New Perspectives on Computer Concepts 2011 Instructor’s Manual
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Computer Concepts
Chapter Two: Computer Hardware
A Guide to this Instructor’s Manual:
We have designed this Instructor’s Manual to supplement and enhance your teaching
experience through classroom activities and a cohesive chapter summary.
This document is organized chronologically, using the same heading in blue that you see in the
textbook. Under each heading you will find (in order): Lecture Notes that summarize the
section, Figures and Boxes found in the section (if any), Teacher Tips, Classroom Activities, and
Lab Activities. Pay special attention to teaching tips, and activities geared towards quizzing
your students, enhancing their critical thinking skills, and encouraging experimentation within
the software.
In addition to this Instructor’s Manual, our Instructor’s Resources CD also contains PowerPoint
Presentations, Test Banks, and other supplements to aid in your teaching experience.
For your students:
Our latest online feature, CourseCasts, is a library of weekly podcasts designed to keep your
students up to date with the latest in technology news. Direct your students to
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
Section A: Personal Computer Basics
Section B: Microprocessors and Memory
Section C: Storage Devices
Section D: Input and Output Devices
Section E: Hardware Security
Glossary of Key Terms
2
2
5
9
12
15
18
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Chapter Objectives
Students will have mastered the material in Chapter Two when they can answer the following
questions:
 What are the components of a typical
 Why does a computer need memory?
personal computer system?
 What is the best type of storage for my
 What is a computer form factor?
data?
 Is a home computer more or less
 What factors affect a computer’s screen
desirable than a game or small business
display?
computer?
 Are ink jet printers better than laser
 What’s the best way to select a
printers?
computer?
 What’s the best way to add devices to a
 Are PCs and Macs compatible?
computer system?
 Is it a good idea to upgrade an old
 How can I protect my computer system
computer?
from theft and damage?
 How does a microprocessor work?
 Are there guidelines for troubleshooting
 Why are some computers faster than
hardware and software problems?
others?
READING ASSIGNMENT FASTPOLL T/F QUESTIONS:
020100 A netbook is a scaled-down version of a standard notebook computer. (Answer: True) (59)
020200 Small business computers have better sound and graphics capabilities than home or game
computers. (Answer: False) (61)
020300 PCs, Macs, and Linux are three computer platforms. (Answer: True) (64)
020400 Today’s Macs can be configured to run Windows. (Answer: True) (64)
020500 Pentium, Core, Atom, and Athlon are types of microprocessors. (Answer: True) (70)
020600 Today’s computers typically process 8 bits at a time. (Answer: False) (68)
020700 Serial processing is when a processor begins executing one instruction before it completes
the previous instruction. (Answer: False) (69)
020800 In RAM microscopic electronic parts called capacitors hold the bits that represent data.
(Answer: True) (72)
020900 ROM is a type of memory that holds the computer’s startup routine. (Answer: True) (73)
021000 Hard disk drives, optical drives, and solid state drives are random access devices. (Answer:
True) (77)
021100 CD-RWs allow you to record data, but data cannot be changed once it is recorded.
(Answer: False) (82)
021200 VGA, SVGA, and WUXGA are examples of screen resolutions. (Answer: True) (91)
021300 A surge strip allows you to use your desktop computer during a power outage. (Answer:
False) (100)
SECTION A: PERSONAL COMPUTER BASICS
SECTION A OPENER QUESTION:
022100 In the interest of being ecological, many consumers consider upgrading their computers
instead of disposing of them and buying a new one. Which one of the following upgrades is best
left to professional technicians?
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a. Replacing the microprocessor with a newer model
b. Adding an external hard drive for backup
c. Swapping out a graphics card for a more powerful one
d. Adding RAM
(Answer: a)
Personal Computer Systems (56)
LECTURE NOTES
 Review the components of a PC.
 If possible, take students on a tour of the building to look at different kinds of setups, including PCs
with oversize monitors used by people with visual impairment or by graphic designers.
 Examine CDs and DVDs. Compare the usability of each. Talk about the differences between ROM,
recordable, rerecordable CDs and DVDs. Talk about Blu-ray DVDs.
