Discovering Computers 2010 Instructors Manual

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Discovering Computers 2010

Chapter One: Introduction to Computers
A Guide to this Instructors Manual:

We have designed this Instructors 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 red 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 Instructors Manual, our Instructors 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
http://coursecasts.course.com, 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
4: A world of computers
6: What is a computer?
6: The components of a computer
9: Advantages and disadvantages of using computers
10: Networks and the Internet
15: Computer software
18: Categories of computers
19: Personal computers
20: Mobile computers and mobile devices
24: Game consoles
25: Servers
25: Mainframes
25: Supercomputers
26: Embedded computers
27: Elements of an information system
28: Examples of computer usage
34: Computer applications in society
End of Chapter Material
Glossary of Primary Terms

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Chapter Objectives
Students will have mastered the material in Chapter One when they can:
Explain why computer literacy is
Distinguish between system
vital to success in today's world
software and application software
Define the term, computer, and
Differentiate among types, sizes,
describe the relationship between
and functions of computers in each
data and information
of these categories: personal
Describe the five components of a
computers (desktop), mobile
computers and mobile devices,
computer: input devices, output
game consoles, servers,
devices, system unit, storage
mainframes, supercomputers, and
devices, and communications
embedded computers
devices
Describe the role of each element in
Discuss the advantages and
an information system
disadvantages users have when
Explain how home users, small
working with computers
Define the term, network, and
office/home office users, mobile
users, power users, and enterprise
identify benefits of sharing
users each interact with computers
resources on a network
Discuss how society uses computers
Discuss the uses of the Internet and
in education, finance, government,
World Wide Web
health care, science, publishing,
travel, and manufacturing

4: A world of computers
LECTURE NOTES
Define computer literacy (also known as digital literacy)
Discuss the role of computers in communication and in everyday life
FIGURE: 1-1
TEACHER TIP
As a way of explaining the term computer literacy, invoke this quotation from Dan
Bricklin, creator of VisiCalc (the first successful spreadsheet program). He emphasizes
that computer literacy implies a general knowledge of computers. What does it mean
to be computer literate? It does not mean knowing how to use a particular program, it
means knowing how to use a computer. Car literate doesnt mean knowing how to
drive the particular car you learned on, it means being able to get into any car on any
road and drive.
CLASSROOM ACTIVITIES
1. Assign a Project: The place of computers in todays schools can be an interesting
discussion topic. Advocates argue that computers add interest, reinforce skills, and
even improve behavior. Critics claim that computers promote superficial thinking, lead
to shortened attention spans, and even damage vision and posture. Consider having
students debate the merits of computer use in schools. Students can find many
works, such as Bill Gatess The Road Ahead, to support the inclusion of computers.
(Gates is one of this chapters Technology Trailblazers on page 41.) Books such as Jane
Healys Failure to Connect: How Computers Affect Our Childrens Minds and What We
Can Do About It and Clifford Stolls High-Tech Heretic: Why Computers Dont Belong in
the Classroom, present a less optimistic view of computer use in schools.

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2. Assign a Project: News about computers is reported daily. Consider setting up a

blog on which students could post computer-related articles for class discussion.
Some popular computer magazines offer special rates for students and instructors.
Computers can be a fascinating area of study. For example, biophysicists recently
have experimented with using computer technology to treat visual impairments
implanting a computer chip in the eye or using a digital camera attached to a small
computer that stimulates electrodes in the visual cortex. Have students do an extracredit project on the use of computers.
3. Quick Quiz:
1) What is computer literacy? (Answer: Having a current knowledge and
understanding of computers and their uses)
4. Critical Thinking: To err is human, but to really foul things up requires a computer.
This anonymous quote, from a 1982 BBC radio broadcast, reflects the way many
people once felt about computers. In 1982, few people owned a personal computer,
and only a few more had much confidence in them. Since that time, however, almost
a billion personal computers have been purchased. Today, the majority of Americans
owns a computer. The number is expected to rise as computers become easier to use,
more services become available via computer, and computer prices continue to fall.
Even people who do not own their own computers often can access them through
work, schools, libraries, and community centers. Has the increasingly widespread
availability and use of computers changed peoples feelings about them? If so, how?
Are people today more optimistic about the impact of computers than people were a
generation ago? Why?

