Course Profile   Computer Engineering Technology, Grade 10, Open, Catholic

 

Course Overview

 

Course Profiles are professional development materials designed to help teachers implement the new Grade 10 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

 

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.

 

© Queen’s Printer for Ontario, 2000

 

Acknowledgments

This profile was a collaborative effort between the Simcoe County District School Board and The Institute for Catholic Education (ICE).

 

Catholic School Board Writing Team – Grade 10 Computer Engineering Technology

 

Lead Board

Dufferin-Peel Catholic District School Board

Denise Panunte, Project Manager

 

Course Profile Writing Team - Catholic

Peter Fujiwara, Dufferin-Peel Catholic District School Board (Lead Writer)

Graham Smyth, Chatham Catholic District School Board (retired)

Gerard Morris, Dufferin-Peel Catholic District School Board

 

Public School Board Writing Team - Grade 10 Computer Engineering

 

Lead Board

Simcoe County District School Board

Robert Emptage, Laura Featherstone, Project Managers

 

Course Profile Writing Team - Public

Dave Zdyrko, Renfrew County Board of Education (District #28) (Lead Writer)

Ann Pepin, Simcoe County District School Board (editor/writer)

 

 

Course Overview

Computer Engineering Technology, Grade 10, Open

Identifying Information

Development Date:  1999

Course Title:  Computer Engineering Technology

Grade:  10

Course Type:  Open

Ministry Course Code:  TEE2O

Credit Value:  One

Description/Rationale

Throughout this course, students examine computer hardware and the control of external components from an engineering perspective. Students solve problems and study the functions of key computer components and peripherals, logic gates, fundamental programming concepts, internal numbering and character representation systems, operating systems, and networks. They also develop an awareness of future educational opportunities and careers in the field of computer engineering. This course is designated as open and can be taken by all students who wish to learn about Computer Engineering Technology. Students who wish to continue study in this area can take the University/College courses in Grades 11 and 12 that lead to post-secondary courses, or the workplace course which leads to entry into the workplace.

How This Course Supports the Ontario Catholic School Graduate Expectations

The purpose of Technological Education in the Catholic faith community is to enable young adults to develop and utilize their gifts and resources to find solutions and develop products that benefit others in a way that models gospel values. The focus of the curriculum is to enable students to become critical and innovative problem-solvers who question the use of resources and understand the implications of technological innovations. An emphasis on process as well as results ensures that students create products and provide services that recognize our God-given responsibility to respect the dignity and value of the individual and the protection of the environment.

Unit Titles (Time + Sequence)

Unit Descriptions

Unit 1:  Hardware

Time:  12 hours

Description

In this unit students identify and explain the functions of the basic components of a typical computer, including its internal components and peripheral devices. Emphasis is placed on safety as students handle a variety of internal and external components. Students create a database of lab components and individual computer log sheets for recording upgrades or changes. Students also identify employability skills and explore careers in the computer industry.

Unit 2:  Networking

Time:  17 hours

Description

Students explore the basic theory of networking including network types, architecture, cabling standards, and topology. They use problem-solving skills to apply their knowledge to tasks such as building and configuring various network types as well as recommending network designs for different scenarios. Students also learn about the importance of network connectivity and infrastructure and how it impacts on our world as well as potential career opportunities in the area of computer networking. Activities in this unit build upon knowledge and skills from Unit 1.

Unit 3:  Integrated Circuits

Time:  20 hours

Description

The focus of this unit is on integrated circuits and how computers represent data such as characters and numbers. Students learn standard codes for internal numbering and character representation. They learn to identify and to hardwire the fundamental logic gates (AND, OR, NOR, NAND, NOT, XOR, and XNOR). They also use Boolean algebra and devise truth tables to test and describe their functionality. Students develop an understanding of gates, chips, and integrated circuits by designing and building simple logic gates.

Unit 4:  Computer Programming

Time:  30 hours

Description

This unit focusses on how to program a computer using a problem-solving model. This model helps to organize and develop the fundamental structures of programming. These fundamental structures include variable declarations, assignment statements, input/output structures, selection, and looping. Each structure builds upon and is incorporated into subsequent structures. The software developed in this unit integrates with hardware to control peripherals introduced in Unit 5. Students also research and identify computer-related careers.

Unit 5:  Computer Interfacing

Time:  31 hours

Description

In this culminating unit, students integrate hardware and software applications. Students design and write computer programs to complete three tasks: send signals through a parallel port to a peripheral; display graphic representation of the peripheral; and accept input from a user via a mouse to send appropriate signals to a peripheral. Students design and build interfaces and peripherals for integration with software applications.