TEACHER TIP
Review ads for computers. Bring in copies of, or have students bring, computer ads from magazines or
stores such as Best Buy. Review the computer components discussed in the ad. This reinforces the
terminology.
FIGURES
 Figure 2-1, Figure 2-2
CLASSROOM ACTIVITIES
 Assign a Project: Have students look around the classroom and make a list of all of the peripheral
devices they see.
 Quick Quiz:
1. The term ______ designates input, output, and storage equipment that might be added to a
computer system. (Answer: peripheral device)
2. True/False: The term personal computer system has only one meaning. (Answer: False)
Desktop and Portable Computers (58)
LECTURE NOTES
 Present students with a variety of professions or other scenarios, and ask them which computer
design from Figures 2-3 and 2-4 is a good match. Discuss the role that cost plays in the selection of a
type of computer.
 Explain that tablet and handheld computers do not use the same sorts of input, processing, output,
and storage components that traditional desktop computers use.
 Discuss the advantages and disadvantages of portable components vs. their corresponding
components in a desktop computer.
TEACHER TIP
Make sure students understand that notebook computers, netbooks, and tablet computers are all types of
portable computers.
FIGURES
 Figure 2-3, Figure 2-4
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CLASSROOM ACTIVITIES
 Class Discussion: Have students come up with scenarios for which each type of computer is best
suited. Be sure to cover desktop computers, portable computers, notebook computers, netbooks, and
tablet computers.
Home, Game, and Small Business Systems (60)
LECTURE NOTES
 Review the designations for personal computer systems.
 Describe home computer systems.
 Describe gaming PCs.
 Discuss the characteristics of small business computers.
TEACHER TIP
Students who are not gamers may be surprised to learn that this constituency is the target audience for
some of the most cutting-edge computers made today. Discuss why that is the case.
FIGURES
 Figure 2-5, Figure 2-6, Figure 2-7
CLASSROOM ACTIVITIES
 Class Discussion: Present a listing of the categories of computers and ask students what kind(s) of
system(s) they own and/or use. Tally the results and present in a table.
 Quick Quiz:
1. True/False: A home computer system offers a hardware platform with super-charged support for
most computer applications. (Answer: False)
2. True/False: Some of the most cutting-edge computers are designed for gaming. (Answer: True)
Buying Computer System Components (62)
LECTURE NOTES
 Encourage students to use what they have learned when buying a computer. Point out that students
should consider their budget and how they plan to use the computer.
 Discuss upgrading a computer and the costs, difficulty, and accessibility.
 Go over Macintosh vs. PC vs. Linux. Emphasize which system your students will use for class
assignments. Be sure to mention that these product lines include similar input, output, and
peripheral devices. Also add that software is often platform-specific, and while you can now install
Windows on a Mac and run Windows software on it, software written for a Macintosh computer is
unlikely to run on a PC.
FIGURES
 Figure 2-8, Figure 2-9, Figure 2-10, Figure 2-11
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CLASSROOM ACTIVITIES
 Class Discussion: Present a version of the table in Figure 2-9 (or a similar list of usage plans) with
the purchase recommendations omitted, and ask students to fill in the recommendations based on
how the purchaser intends to use the computer.
 Quick Quiz:
1. A(n) ______ is a custom, hand-built modification to a computer system component. (Answer:
mod)
2. True/False: A computer priced higher than US$2,000 is the computer equivalent of a four-door
sedan because a majority of buyers select computers at this price point. (Answer: False)
3. Which of the following is typically only seven or eight inches wide and weighs about two
pounds?
a. netbook
b. notebook computer
c. tablet computer
d. gaming PC
(Answer: a)
SECTION B: MICROPROCESSORS AND MEMORY
SECTION B OPENER QUESTION:
022200 Some computers are suitable for e-mail, word processing, and similar low-key operations,
whereas other computers have the power to keep up while you play complex action games, edit
high-resolution videos, and prepare multi-track sound recordings. Which of the following
computers is the most powerful?
a. Intel Core 2 Quad processor; 4 GB RAM
b. AMD Phenom Quad core processor; 3 GB RAM
c. Intel Core 2 Quad processor; 2 GB RAM
d. Intel Atom processor; 4 GB RAM
(Answer: a)
Microprocessor Basics (67)
LECTURE NOTES
 Point out that this section gives students information they will need when they want to compare
microprocessors.