6: What is a computer?
LECTURE NOTES
Define computer
Differentiate between data and information
Define instructions, and the information processing cycle
FIGURE: 1-2
TEACHER TIP
To reinforce the information processing cycle, ask students to consider how each
phase is performed in the human computer (i.e., the human brain) while completing
a common task, such as learning a telephone number.
CLASSROOM ACTIVITIES
1. Assign a Project: Computers have a singularly ubiquitous (being or appearing
everywhere at the same time) presence. Watching television, driving a car, using a
charge card, and even ordering fast food all involve computers, not to mention typing
a term paper on a laptop. For one day, have students make a list of each computer
they encounter (be careful not to limit themselves just to the computers they see).
How is the computer used? Why? How was the task the computer performs done
before computers?
2. Class Discussion: Challenge students to give examples of data and information.
Encourage them to explain why they classified each example as they did. Clifford Stoll
lecturer, computer security expert, and author of Silicon Snake Oil: Second

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Thoughts on the Information Superhighway notes a wide gap between data and
information. Information, Stoll writes, has a pedigree, or lineage. Its source is known,
whether it is by a respected professor or a seventh grader. The Internet has great
gobs of data, Stoll maintains, and little, little information. Students familiar with
the Internet might be interested in discussing Stolls observation. Is Stoll right?
3. Quick Quiz:
1) How is data different from information? (Answer: Data is a collection of
unprocessed items; information conveys meaning and is useful to people.)

6: The components of a computer

LECTURE NOTES
Define hardware and discuss the components listed in the text
Define input device and discuss the examples listed in the text
Define output device and discuss the examples listed in the text
Define system unit, and characterize the processor and memory
Define and describe storage media and storage device
Define communications device and describe what a modem is
FIGURES: 1-3, 1-4, 1-5
CLASSROOM ACTIVITIES
1. Class Discussion: Ask students to examine the components of a computer shown in
Figure 1-3, and encourage them to consider why each part is important.
2. Class Discussion: Ask how many students have used each type of input device.
What type of data was the device used to input? Encourage students to suggest other
input devices (such as joysticks, touch screens, and so on).
3. Class Discussion: Have students name other output devices with which they are
familiar (such as data projectors, computer output microfilm, and so on).
4. Class Discussion: Ask students what storage devices they have used and for what
purpose (e.g., burning music on CDs, playing movies on DVD, or placing files on
removable storage media, such as USB flash drives). Have students suggest other
examples of storage devices (magnetic tape, PC Cards, and so on).
5. Quick Quiz:
1) Which of the following is not an example of a storage device?
a) DVD b) memory card c) USB flash drive d) motherboard (Answer: d)
2) A CD can hold from 1 million to 650 million characters. True or false? (Answer:
False)

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6. Critical Thinking: Many areas develop a vocabulary unique to their discipline, and
computer science is no exception. Wired magazines book, Jargon Watch, is a
dictionary of patter used by computer-philes. The book defines such terms as alpha
geek (the most technologically advanced person in an office), meatspace (the real, as
opposed to the virtual, world), and scud memo (a memo that does more harm to the
writers standing than to the intended target). Have students visit a local office, or the
schools computer lab, and compile their own list of computer-related jargon. Include
both the terms and their meanings. What terms are most universally understood?
What terms rarely are heard? Will any terms be accepted as status quo in the future?
Why or why not?
LAB ACTIVITIES
1. If possible, visit the school computer lab or use a computer set up in the classroom
to familiarize students further with the components of a computer system.

9: Advantages and disadvantages of using computers

LECTURE NOTES
Define user, and list the ways in which society has benefited from using computers
List the advantages and disadvantages of using computers, including the term
garbage in, garbage out
Explain what green computing is
BOXES
1. Web Link: Green Computing. Encourage students to visit the Web site mentioned
for more information.
2. Ethics & Issues 1-1: How Can People Best Cope with Technology Overload? Ask
students what they think about the role of technology companies in helping to
alleviate the problem of technology overload.
3. Quiz Yourself 1-1: In addition to answering the questions in the text, as a quick
review, have students visit the Discovering Computer Quiz Yourself Web page
(scsite.com/dc2010/ch1/quiz) and then click Objectives 1 4.
CLASSROOM ACTIVITIES
1. Class Discussion: After describing each capability, encourage students to debate
which, if any, is the most important advantage of using computers. Survey students
to find what they believe is the biggest disadvantage. For example, have any of the
students been affected directly or indirectly by outsourcing? This reflection should
result in a greater understanding, and appreciation, of the impact computers have in
every day life.
2. Assign a Project: Greenpeace has come out with a new report examining the
environmental friendliness of the three leading game consoles and all of them
tested positive for various hazardous chemicals. The analysis detected the use of
hazardous chemicals and materials in Nintendos Wii, Sonys PlayStation 3 Elite, and
Microsofts Xbox 360. With the game consoles market one of the fastest growing in
consumer electronics over 60 million game consoles have been sold, with a 14
percent growth over the last year this issue in the field of green computing is only
going to become more significant. Have students research technology that
manufacturers can use to design out harmful toxics and produce cleaner gaming
systems.

