Regis University
College for Professional Studies
School of Computer and Information Sciences
SYLLABUS
COURSE NUMBER: CS208
COURSE TITLE: Computer Science Fundamentals
Course Description
CS 208. COMPUTER SCIENCE FUNDAMENTALS (3). Provides an introduction for Computer
Science/Computer Information Systems majors/minors. Includes hardware and software systems, numbering
systems, mathematical and logical binary operations, and basic concepts of computer organization. Introduces
program development environments.
Course Prerequisites
None
Course Outcomes
Successful completion of this course will enable students to do the following:
1. Explain what it means to study "Computer Science and Information systems" and understand the
historical roots of the disciplines.
2. Identify and describe the basic hardware components of microcomputer systems
3. Understand the different numbering representations including binary, Octal and hexadecimal, and how
they relate to binary number systems.
4. Understand and implement the signed and floating-point representations of binary numbers.
5. Understand the elements involved in program design.
6. Write algorithms; create structure charts and flowcharts to solve problems.
7. Understand and implement the concepts of structured programming using the C++ programming
language
8. Understand and implement the concepts of assembly programming using an assembler
9. Understand the basics of data communications and networking including the different network
topologies and the OSI model.
10. Describe the functionality of current Operating systems, and
11. Describe and explain the different components of Management Information Systems.
12. Describe and explain the Systems Analysis and design life cycle and the different conversion methods.
13. Describe and explain the structure of databases and their usage.
14. Understand the ethical, social, and privacy issues of Information Systems.
15. Analyze and explain the behavior of programs that use the fundamental programming constructs
introduced in this course.
16. Use the scientific method and other strategies to identify program deficiencies.
Regis University
CS208 Syllabus Term 09M8W1
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Facilitator Information
Name:
E-mail address:
Phone:
Mark S Sanders
msanders@regis.edu
Wk – 303-977-8194
Hm – 303-471-6570
Course Materials and Resources, including Technology Tools
Required Textbook:
Schneider, G. Michael & Gersting, Judith L. (2006). Invitation to Computer Science – C++ Version, 4th
Edition. Thompson Course Technology, ISBN #
1418836532
Regis University, CS208-Computer Science Fundamentals Supplemental Course Materials.
Required Hardware/Software:
1.
A PC-compatible computer system running Windows 2000, XP or Vista.
2.
Microsoft PowerPoint® (part of Microsoft Office) or the free PowerPoint Viewer
3.
An Assembler ( Model Assembler provided).
4.
A C++ Compiler (see next page)
Preferred compiler: Dev-C++ which can be downloaded (free) at:
http://www.bloodshed.net/dev/devcpp.html
Version to download:
Dev-C++ 5.0 beta 9.2 (4.9.9.2) ( 9.0 MB) with Mingw/GCC 3.4.2
Other ANSI standard C++ compilers can be used, but the facilitator will be most familiar with the DevC++ compiler listed above, and will most likely use the Dev-C++ compiler to grade your programs. If a
student chooses to use another compiler, it is the student's responsibility to obtain any help needed to use
the software, and to insure that all assigned programs compile and run correctly on the Dev-C++
compiler.
As with most of Regis learning activities, using various software applications to accomplish assignments
requires students to exercise a great deal of responsibility for learning how to successfully operate the
software applications. There are, however, many quality books on the market that support novice users
if you need them.
Turnaround Time
I will make every effort to respond to emails within 24 hours. I will grade and return assignment within the
week between class sessions. At the latest, the graded assignment will be returned at the beginning of the next
class session. If due to an uncontrollable situation, I cannot meet this timeframe, I will notify everyone by
email with an explanation and revised return date.
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CS208 Syllabus Term 09M8W1
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Method of Instruction
This course will use some combination of facilitated discussions, presentations, individual and/or group
exercises, computer labs, etc.
Related Standards
ABET Criteria
Related Standards
Accreditation Board for Engineering and Technology (ABET) accreditation is
for undergraduate computing programs only.