Course Notes

Teachers must ensure students have paper or electronic copies of the expectations being assessed/evaluated in each activity. As students become more familiar with rubrics and checklists, they can be involved in adapting and designing assessment tools. This gives students more ownership of their learning goals and greater self-direction in their learning. In every unit students work in a hands-on environment and must have clear goals in order to successfully meet course expectations. Teachers must continually conference with students to ensure they understand their progress to date and to suggest areas needed for improvement.

The use of a daily log or journal is a useful tool for students to practise their writing skills and technology terminology. It may be used for ongoing activities as a terminology database, computer career database, computer terminal log, and/or creation of a student portfolio for exemplary work. Throughout the course students add material to their portfolio. Students have various opportunities to practise time-management skills and follow printed instructions in both an individual and group work setting.

The use of hardware and software resources must be planned to ensure students have access to a small computer network that is not networked into the main school system. They also require computers that are part of the main system for research and software application tasks. The facilities must allow for students to disassemble, design, and assemble a variety of basic electronic circuits and computer hardware systems. Hardware should be appropriately organized to allow for rapid transitions between classes with the least amount of possible damage to equipment. Connections to the community are an ideal source of used equipment that would serve many functions.

Teachers should review school board policies involving appropriate student use and access to Internet services. See the Grade 10 Computer and Information Science Course Profile for activities to assist students in using the Internet.

Teaching/Learning Strategies

All units are activity-based in which students are expected to produce reports, assignments, circuits, and build systems. Socratic lessons, teacher demonstrations, and research activities provide students with the necessary terminology and methodology necessary to complete the various activities. Classroom discussions, brainstorming, and collaborative and/or co-operative learning are used to assist students to meet course expectations. Problem-solving and case study exercises are used extensively especially in Units 2, 3, 4, and 5. Students also research, write reports, and take notes in meeting expectations. Upon completion of this course, students demonstrate the ability to apply skills and knowledge to practical work tasks that involve planning and implementation processes, completion of assignments, and problem solving.

Assessment/Evaluation Techniques

Diagnostic testing may be incorporated at the beginning of the units for teachers to assess the knowledge variance and experiences of students in their classes.

The teacher can assess/evaluate students in a formative manner by using roving student conferences where the focus is on skills and knowledge, teamwork, co-operative learning, etc. Checklists are used to assess the operational steps of a process. Checklists and step-by-step instructions vary depending on the resources available at individual schools. Self-evaluation may also be used to help students develop a sense of responsibility for their own learning. Teacher-student conferencing provides clarity, maintains the expected standards, and assists students in defining steps they need to take for improvement. Periodic review of the student portfolio also assists the teacher in providing students with formative assessment feedback. The addition of self-and peer assessment as well as group work situations help to identify students and/or groups who need support. Performance tests are effective for assessing the achievement of knowledge and skills. The vocabulary used in the test questions should reflect terms used in the lab situation. Although students should be encouraged to write answers in proper sentence form, questions and answers that involve diagrams can be an effective assessment instrument.

Suggested Student Assessment/Evaluation Table

Accommodation

Teachers using this course profile are expected to be acquainted with the students’ Individual Education Plans (IEPs), and their unique learning characteristics, and to make the necessary accommodations.

A wide range of teaching/learning strategies is used to ensure that the needs of all students are met. Written tests should be designed to suit the reading and writing levels of students. Teachers are encouraged to modify and expand teaching strategies to accommodate learning styles. These may include:

·       providing appropriate adaptive devices or implementation accommodations for identified students;

·       having more advanced problems (design work, research paper) for identified enrichment students;

·       providing additional review for students having difficulty integrating all the structures;

·       allowing for un-timed evaluations for identified students;

·       promoting a positive atmosphere, accepting of individual and special needs and each person’s responsibilities towards others;

·       ensuring students understand assessment/evaluation tools;

·       providing support for students with special needs during hands-on sessions;

·       checking with Administration, Academic Resource personnel, and Guidance counsellors to make certain that all aids, environmental issues, safety precautions, and assistance for students to experience success in the program are in place;

·       dialoguing/conferencing with students and Special Education staff to discuss accommodations to make certain that the present surroundings meet the needs of the students;

·       providing handouts to reinforce demonstrations;

·       providing supplementary print and/or audiovisual aids to support activities;

·       providing written materials for students having difficulty processing auditory information;

·       modifying approaches to evaluation;

·       providing the option for oral testing and student demonstrations of acquired skills;

·       encouraging student-to-student discussion and teacher-to-student discussion to encourage confidence and motivation;

·       encouraging small group learning;

·       providing flexible timelines;

·       adapting of handouts;

·       providing peer tutoring;

·       providing enrichment and extension activities.

Resources

Human Resources

Community libraries, and school Library/Resource Centre

School board technical service department personnel

Community partners and computer industry personnel

Software

Operating systems (e.g., DOS, Windows 9x, Windows NT, System 6.x, 7.x, 8.x, Unix, or others)

OESS software tools (e.g., Corel WordPerfect, Microsoft Works, Appleworks, etc.)