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3. Quick Quiz:
1) What does garbage in, garbage out mean? (Answer: This phrase means that
the accuracy of a computers output depends on the accuracy of the input.)
4. Critical Thinking: Ask students to describe instances of computer error with which
they are personally familiar. How might human blunders have resulted in the
computer error? Why are people apt to blame computers?

10: Networks and the Internet

LECTURE NOTES
Define network
Define online and list resources that can be shared on a network
Characterize the Internet, describe the Web, and define Web page and Web site
Define publish, social networking Web site (or online social network), photo sharing
community, and video sharing community
Define blog, video blog, podcast, and video podcast
Explain what a Web application is and what the Web 2.0 concept is
FIGURES: 1-6, 1-7, 1-8, 1-9
BOXES
1. Web Link: The Internet. Encourage students to visit the Web site mentioned for
more information.
2. Web Link: MySpace. Encourage students to visit the Web site mentioned for more
information.
3. Ethics & Issues 1-2: What Should Be Done about Identity Theft? Debate with
students what role consumers, law enforcement, the government, and corporations
should play in preventing phishing or stopping identity theft.
4. FAQ 1-1: What U.S. Web sites are visited most frequently? Review the survey
results in the figure, and encourage students to visit the Web site mentioned for more
information.
CLASSROOM ACTIVITIES
1. Class Discussion: Server computers often are used in academic environments. Ask
students what features of server computers would make them particularly attractive
to schools. Why are most business computers part of a network?
2. Class Discussion: Ask students if any have created a Web page. If so, what type of
information did they provide?
3. Quick Quiz:
1) What can a Web page contain? (Answer: Text, graphics, animation, audio, and
video)
2) The Web is a worldwide collection of networks that connects millions of
businesses, government agencies, educational institutions, and individuals.
True or false? (Answer: False)

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15: Computer software

LECTURE NOTES
Define software, or program, and graphical user interface (GUI)
Define system software and operating system
Define utility program
Define application software
Discuss installing and running programs
Explain what a programmer (developer) does
FIGURES: 1-10, 1-11, 1-12, 1-13a, 1-13b
TEACHER TIP
Help students to understand the difference between computer hardware and
computer software. A CD or DVD is hardware; however, the programs stored on it are
software. Mention different types of software instructions. If possible, show an
example of a software package. Explain the purpose of a user interface.
BOXES
1. Web Link: Windows. Encourage students to visit the Web site mentioned for more
information.
2. FAQ 1-2: Who plays video games? Discuss the survey results about the ages of
video-game players, and encourage students to visit the Web site mentioned for more
information.
3. FAQ 1-3: How do I know if computer software will run on my computer? Discuss
computer specifications and software specifications, and encourage students to visit
the Web site mentioned for more information.
CLASSROOM ACTIVITIES
1. Class Discussion: Ask how many students have purchased software packages. What
type of software did they buy? What information was on the software package?
Software packages usually stipulate hardware requirements, such as processor speed
and memory capacity.
2. Class Discussion: Ask students who have worked with a GUI to describe the
experience. Was the GUI easy or difficult to use? Why?
3. Class Discussion: Ask students if they know any tasks performed by utility
programs.
4. Class Discussion: Ask students to guess the cost of various application software
packages. Write student estimates on the board and compare them to the prices
shown in current advertisements.