 Discuss the variables that differentiate performance: clock speed, word size, cache levels, and
capacity, and instruction set complexity.
 Discuss how performance is measured.
 Review the difference between serial and parallel processing, and discuss pipelining.
 Discuss how multi-core processors improve the performance of microprocessors.
FIGURES
 Figure 2-12, Figure 2-13, Figure 2-14
TEACHER TIP
Ask students to think of situations that illustrate serial and parallel processing. Use the pizza oven example
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on page 69 in the chapter to begin the discussion.
TEACHER TIP
Pass around a processor chip to allow students to gain more familiarity with it.
CLASSROOM ACTIVITIES
 Assign a Project: Have students write a paragraph comparing and contrasting serial and parallel
processing.
 Classroom Discussion: Distribute three ads. Have students compare processors (clock speed, FSB
speed, cache memory, number of cores).
 Quick Quiz:
1. Using a technology called ________, a processor can begin executing an instruction before it
completes the previous instruction. (Answer: pipelining)
2. A single microprocessor that contains circuitry for more than one processing unit is called a(n)
_________. (Answer: multi-core processor)
LAB ACTIVITY
The New Perspectives Lab “Benchmarking” on page 110 deals with issues that relate to this section of the
textbook. You might want to go through the lab during class time if you have a computer with a projection
device. Alternatively, assign this lab for students to do on their own.
Today’s Microprocessors (70)
LECTURE NOTES
 Review the different chipmakers and their processor families.
 Review how to determine which microprocessor is best for one’s PC. Explain the factors that
students should consider.
TEACHER TIP
Inform students of the microprocessors in classroom computers and explain why those are well-suited to
the computers’ uses.
FIGURE
 Figure 2-15
CLASSROOM ACTIVITIES
 Class Discussion: Ask students how they would determine which microprocessor is best for their
PCs. What factors will they consider? What activities do they use their computers for and how will
those uses affect their requirements?

 Quick Quiz:
1. _______ is a technique for increasing the speed of a computer component. (Answer:
Overclocking)
2. True/False: There is no risk involved in overclocking. (Answer: False)
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Random Access Memory (71)
LECTURE NOTES
 Use the chalkboard analogy to explain RAM.
 Explain that the computer uses RAM as a temporary storage area. It copies things to RAM while
waiting to use them. You can write a mathematical equation on the board, and solve it. Then you
can erase the equation and write a poem on the chalkboard. The chalkboard holds whatever you are
working on at the moment. It can be erased and used again, just as RAM is cleared and reused. You
can extend this analogy by mentioning that you could also write instructions that students must
follow to complete an assignment (analogous to programs in RAM).
 Discuss the differences between RAM and hard disk storage.
 Point out that RAM is temporary storage, and hard disk space is permanent storage. Anything
stored in RAM goes away when the computer is turned off (or if you exit from a program).
Anything stored on a hard disk is stored there permanently, unless you delete it.
 Mention that RAM has less capacity, compared to hard drive capacity.
 Discuss the role of the capacitor as it relates to a bit of RAM.
 Discuss virtual memory as a way to artificially extend RAM.
 Describe SDRAM.
 Define the terms memory module and DIMM.
FIGURES
 Figure 2-16, Figure 2-17, Figure 2-18, Figure 2-19, Figure 2-20
TEACHER TIP
Pass around a DIMM to all the students so that they can see what it looks like.
CLASSROOM ACTIVITIES
 Assign a Project: Have students write a paragraph comparing and contrasting RAM and hard-disk
storage.
 Classroom Demonstration: Demonstrate RAM bits and bytes with clear cups and colored water. To
explain a bit, use a cup as a capacitor (bit) and illustrate a 0 and a 1: full (representing a 1) and
empty (representing a 0). Group eight cups (bits) together to form a byte. Fill some and leave others
empty. Discuss how the pattern relates to a character value via ASCII coding scheme.
Read-Only Memory (73)
LECTURE NOTES
 Compare RAM and ROM.
