COMPUTERS ALL AROUND US

Editor's Notes

• #12: Pg 2 This is an outline of the topics covered in this lesson. Wherever possible, try to have pictures or examples of these types of computers. Use the book as reference if you don’t have additional pictures or hardware examples.
• #13: Pg 2 Objective 1.1.1 This begins a brief history of computers and how they evolved to become the small devices we see and use today. Begin by asking how many students have a computer and the type of computer they have, e.g., desktop versus notebook. You can then relate this back to the advent of true desktop/portable models and the differences of same as you progress through this lesson.
• #14: Pg 2 Objectives 1.1.1, 1.1.9, 1.1.10 Discuss how supercomputers are typically used in industries that need to deal with immense quantities of information for purposes such as forecasting weather, nuclear energy research, resource exploration, or animation Mention how expensive supercomputers are (can run into the hundreds of thousands of dollars) Be prepared to tell students where supercomputers could be found, e.g., NASA, Canadian Meteorological Center, U.S. Department of Energy, etc.
• #15: Pg 3 Discuss how supercomputers differ from mainframes: amount of information that can be processed, type of use (supercomputers focus on specific type of statistics whereas mainframes may be processing information for several types of information such as bank transactions). Mention how the cost of these are quite high and not often purchased today except for data storage. Provide examples of where a mainframe may actually be used without students being aware of it, e.g., ATM machines, credit/debit card transactions, airline tickets, etc.
• #16: Pg 3 Objective 1.1.2 Discuss how minicomputers still used in today’s market even though students may not be aware of their use, e.g., cashier register, insurance agencies, etc. Discuss with the class how in most cases they are looking at someone who may be using a desktop computer to enter the information but the computer is actually connected to the minicomputer and does not have a “box” at their site to store the data
• #17: Pg 3 Objective 1.4.3 Discuss how desktop computers have decreased in size from the original desktop created by IBM in the early 1980’s, as well as how the components that make up a computer have decreased in size and increased in speed Be sure to point out that many organizations and schools use both types of computers and how there is little difference between software application use, e.g., playing games, creating budgets, writing letters and reports. The big difference lies only in the operating system and the subtle differences in the screen displays. Open discussions with the class on how many people have PCs or Apples. You may also want to discuss how Apple machines are commonly referred to as “Macs” even though there are different Apple machines available. You may also want to get into a brief discussion of the cost of these computers and how they compare. For example, most people may choose to buy a PC for the home as it is usually much cheaper than an Apple. However, someone who is working with large amounts of graphics or videos may prefer to purchase an Apple machine to match the industry requirements or purchase a specific software to handle the type of work they want to do.
• #18: Pg 4 Objective 1.1.2 Discuss the benefits as well as disadvantages of having a notebook. Be sure to provide a brief history of the original portable PC, the laptop and how it has evolved to the notebooks we see today. For example, many of the original laptops were the size of large suitcases and had dual floppy disk drives, one for the software and the other for data storage. This is much different than the notebook of today where there is could be a hard drive and a writeable CD/DVD drive for storage. Discuss the different types of accessories that can be purchased for use with the notebook, e.g., expandable keyboard, docking station that allows you to plug in an external keyboard or monitor (very handy for the office), memory cards for external data storage, etc. Briefly discuss the costs of notebooks as compared to desktop models. Students may want your opinion on which would be a better purchase for them. Stress the choice should be made based on what they want or need (other than budget constraints). For example, if they travel a lot, a notebook would be much more advantageous but may cost a bit more for extra power or storage as compared to a desktop model (has bigger hard drive and larger memory but cannot be taken on the road).
• #19: Pg 5 Objective 1.1.2 Discuss how notebooks and tablets often look alike but the difference becomes apparent when you see how the user enters data. A user can only enter data into a notebook using the keyboard or mouse; there is no touch screen capabilities without the addition of special software. Tablets are designed specifically with the touch screen software and it comes with the tablet when purchased. Discuss with the class the benefits or disadvantages of having a tablet versus a notebook, e.g., cost versus actual requirements. For example, a benefit of having a tablet is the ability to download electronic/interactive books so you can read them on your tablet, using the stylo to turn the pages (a notebook would require you to find the pointing device – a bit more time to turn the page). The tablet may be easier to display information for multiple users as you won’t need to place the monitor at a specific angle on the desk for all users to see.
• #20: Pg 6 Objective 1.1.3 Open discussion with class to see how many people have a PDA or know someone who has one. Ask them how they like the PDA compared to having a manual organizer system or the desktop computer. If no one has one, use the images here as examples of their appearance and what they can do. Discuss briefly what some pros and cons are of having a PDA, e.g., portability, writing with stylo pen directly onto screen, touch screen technology, too small for fast productivity with Pocket PCs, some cost as much as a full desktop model, etc.
• #21: Pg 6 You may also want to briefly discuss the prices of PDAs and Pocket PCs and whether it is worth getting one of these versus purchasing one of the newer cell phones that will also have this capability. For example, it might be worth paying the extra monies for a new cell phone that has all these capabilities if you are on the road a lot and want everything in one place. The downside to this option is the size of the screens and the cost of the cell phone. Encourage the class to discuss how technology has changed our lives by making information more readily available and portable, thereby making us available 24-7, if desired.
• #22: Pg 7 Objective 1.1.2 Topic addresses how some companies may prefer to set up workstations rather than individual computers, either stand-alone or networked. Discuss where and why this may be the case, e.g., libraries, Internet cafes, etc.
• #23: Pg 7 Objective 1.1.3 Discuss how computers exist in our society in many ways that we may not consider such as those discussed in the book, but also items such as microwaves, features for a DVD player, Global Positioning Satellite for guidance or communications, etc. Briefly discuss how computers essentially perform tasks based on the hexadecimal system (binary system of using 1s or 0s in combinations to determine true or false results). The last point leads into the next lesson dealing with networks and how a network is needed before you can share any information with anyone else.