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5. Assign a Project: Developing icons for a graphical user interface is not an easy task.
Although a good icon need not be a work of art, it must be a memorable symbol of
the task it represents. According to Susan Kare, creator of the icons used with many
popular GUIs, The best icons are more like traffic signs than graphic illustrations.
Have students choose three commonplace activities and, using three sheets of graph
paper, create an icon to represent each. Color the appropriate squares on the graph
paper to create the image for each icon. On the back of the graph paper, have
students explain why the icon is suitable for the activity chosen.
6. Quick Quiz:
1) What is an icon? (Answer: A miniature image that represents a program, an
instruction, or some other object)
2) Which of the following is a kind of program that allows a user to perform
maintenance-type tasks usually related to managing a computer?
a) application b) system c) utility d) graphical (Answer: c)
7. Quiz Yourself 1-2: In addition to answering the questions in the text, as a quick
review, have students visit the Discovering Computer Quiz Yourself Web page
(scsite.com/dc2010/ch1/quiz) and then click Objectives 5 7.
LAB ACTIVITIES
1. If possible, ask students to go into the computer lab and see examples of the
following kinds of software: operating system software, utility programs, and
application software.

18: Categories of computers

LECTURE NOTES
Use Figure 1-14 to describe the seven major categories of computers
Define convergence
FIGURE: 1-14
CLASSROOM ACTIVITIES
1. Quick Quiz:
1) Which of the following can accommodate two to thousands of simultaneously
connected users?
a) embedded computer b) server c) game console d) personal computer
(Answer: b)
2) What category of computer has a general price range of $500,000 to several
billion dollars? (Answer: supercomputers)

19: Personal computers

LECTURE NOTES
Define personal computer, and the term PC-compatible
Define desktop computer, and explain what the tower model is, as well as the
gaming desktop computer, home theater PC (HTPC), and workstation
FIGURES: 1-15, 1-16

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BOXES
1. FAQ 1-4: Are PCs or Apple computers more popular? Discuss the predominance of
PCs in the computer sales market and the continued rise of Apple computer sales,
and encourage students to visit the Web site mentioned for more information.
2. FAQ 1-5: Does the term, workstation, have multiple meanings? Provide the two
definitions of workstation, and encourage students to visit the Web site mentioned for
more information.
CLASSROOM ACTIVITIES
1. Class Discussion: Have students describe personal computers with which they are
familiar. How was the computer used? What factors influence the choice of a personal
computer? In addition to such obvious considerations as processing speed and
amount of memory, less apparent factors, such as available software or even the
computers footprint (the amount of space it occupies on the work surface) also
might be important.
2. Assign a Project: One of the fastest growing segments of the computer market is
budget PCs. These inexpensive personal computers already represent about 10
percent of PC sales. Although they pack less power and have less software than their
more expensive kin, budget PCs satisfy many peoples computing needs. Most
customers are first-time PC buyers, but almost one-third of purchasers invest in a
budget PC as a second home computer. Have students visit a computer vendor and
compare a budget PC to a high-end PC. Contrast the hardware (processor speed, hard
drive, CD speed, modem, and so on) and software included with each machine. Think
about such intangibles as ease of use and length of warranty. Based on the students
comparison, would they consider buying a budget PC? Why or why not?
3. Critical Thinking: What makes personal computers personal"?

20: Mobile computers and mobile devices

LECTURE NOTES
Define mobile computer and mobile device
Define notebook computer (laptop computer)
Define Tablet PC and explain what a digital pen is
Explain what it means for a device to be Internet-enabled
Explain what smart phones, PDAs, handheld computers (or Ultra-Mobile PC
(UMPC)), and portable media players are
Discuss the types of messages sent with smart phones: text message, instant
message, picture message, and video message, and discuss the use of camera
and video phones to send the latter two types of messages
Discuss how a digital camera works
FIGURES: 1-17, 1-18, 1-19, 1-20, 1-21, 1-22, 1-23
BOXES
1. Web Link: Camera Phone. Encourage students to visit the Web site mentioned for
more information.
2. Web Link: Digital Cameras. Encourage students to visit the Web site mentioned for
more information.