This program enables students to achieve by the time of graduation:
(undergraduate (a) An ability to apply knowledge of computing and mathematics appropriate
to the discipline
CIS, CS, CIT)
(b) An ability to analyze a problem, and identify and define the computing
requirements appropriate to its solution
(e) An understanding of professional, ethical, legal, security and social issues
and responsibilities
(f) An ability to communicate effectively with a range of audiences
(g) An ability to analyze the local and global impact of computing on
individuals, organizations, and society
(h) Recognition of the need for and an ability to engage in continuing
professional development
Regis Nine Educational Outcomes
Content Knowledge in Discipline
Diverse Cultures, Perspectives, and Belief Systems
Arts, Sciences, and Humanities
Critical Thinking
Communication
Technology
Ethical and Social Responsibility
Leadership in Service to Others
Lifelong Learning
Jesuit Themes - These are themes that are embedded as part of our interactions and
instruction at Regis, but are not written in as activities
Magis, Finding God in All Things, Unity of Hearts and Mind, Contemplatives
in Action, Care of the Whole Person, Men and Women for Others
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First Week Assignment
Do the following before the first night of class:
1. Read the following pages in your text, Invitation to Computer Science:
Chapter 1 (all)
Chapter 4 (Sec 4.1 – 4.4.2, 4.3.1)
Ch 5 (all)
2. Read the following pages in your CS208 Supplemental Course Materials:
Chapter 1, Sections I-IV
3. Write a three page (third page MUST be at least half full), double-spaced, computer-printed essay, using
the APA format, which addresses:
o
o
o
o
your definition of a problem;
your experiences with problem solving (at work or elsewhere);
the steps you took to identify and resolve one or more problems;
a description of how you would define a generalized approach to problem solving
based on your prior experiences;
o anything else you’d like to discuss concerning this paper.
Note: This essay must be submitted during day 1 for classroom courses to receive credit. For online
courses the essay will be posted in the discussion forum according to the set due date and criteria.
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Course Overview Grid
Week
Learning Topics
Reading Assignments*
ICS = Invitation to Computer
Science
Assignments Due
SCM = Supplemental Course
Materials
1
2
3
LT 1: Course Introduction
LT 2: Processing Hardware
LT 3: Number Systems
LT 4: Codes for Data Representation
(ASCII and Binary, Octal, & Hex Numbers)
LT 5: Operations on Binary Numbers
ICS:
LT 6: Signed Numbers
LT 7: Floating Point Numbers
LT 9: Programming (Problem Solving &
Program Design)
ICS:
LT 9: Programming (Languages)
LT 10: HLL Introduction
ICS:
Ch 1 (all),
Ch 4 (Sec 4.1 – 4.3.2)
Ch 5 (all)
First Night Assignment
(Problem Solving Essay)
due
SCM: Ch 1, Sec I-IV
Sec 6.1- 6.2.2
Sec 4.4 - 4.6
Ch 2 (all)
Homework #1
SCM: Ch 1, Sec V-VI
Sec 9.1 – 9.3.2
Sec 8.1 – 8.5.2
Homework #2
SCM: Ch 4, Sec I-III
4
5
Sec 8.5.3 – 8.6.2
LT 10: HLL Introduction (continued)
ICS:
LT 11: Assembly Language Concepts
SCM: Ch 4, Sec IV
ICS: Sec 6.3.1
Homework #3
Midterm Exam
Homework #4
SCM: Chap 2 (all)
6
LT 8: System Software
ICS:
Sec 6.4 - 6.4.3
Ch 7 (all)
ICS:
Sec 8.10 – 8.11
Sec 13.1 – 13.3.3
LT 14: Data Communication/Networks
Homework #5
Including the Internet and the WWW
7
LT 12: IS Analysis and Design
LT 13: Files and Databases (&E-Commerce)
Homework #6
SCM: Ch 3 (all)
8
LT 15: Ethics, Privacy, and Security
ICS:
Sec 13.4 – 13.5
Ch 15 (all)
Final Exam
SCM: Ch 6 (all)
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CS208 Syllabus Term 09M8W1
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Student Evaluation Grid
Assignment
Homeworks (6)
Midterm Exam
Final Exam
Forum/Participation and First Night Assn
Course Total
Value
(percent of overall course grade)
48% (8% each)
20 %
20 %
12 %
100 %
Programming Assignments
There will be 4 programming assignments. Each programming assignment will involve writing three programs,
using the concepts discussed in the book and class, and may also include submission of pseudocode, flowcharts,
test data and/or test plans.
Exams
There will be a midterm exam and a final exam. