |

| | |and superconductors is helping to make artificial intelligence a reality.|

| | |Quantum computation and molecular and nanotechnology will radically |

| | |change the face of computers in years to come. The goal of |

| | |fifth-generation computing is to develop devices that respond to natural |

| | |language input and are capable of learning and self-organization. |

|(7) Making computers accessible to students: Given the importance of computers in business and society, it is important that we |

|provide students who have special needs access via specialized software and hardware. Describe three data input or output devices, |

|or three OS or software options that may be used to make computers more accessible to students with specific physical handicaps. |

|*TPE-tip If you have students with special needs in your class, you may wish to develop lesson plans illustrating how you have made|

|your curriculum accessible to them using adaptive hardware and/or software. (TPE4) |

| |

|Experiment with the universal access features associated with your computer's operating system and research third-party hardware |

|and software solutions for those with special needs. Describe three hardware or software solutions and explain how they may help |

|students with specific special needs. |

One of the data output options on today’s computers is audio output, in which the computer reads text and generates and outputs electronic speech. This is especially valuable for the blind. Braille output is another feature designed for the blind. An electronic device is available that outputs embossed Braille symbols that the blind user reads using the sense of touch. Another is the flash screen feature where the screen flashes when an important sound is made. This would be helpful for students that are deaf and are not able to hear any error sounds in the computer.

All of these features require special software. Some also require special hardware. Braille generation is one. Enabling Technologies, for example, makes several models of Braille embossers. Some are double-sided, embossing on both sides of the paper. This saves paper, making for lighter, more portable documents. Single-sided models are also available. Models vary in embossing speed and number of characters. They can be quite pricey, ranging from two to several thousand dollars.

RC Systems is a maker of text-to-speech and voice synthesis products. The “DoubleTalk LT” is one of their more popular portable voice synthesizers. It is a small standalone unit that runs on a 9-volt battery or an AC adapter. It comes with a speaker but also has a headphone jack. One of the attractive features of this unit is that no special software or drivers are required on the computer. You just plug it into your computer as you would a printer.

Another piece of hardware designed for the physically handicapped is the Alternative Communication System. This system, valuable for users afflicted with, for example, cerebral palsy, allows the user to enter information through Morse code using special contact devices installed on the user’s wheelchair. One possibility is a control that the user activates by turning the head. Other controls can be in the form of special electrodes that sense even slight movements of a muscle.

|(8) Computer knowledge. Teachers should be conversant with computer terminology and concepts that pertain to the use of technology |

|in their classrooms. |

| |

|Review the list of computer terms and concepts for educators and then take this online quiz. Retake the quiz until you understand |

|the terms and concepts and score 90% or better. Include a screen shot of your first and final test results. *TPE-tip If you have |

|access to an online test-generation system such as WebCT, Blackboard, or Quizmaker, you may wish to develop online self-quizes for |

|your students. (TPE2, TPE3) |

Screen capture of first attempt: Total score: 18/30 (60%).

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Screen capture of final attempt: Total score: 30/30 (100%).

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