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3. FAQ 1-6: How popular is text messaging? Discuss the finding about use of text
messaging, and encourage students to visit the Web site mentioned for more
information.
CLASSROOM ACTIVITIES
1. Class Discussion: Have students list places they have seen notebook computers
being used.
2. Class Discussion: Ask if students have ever used a handheld computer in signing
for a package or delivery. When was the handheld computer used?
3. Class Discussion: Encourage students who have worked with handheld computers,
PDAs, or smart phones to tell how the devices were used.
4. Quick Quiz:
1) What is a smart phone? (Answer: An Internet-enabled phone that usually also
provides personal information management functions)
2) A UMPC controls access to the hardware, software, and other resources on a
network and provides a centralized storage area for programs, data, and
information. True or false? (Answer: False)
5. Critical Thinking: Because they are portable, notebook computers often are more
convenient and can be used more often. Desktop computers, however, tend to be less
expensive and more reliable one industry analyst estimates that notebook
computer users call for support 10 to 20 times more frequently than desktop
computer users. In addition, if a desktop computer component, such as the keyboard,
fails, it is simple to get a replacement. When a notebook computer component fails,
the whole computer must be serviced. Notebook computer repairs typically are more
expensive than desktop computer repairs. What are the merits of notebook
computers versus desktop computers?

24: Game consoles

LECTURE NOTES
Explain what a game console is
FIGURE: 1-24
BOXES
1. Innovative Computing 1-1: Wii a Welcome Medical Skill Builder. Review the study
findings about the positive impact that the Nintendo Wii can have on patients and
doctors, and encourage students to visit the Web site mentioned for more
information.

25: Servers
LECTURE NOTES
Define server, and explain what a terminal is
FIGURE: 1-25
CLASSROOM ACTIVITIES
1. Quick Quiz:

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1)A server is the fastest, most powerful computer and the most expensive. True
or false? (Answer: False)

25: Mainframes
LECTURE NOTES
Define mainframe
FIGURE: 1-26
CLASSROOM ACTIVITIES
1. Class Discussion: The growing movement toward decentralization in business,
coupled with the increasing power of servers, has led to a recent trend away from
mainframe computers and toward servers. Ask students what advantages servers
might have over larger computers, such as mainframes, for a business.
2. Group Activity: If the school has a server or mainframe in a central computing
center, arrange for a guided tour.

25: Supercomputers
LECTURE NOTES
Define supercomputer
FIGURE: 1-27

26: Embedded computers

LECTURE NOTES
Explain what an embedded computer is
FIGURE: 1-28
CLASSROOM ACTIVITIES
1. Quick Quiz:
1)Embedded computers usually are large with extensive hardware. True or false?
(Answer: False)

27: Elements of an information system

LECTURE NOTES
List the elements essential for information to be valuable
Define an information system
FIGURE: 1-29
BOXES
1. Web Link: Women in Technology. Encourage students to visit the Web site
mentioned for more information.
CLASSROOM ACTIVITIES
1. Quick Quiz:
1) What are the elements of an information system? (Answer: Hardware, software,
data, people, and procedures)

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28: Examples of computer usage

LECTURE NOTES
List the five categories of computer users
Define home user
Explain what a small office/home office (SOHO) is, and how SOHO users employ
Web cams
Define what a mobile user is
Explain what a power user is, and define multimedia
Describe what an enterprise user is, and define enterprise computing, information
technology (IT) department, and telecommuting
Use Figure 1-35 to discuss the hardware and software requirements for the
different categories of users
FIGURES: 1-30, 1-31a, 1-31b, 1-32, 1-33, 1-34, 1-35
BOXES
1. Web Link: Minorities in Technology. Encourage students to visit the Web site
mentioned for more information.
2. Web Link: Enterprise Computing. Encourage students to visit the Web site
mentioned for more information.
3. FAQ 1-7: How many households do not use the Internet or related technologies?
Review the survey results in the figure, and encourage students to visit the Web site
mentioned for more information.
4. Innovative Computing 1-2: E-Receipts Save Paper, Organize Life. Discuss the utility
of digital receipts, and encourage students to visit the Web site mentioned for more
information.
5. Ethics & Issues 1-3: Who Should Look Out for the Safety of Social Networking Web
Site Users? Debate with students what role parents, law enforcement, and the
government should play in maintaining order on social networking Web sites.
CLASSROOM ACTIVITIES
1. Class Discussion: Ask if any students have had corporate computer experience. If
so, have them share their experiences with the class, explaining how computers were
used in the department where they worked and in any other department with which
they were familiar.
2. Class Discussion: Ask students what kind of personal computer would be most
suitable for different types of mobile users.
3. Assign a Project: Poll students with computers about the types of applications they
use word processing, personal finance, reference, entertainment, educational,
communications, Web browser, and so on. Then ask students to graph the results,
perhaps with a spreadsheet program such as Microsoft Office Excel.
4. Assign a Project: If possible, encourage students to find Web sites for other large
businesses (often, the Web address for a large business is the company name.com).