 Explain that RAM chips are usually configured on a small circuit board called a memory module
(such as a DIMM) and hold data only when the computer is receiving power. That’s why RAM
chips are considered volatile. In contrast, ROM contains “hard-wired” instructions called the ROM
BIOS, which are a critical part of the boot process. Some people compare the ROM BIOS to a car’s
starter motor. The computer must receive its startup instructions from somewhere—that’s the job of
ROM.
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CLASSROOM ACTIVITIES
 Class Discussion: Ask students how ROM differs from RAM and note the differences on a
whiteboard.
 Quick Quiz:
1. The _________ instructions tell the computer how to access the hard disk, find the operating
system, and load it into RAM (Answer: ROM BIOS)
2. True/False: The instructions in ROM are permanent. (Answer: True)
EEPROM (74)
LECTURE NOTES
 Clearly distinguish between the kinds of data stored in EEPROM to the kinds stored in ROM.
 On a running demonstration computer, run the setup program to show the kinds of settings
EEPROM contains.
 Point out the types of problems you can solve by using the EEPROM setup program.
 Compare the different types of memory. Use the table below.
Memory
Role in Computing
RAM
Holds data before and after
it is processed
ROM
Contains instructions to
help a computer prepare
for processing tasks
Updates information about
the hardware on your
computer
Allows the computer to use
disk storage to simulate
RAM
EEPROM
Virtual
Types of Data
Stored
Documents,
program
instructions
Boot instructions
Perm or Temp Storage
System
configuration
information
Documents,
program
instructions
Permanent storage
Temporary storage
Permanent storage
Temporary storage
FIGURE
 Figure 2-21
CLASSROOM ACTIVITIES
 Group Activity: Have the students work in teams to design the computer system of their dreams.
Have them begin by finding three software packages on the Internet and recording the system
requirements. Using this information, determine the processor speed and amount of RAM needed
by the ideal system to run the software. They should also decide on the capacity of the hard drive.
For variety, assign each group a budget amount. Students can use computer ads or the Internet to
research the costs of their choices.

Quick Quiz:
1. With ____ processing, the processor must complete all steps in the instruction cycle before it
begins to execute the next instruction. (Answer: serial)
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2. True/False: RAM is a temporary holding area for data, application program instructions, and the
operating system. (Answer: True)
3. A computer stores its basic hardware settings in __________.
a. ROM
b. RAM
c. RIMM
d. EEPROM
(Answer: d)
LAB ACTIVITY
Send students to a manufacturer’s Web site, such as the Dell or Gateway site. Within a processor family,
have them compare at least three different processors. Can they draw any conclusions about the
relationship between processor speed and price of the computer system?
SECTION C: STORAGE DEVICES
SECTION C OPENER QUESTION:
022300 Storage devices have varying levels of versatility, durability,
speed, and capacity. For a student who owns a computer, but sometimes needs to use computers in
the school lab, which storage device is most versatile?
a. Hard disk drive
b. CD-R
c. Solid state drive
d. USB flash drive
(Answer: d)
Storage Basics (76)
LECTURE NOTES
 Compare storage technology types: magnetic, optical and flash memory. Show examples within
each type. Discuss the pros and cons of each kind of storage medium.
 Discuss the projected lifetimes of different storage technologies.
 Cover adding storage capabilities to a computer. Discuss internal and external drive bays. If possible,
show the empty drive bays on the computer in your classroom.
 Review the problems posed by increasingly sophisticated storage devices and the rapid migration
through technologies. You can easily read a book that was printed a hundred years ago, but
probably can’t access the text stored on a 5¼-inch floppy disk.
TEACHER TIP
Make sure students understand that storage mediums and storage devices are different things. A storage
medium is the disk, tape, CD, DVD, paper, or other substance that contains data. A storage device is the
mechanical apparatus that records and retrieves data from a storage medium.
FIGURE
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Figure 2-22
CLASSROOM ACTIVITIES
 Quick Quiz:
1. ____ is the average time it takes a computer to locate and read data on the storage medium.
(Answer: Access time)
2. True/False: Storage capacity is directly related to storage density. (Answer: True)
Magnetic Disk and Tape Technology (78)
LECTURE NOTES
 Use Figure 2-23 to illustrate how a computer stores data on magnetic media.
 Explain that magnetic storage devices are susceptible to corruption by dust, liquid, and magnets.