Web and FTP server and client applications

Print

Baker, J. Digital Computer Technology: An Introduction. Toronto: McGraw-Hill Ryerson, 1983.
ISBN 0-13-211947-1

Blissmer, Robert H. Introducing Computers. New York: John Wiley & Sons, Inc., 1991.
ISBN 0471-53443-9

Feldman, Jonathon. Sams Teach Yourself Network Troubleshooting in 24 Hours. Sams, 1998.
ISBN 0672314886

Gregg, Kenneth. Windows Networking Basics. Harper Collins Canada, 1998. ISBN 0764532146

Kearns, Dave. Sams Teach Yourself Windows Networking in 24 Hours. Sams, 1998. ISBN 0672314754

Keogh, Jim. Core MCSE: Networking Essentials. Prentice-Hall of Canada Ltd, ISBN 0130107336

Lawrence, Orville. Computer Technology. Toronto: McGraw-Hill Ryerson, 1984. ISBN 0-07-548711-X

Magendanz, Thomas and Radu Popescu-Zeletin. Intelligent Networks: Basic Technology, Standards & Evolution. International Thomson Press, 1996. ISBN 1850322937

MCSE Networking Essentials For Dummies, Training Kit. IDG Books Worldwide, 1999.
ISBN 0764506218

Network A+ Certification Study Guide. Syngress Media, Inc., 1999. ISBN 0-07-211846-6

Norton, Peter. Essential Concepts. McGraw-Hill Ryerson Limited, 1999. ISBN 0-02-804394-4

Operating system manuals and reference texts

Parsons, Oja. Computer Concepts.1996. ISBN 0-7600-3440-0

Shelly, Gary and Thomas Cashman. Computer Fundamentals for an Information Age. California: Anaheim Publishing Co., 1984. ISBN 0-88236-125-2

Simms, Forrest. Getting Started in Electronics. USA: Radio Shack, 1983. Cat No 276-5003

White, Ron. How Computers Work. Quebec, Canada: 1997. ISBN 01-56-276546-9

The Whole Internet: The Next Generation. O’Reilly and Associates Inc., 1999. ISBN 1-56592-428-2

Web Sites

Novell Network Primer
http://www.novell.com/catalog/primer/primer.html

IT Careers
http://www.itcareers.com

Intel Resources
http://www.intel.com/education/k12/resources/index.htm

Cisco Certification CCIE
http://www.cisco.com/warp/public/625/ccie/

Microsoft Educational Resources
http://www.microsoft.com/education/instruction/default.asp

3Com’s Netprep programme
http://education.3com.com/Netprep/index.html

Vatican – Catholic Perspective on Technology
http://www.vatican.va

Video

The Journey Inside. Intel Corporation. Part of The Journey Inside Education kit

http://secure.wesweb.com/intel/form.htm

Contains two videos, an instructional binder, and electronic components.

OSS Policy Applications

The Grade 10 Computer Engineering Technology Course is designated as a Technological Education program. All courses offered in technological education at the Grade 10 level are open courses, which comprise a set of expectations that are appropriate for all students. (See The Ontario Curriculum, Grades 9 and 10, Program Planning and Assessment, 1999 for a description of the different types of secondary school courses.) Students can use the course as a compulsory credit (1 credit from Science [Grade 11 or Grade 12] or Technological Education [Grades 9 –12]) or as an additional credit. This course is designed to provide students with a broad educational base that prepares them for their studies in Grades 11 and 12, post-secondary education, and entry into the workplace. Anti-discrimination education, equity/social justice issues, career goals/co-operative education, and community partnerships are also discussed in this course. All of these support many of the Ontario Secondary School Policies.

Career exploration throughout all units is available to students with specific reference to Choices into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999.

Course Evaluation

Teachers may evaluate their course through a variety of methods. Teachers may network with colleagues from other schools, subject associations, and peers at the local school to determine what modifications or new ideas could be incorporated into the units. Since every teacher approaches the units in a unique way, there are ample opportunities for extensions, modifications and applications. The community, both school and business community, may have input on aspects of the course.

The following areas should be assessed:

·       expectations being met;

·       the learning styles of all students being considered and reflected through teaching strategies;

·       assessment/evaluation techniques measure student expectations in a reliable and accurate manner;

·       parents are informed of student performance on a regular basis;

·       variety of assessment/evaluation tools used;

·       variety of teaching/learning strategies used;

·       special needs of individual students are being met;

·       community involvement.

 

Have students complete the following checklist. (The criteria for the evaluation chart is as follows: 1 = never, 2 = sometimes, 3 = frequently, 4 = always and with a variety of strategies)

Computer Engineering Technology Course Evaluation

Appendix A

Learning Skills Checklist