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5. Quick Quiz:
1) What is enterprise computing? (Answer: The huge network of computers that
meets many large companies diverse computing needs)
6. Critical Thinking: What impact have computers had on the interpersonal side of
business (i.e., employee and customer relationships)? How have computers changed
peoples jobs? Have computers cost any people their jobs? Has any job loss been
balanced by the introduction of new, computer-related positions?
LAB ACTIVITIES
1. If the school has a CAD department, arrange for a guided tour.

34: Computer applications in society

LECTURE NOTES
Discuss how society has benefited from computers
Discuss what education is, and review how computers are being used in schools
Review how people use computers to manage their finances, and define online
banking and online investing
Note the many areas of government and discuss how government offices use Web
sites to provide services
Point out the widespread use of computers in the medical industry, and define
telemedicine and telesurgery (or remote surgery)
Define neural network and discuss the use of computers in all branches of science
Discuss the use of computers and associated equipment by publishers
Discuss how computers are used in the travel industry
Define computer-aided manufacturing (CAM) and discuss the use of computers and
robots in manufacturing
FIGURES: 1-36, 1-37, 1-38, 1-39, 1-40, 1-41, 1-42, 1-43
TEACHER TIP
Computers have touched fields that some might consider surprising. When the
Denver Broncos football team won its first Super Bowl, one of the recipients of a
championship ring was not a player or coach, but the head of the teams information
systems department that used computers to make player selections and develop
game plans. Throughout this section, encourage students to suggest ways in which
they have seen computers used.
BOXES
1. Looking Ahead 1-1: Embedded Computers May Improve Quality of Life. Discuss
some of the interesting uses forecast for embedded computers. Encourage students
to visit the Web sites mentioned for more information.
2. Web Link: OnStar. Encourage students to visit the Web site mentioned for more
information.
3. Ethics & Issues 1-4: Should You Surrender Privacy for Convenience, Security,
Money, or Social Connections? How much leeway do students think the government
should have when it comes to listening in on electronic communications? What about
warrantless searches of electronic communications?

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4. Ethics & Issues 1-5: Should Recycling of Electronics Be Made Easier? Ask students
to debate what manufacturers as well as policy makers and users could (or
should) do to make the recycling of electronics easier.
5. Quiz Yourself 1-3: In addition to answering the questions in the text, as a quick
review, have students visit the Discovering Computer Quiz Yourself Web page
(scsite.com/dc2010/ch1/quiz) and then click Objectives 8 11.
CLASSROOM ACTIVITIES
1. Group Activity: Divide the students into teams and ask them to debate the merit of
computers in schools.
2. Assign a Project: A number of important people in the computer industry, including
such figures as Gordon Moore, co-founder of Intel, and Steve Wozniak, co-founder of
Apple, have expressed concern about who is using computers. They fear that, for
cultural, financial, or societal reasons, certain groups of people are more likely to use
computers than others. As computers play an increasingly important role in the race
for success, this gives some people a head start, while others might be beginning with
a handicap. Are computers purchased by individuals from a broad spectrum, or is
there a certain type that represents most computer buyers? Have students visit a
computer vendor and interview the manager or a salesperson about the
demographics of computer buyers at that store. What gender are most buyers? In
what age range do they fall? What seems to be the typical educational level? What is
the approximate average income of a typical buyer? Do buyers tend to share any
other characteristics? If their interviews show any trends, what reasons might be
behind the results?
3. Assign a Project: Challenge students to a contest in which they imagine the most
valuable new use of computer technology and present their concepts to the class.
When each student has presented his or her idea, the class can vote on a winner. This
topic gets the students to ponder what the world might be like for their children. This
project will be enjoyed by science fiction lovers.
4. Class Discussion: Ask students who have participated in online banking or online
stock trading to describe their experiences.
5. Quick Quiz:
1) Which of the following refers to the use of computers to assist with
manufacturing processes?
a) UMPC b) USB c) CAD d) CAM (Answer: d)
2) A neural network is a system that attempts to imitate the behavior of the
human brain. True or false? (Answer: True)
6. Critical Thinking: The industrial revolution changed society similar to what ways in
which computers have changed society? What are the differences?

End of Chapter Material

Chapter Review provides a general survey of the material in the chapter.