 If possible, bring in an open hard drive to show students the internal workings, including the drive
spindle and hard disk platter.
 Why are hard disks so popular? Ask students where they would store the data on their laptops, if
the laptop had no hard disk.
 Review the different types of hard disk controllers—specifically, EIDE, DMA, Ultra ATA, and SCSI.
 Describe floppy disk technology.
FIGURES
 Figure 2-23, Figure 2-24, Figure 2-25, Figure 2-26
CLASSROOM ACTIVITIES
 Class Discussion: Ask students to discuss some of the reasons for using an external hard drive.
 Quick Quiz:
1. Hard disk and tape storage can be classified as ______________. (Answer: magnetic storage)
2. True/False: Hard disk storage is the preferred type of main storage for most computer systems.
(Answer: True)
CD, DVD and Blu-Ray Technology (81)
LECTURE NOTES
 Explain how optical storage works. Figure 2-27 shows the pits on an optical storage device like a
compact disc. Explain that a pit represents a 0 and land is used to represent 1.
 If possible, disassemble a CD or DVD drive and point out the tracking mechanism, laser lens, drive
spindle, and laser pickup assembly. Otherwise, use Figure 2-28.
 Review the differences between CDs, DVDs and Blu-ray discs. Discuss the storage capacities of the
different types of discs.
 Discuss the difference between recordable and rerecordable optical discs.
 Use pages 81-83 to discuss the meaning of CD-ROM, DVD-ROM, CD-R, Blu-ray, and so on.
 Use the chart on page 83 to compare and contrast optical devices.
TEACHER TIP
You might want to pass around a CD and a DVD to make the point that the two technologies look
extremely similar.
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FIGURES
 Figure 2-27, Figure 2-28, Figure 2-29, Figure 2-30
CLASSROOM ACTIVITIES
 Assign a Project: Have students go to the Internet to research competing optical standards (like –
R/RW versus +R/RW DVDs or HD-DVD versus Blu-ray DVDs).
 Class Discussion: Have students write a paragraph comparing and contrasting ROM, R, and RW.
 Class Discussion: Using the table in Figure 2-30 as a guide, have students discuss what type of CD or
DVD drive they need. Why?
Solid State Storage (84)
LECTURE NOTES
 Explain how solid state storage works.
 Explain that solid state storage is very reliable, and needs very little power to run, but storage
capacity is limited.
 Do students know whether they have used any solid state storage devices? They may not know that
cell phones and digital cameras use solid state storage technology.
 Review the advantages of this kind of technology, including portability and price.
FIGURES
 Figure 2-31, Figure 2-32, Figure 2-33, Figure 2-34
CLASSROOM ACTIVITIES
 Class Discussion: Using a whiteboard, ask students to list different devices that use solid state
storage. Tally the number of students who own each type of device. Discuss how solid state storage
has led to the creation of, or evolution of, many of these devices.
 Quick Quiz:
1. ______________ is a technology that stores data in erasable, rewritable circuitry. (Answer: Solid
state storage)
2. True/False: Once data is stored on solid state storage, it is non-volatile. (Answer: True)
3. A(n) ____ is a device that reads and writes data on solid state storage. (Answer: card reader)
Storage Wrapup (86)
LECTURE NOTES
 Describe what an internal drive bay and an external drive bay look like.
 Use the demonstration computer to show students both types of drive bays. Otherwise, use Figure
2-35.
FIGURES
 Figure 2-35, Figure 2-36
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CLASSROOM ACTIVITIES
 Group Activity: Continuing with the project of designing their dream computer system, ask
students in each group to decide what kind of optical storage device they need, using the chart in
Figure 2-30. Ask them to explain their choice.

Quick Quiz:
1. When a hard disk’s read-write head runs into a dust particle or other contaminant on the disk,
it can cause a(n) ______________. (Answer: head crash)
2. True/False: A computer’s DVD drive can read discs that contain computer data as well as discs
that contain DVD movies. (Answer: True)
3. ____ access is the ability of a device to “jump” directly to the requested data.
a. Sequential
b. Random
c. Flash
d. Transfer
(Answer: b)
SECTION D: INPUT AND OUTPUT DEVICES
SECTION D OPENER QUESTION:
022400 Computer owners usually want to add various peripheral devices to their computers.
Suppose you have a notebook computer and you want to add an external hard drive, but you’ve run
out of USB ports. What can you do?
a. Use the HDMI port instead.
b. Plug directly into the expansion bus.
c. Swap in a USB hub for one of the currently connected peripherals.
d. Use an Ethernet-to-USB converter.