Students can use these pages to reinforce their achievement of the chapter
objectives.

Discovering Computers 2010 Instructors Manual

Page 15 of 17

Key Terms allows students to use these terms from the text to prepare for tests
and quizzes. Students should know each Primary Term (shown in bold-black
characters in the chapter) and be familiar with each Secondary Term (shown in
italic characters in the chapter). Primary Terms include terms commonly used in
the computer industry and in advertisements, or terms that identify a major
category. Secondary Terms include terms primarily used by IT professionals and
other technical people, terms that identify subcategories, or terms that are
discussed in more depth in a later chapter.
In the Test Bank that accompanies this Instructors Manual, the answers to
questions pertaining to Primary Terms are labeled (P), and the answers to
questions pertaining to Secondary Terms are labeled (S). If you are using the
ExamView test generator, you can use the Primary or Secondary difficulty
designations to choose questions that involve only Primary Terms, only Secondary
Terms, or both Primary and Secondary Terms.

Checkpoint exercises review key terms and concepts presented in the chapter.
Have students complete the True/False, Multiple Choice, Matching, Short Answer,
and Beyond the Book exercises.

Learn It Online exercises offer students additional information, resources, and

activities related to the topics presented in the chapter.

Problem Solving @ Home and Problem Solving @ Work exercises allow

students to expand their knowledge by solving practical computer problems, using
outside resources including but not limited to the Web, blogs, podcasts, videos,
magazines, newspapers, television, user guides, other individuals, electronics
stores, and computer stores.

The Learn How To exercises apply to students every day life what they learn in
each chapter. These hands-on activities solidify the concepts presented in the
chapter with practical application.

In the Web Research exercises, students use various Web resources to find out
more features related to this chapter. Encourage students to use their browsers
and the link in each exercise or a search engine to complete selected exercises.

Thought-provoking Critical Thinking exercises in each chapter exercise students

minds and challenge them to construct creative solutions. These exercises are
constructed to allow students to work independently and collaboratively.

Discovering Computers 2010 Instructors Manual

Glossary of Primary Terms

application software (16)

communications device (8)
computer (6)
computer literacy (5)
computer-aided manufacturing (38)
data (6)
desktop computer (20)
digital camera (23)
embedded computer (26)
enterprise user (32)
game console (24)
graphical user interface (GUI) (15)
green computing (10)
handheld computer (22)
hardware (6)
home user (28)
information (6)
input device (6)
installing (16)
Internet (11)
Internet-enabled (21)
laptop computer (20)
mainframe (25)
mobile computer (20)
mobile device (20)
mobile users (31)
network (10)
notebook computer (20)
online (10)
online banking (34)
online investing (35)
output device (7)
PDA (22)
personal computer (19)
photo sharing community (14)
portable media player (23)
power user (31)
program (15)
run (17)
server (25)
small office/home office (30)
smart phone (21)
social networking Web site (14)
software (15)
storage device (8)
storage media (8)

Page 16 of 17

supercomputer (25)
system software (15)
system unit (7)
Tablet PC (21)
telecommuting (32)
user (9)
video sharing community (14)
Web (13)
Web 2.0 (14)
Web application (14)
Web page (13)
Web site (13)

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Discovering Computers 2010 Instructors Manual

Glossary of Secondary Terms

blog (14)
CAM (38)
camera phone (22)
client (10)
convergence (18)
CPU (central processing unit) (7)
developer (18)
digital literacy (5)
digital pen (21)
e-commerce (30)
enterprise computing (32)
execute (17)
FAQ (14)
gaming desktop computer (20)
garbage in, garbage out (9)
handhelds (22)
home theater PC (HTPC) (20)
icon (15)
information processing cycle (6)
information system (27)
information technology (IT)
department (32)
instant message (22)
instructions (6)
loads (17)
memory (7)
multimedia (31)
neural network (36)
online social network (14)
operating system (15)
PC-compatible (19)
personal digital assistant (22)
picture message (22)
podcast (14)
processor (7)
programmer (18)
publish (13)
remote surgery (36)
resources (10)
server (10)
SOHO (30)
telematics (26)
telemedicine (36)
telesurgery (36)
text message (22)

Page 17 of 17

tower (20)
Ultra-Mobile PC (UMPC) (22)
utility program (16)
video blog (14)
video message (22)
video phone (22)
Web cam (30)

Top of Document