(Answer: c)
Basic Input Devices (88)
LECTURE NOTES
 Stress that input devices allow users to communicate with the computer system by allowing them to
enter data, instructions and information.
 List as many different kinds of input devices as you can. Record the list on a chalkboard or on a
whiteboard. While students will certainly name a keyboard, they may not realize that a joystick and
a microphone also qualify as input devices. Discuss the input device used in a tablet computer and
in other, less traditional, computer systems.
 Show examples of devices. If possible, bring in as many examples of input devices as you can. Ask
your computer lab for old keyboards, mice, trackballs, and so on.
FIGURES
Figure 2-37, Figure 2-38, Figure 2-39
TEACHER TIP
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Input devices can be designed for specialized tasks. Ask students to come up with examples of other kinds of
input devices that are not standard with office computers. For example, a supermarket scanner is an input
device.
CLASSROOM ACTIVITIES
 Group Activity: Divide the class into two groups and challenge each group to make a list of all of
the input devices they can think of. Which group came up with more examples? Which were the
most unusual?
LAB ACTIVITY
 Refer students to the NP2011 Web site for a Student Edition Lab called “Using Input Devices.”
Display Devices (90)
LECTURE NOTES
 Review the definition of an output device. Note that output devices allow the computer system to
communicate with the user.
 Discuss how a display device is a type of output device.
 Review the different kinds of monitors. Discuss the difference between LCD and LED display
devices.
 Discuss the different characteristics of a display device which have an impact on the image quality.
 Go over the role of the graphics card. Without the proper graphics card, a monitor is useless.
 In a demonstration computer, point out the graphics card and how it connects to the display device.
FIGURES
 Figure 2-40, Figure 2-41, Figure 2-42, Figure 2-43
CLASSROOM ACTIVITIES
 Class Discussion: Have students identify the type of display device(s) used in the classroom. What
types of display devices do they have at home or work?
 Quick Quiz:
1. _________ is the time it takes for one pixel to change from black to white then back to black.
(Answer: Response rate)
2. True/False: Dot pitch is a measure of image clarity. (Answer: True)
3. The number of horizontal and vertical pixels that a device displays on screen is referred to as its
_________. (Answer: resolution)
Printers (92)
LECTURE NOTES
 Explain that printers produce physical output: hard copy.
 Explain that there are vast assortments of printers available.
 If you have more than one type of printer available in your computer lab, demonstrate to students
the difference in print quality and speed provided by each.
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Discuss multifunctional printers. These have gained popularity in the printer market. Discuss with
students the benefits and drawbacks of buying one piece of equipment to carry out multiple tasks
(e.g., you can only carry out one function at a time).
Review with students the most common functions carried out by multifunctional printers: printing,
copying, faxing, and scanning.
Point out that as with single-function printers, the quality and reliability of these multifunctional
printers varies greatly depending on manufacturer and purchase price.
FIGURES
Figure 2-44, Figure 2-45, Figure 2-46, Figure 2-47
TEACHER TIP
If possible, take a tour of your building, looking for specialized types of printers. Visit a local copy shop, or
encourage students to do so on their own, to look at different sorts of printers.
CLASSROOM ACTIVITIES
 Assign a Project: Have students continue to build their dream computer system by choosing a
printer. Have them compare and contrast three or four printers according to print method, price,
resolution, memory, and so on, and ask them to pick one for their system.
 Class Discussion: What types of printers do students have experience with? What are the pros and
cons of each type?
 Quick Quiz:
1. Display device image clarity is measured in ________. (Answer: dot pitch)
2. True/False: An expansion port is a small circuit board that provides a computer with the ability
to control a storage device, an input device, or an output device. (Answer: False)
3. The printer used for “back-office” applications is a(n) ____________ printer.
a. ink jet
b. dot matrix
c. laser
d. thermal transfer
(Answer: b)
Installing Peripheral Devices (94)
LECTURE NOTES
 Discuss the role of expansion buses. Expansion buses are like roadways that connect peripheral
devices to the system board and important components installed on it (like the processor and
memory modules).
 The peripherals gain access to the expansion buses by attaching to ports/connectors, often via
cables. These ports might be built into the system case or part of an expansion card.
 Demonstrate how to install an expansion card into an expansion slot on the system board. Use
Figure 2-49 for reference.
 Discuss and demonstrate how to then connect a peripheral device to an expansion card, or let
students do it themselves on demonstration computers.
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Go over the different kinds of expansion slots. A practical point about computer I/O is that current
microcomputers have expansion slots of different types: PCI, PCI Express (PCIe) and AGP. To add
devices to a computer system, expansion cards are plugged into these slots. However, each card is
built for only one type of slot. Users must know the type of card and the type of slot that is
available.
Introduce Plug and Play technology. Discuss the evolution of this technology. Find examples of
devices that use this technology.
Explain that because expansion cards do not fit in the compact case of a notebook computer,
peripheral devices are often connected directly into USB or Firewire ports on the notebook
computer itself.
Go over the different kinds of ports/connectors. Students find this very confusing.
Use Figures 2-50 and 2-51 to show some of the different kinds of connectors that are available, or
try to bring in some samples.
FIGURES
Figure 2-48, Figure 2-49, Figure 2-50, Figure 2-51, Figure 2-52, Figure 2-53, Figure 2-54
TEACHER TIP
Show students that in most cases it is difficult to accidentally use the wrong kind of connector, because the
wrong kind just will not fit onto the port. You may also want to show adapter devices that allow you to
make connections to cables that do not match open ports.
CLASSROOM ACTIVITIES
 Group Activity: Divide students into groups. Have them examine computers in the various
classrooms and labs in your building to determine the most common types of ports/connectors
found on current computers. Also ask them to list the type(s) of devices connected to each.
SECTION E: HARDWARE SECURITY
SECTION E OPENER QUESTION:
022500 When you treat your computer carefully and perform basic maintenance, you can avoid
many hardware problems. However, if you encounter the black screen of death, what has gone
wrong?
a. The operating system has encountered an error from which it cannot recover.
b. Your computer has contracted a virus.
c. Your hard disk is full.
d. Your display device has malfunctioned.
(Answer: a)
Anti-theft Devices (98)
LECTURE NOTES
 Review the tips for preventing theft.
 Ask students to come up with other suggestions besides those listed in Figure 2-55.
TEACHER TIP
If possible, point out anti-theft devices used in the classroom and allow students to inspect them.
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FIGURES
 Figure 2-55, Figure 2-56, Figure 2-57
CLASSROOM ACTIVITIES
 Class Discussion: What security measures do students currently take to protect their computers?
What measures does the school take?
Surge Protection and Battery Backup (99)
LECTURE NOTES
 If possible, show a surge strip to the students.
 Emphasize that not all power strips provide surge suppressor protection, and that students should
review their own equipment to find out if their computers are protected.
 Describe a UPS and discuss what it does.
FIGURES
 Figure 2-58, Figure 2-59
CLASSROOM ACTIVITIES
 Quick Quiz:
1. A(n) ________ is a sudden increase or spike in electrical energy. (Answer: power surge)
2. True/False: A UPS provides only surge protection. (Answer: False)
Basic Maintenance (101)
LECTURE NOTES
 Discuss with students the suggestions listed in Figure 2-62. How many of these steps do students
take regularly? Do the students appreciate the importance, for example, of antivirus and spyware
definitions, or of regular backups?
TEACHER TIP
If possible, pass around a can of compressed air and have students use it to clean their keyboards. Do they
notice a difference after using it?
FIGURES
 Figure 2-60, Figure 2-61, Figure 2-62
CLASSROOM ACTIVITIES
 Class Discussion: What are students’ current maintenance routines? How are classroom computers
taken care of?
Troubleshooting and Repair (103)
LECTURE NOTES
 Students have probably heard of the black screen of death. Survey students about their experience
with the BSoD.
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If possible, step through one of the Windows troubleshooters like the one shown in Figure 2-64 so
students can see how the answer to each question drives the next panel in this resource.
FIGURES
 Figure 2-63, Figure 2-64, Figure 2-65
CLASSROOM ACTIVITIES
 Group Activity: Each group should decide 2 to 3 kinds of additional hardware security it needs as
part of designing their ideal computer system. List them in order of importance.
 Quick Quiz:
1. ________ is a limited version of the Windows operating system that allows you to use your
mouse, monitor, and keyboard, but no other peripherals. (Answer: Safe Mode)
2. True/False: Manufacturers advise against the use of battery backup for printers because it is not
economical. (Answer: True)
3. All of the following are valid tips for regular computer maintenance EXCEPT ____________.
a. Scan your computer for viruses once a week.
b. Run utilities that ensure peak performance for your hard drive.
c. Keep spyware definitions updated.
d. Never delete your browser’s history/cache files to free up space for temporary files.
(Answer: d)
WHAT DO YOU THINK?
023100 Have you ever thrown away an old computer or other electronic device?
a. Yes
b. No
c. Not sure
203200 Are you aware of any options for recycling electronic equipment in your local area?
a. Yes
b. No
c. Not sure
023300 Would it be fair for consumers to pay a recycling tax on any electronic equipment that they
purchase?
a. Yes
b. No
c. Not sure
New Perspectives on Computer Concepts 2011 Instructor’s Manual
Glossary of Key Terms
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Access time, 77
Benchmarks, 69
Black screen of death, 103
Blu-ray, 81
BD-R, 83
BD-RE, 83
BD-ROM, 83
Cache, 68
Capacitors, 72
Card reader, 84
CD, 81
CD-DA, 82
CD-R, 83
CD-ROM, 83
CD-RW, 83
CISC, 69
Color depth, 91
Data bus, 94
Data transfer rate, 77
Desktop computer, 58
Dot matrix printer, 92
Dot pitch, 90
Double layer DVD, 81
Drive bays, 86
Dual-channel architecture, 73
Duplex printer, 93
Duty cycle, 93
DVD, 81
DVD+R, 83
DVD+RW, 83
DVD-R, 83
DVD-ROM, 83
DVD-RW, 83
DVD-Video, 82
EEPROM, 74
Expansion bus, 94
Expansion card, 95
Expansion port, 95
Expansion slot, 95
Floppy disk, 80
Form factor, 58
Front side bus, 68
Gigahertz, 67
Graphics card, 91
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Graphics processing unit, 91
Hard disk controller, 79
Hard disk drive, 78
Hard disk platter, 78
Head crash, 80
Home computer system, 60
Ink jet printer, 92
Joystick, 89
Lands, 81
Laser printer, 92
LCD, 90
Level 1 cache, 68
Level 2 cache, 68
Linux platform, 64
Mac platform, 64
Magnetic storage, 78
Megahertz, 67
Microprocessor clock, 67
Mod, 65
Mouse, 88
Multi-core processor, 69
Nanosecond, 73
Netbook, 59
Non-volatile, 84
Notebook computer, 59
OLED, 90
Optical storage, 81
Overclocking, 70
Parallel processing, 69
PC platform, 64
Peripheral device, 56
Pipelining, 69
Pits, 81
Pixels, 90
Plug and Play, 97
Pointing device, 88
Pointing stick, 89
Portable computer, 59
PostScript, 94
Power surge, 99
Printer Control Language, 94
RAM, 71
Random access, 77
Read-only technology, 82
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Read-write head, 78
Recordable technology, 82
Resolution, 91
Response rate, 90
Rewritable technology, 82
RISC, 69
ROM BIOS, 73
ROM, 73
Safe Mode, 105
Sequential access, 77
Serial processing, 69
Solid state drive, 84
Solid state storage, 84
Storage density, 77
Storage device, 76
Storage medium, 76
Surge strip, 100
SVGA, 91
SXGA, 91
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System unit, 57
Tablet computer, 59
Touch screen, 89
Trackball, 89
Trackpad, 89
UPS, 100
USB, 96
USB flash drive, 84
USB hub, 96
UXGA, 91
VGA, 91
Viewing angle width, 90
Virtual memory, 72
Volatile, 72
Word size, 68
WQXGA, 91
WUXGA, 91
XGA, 91
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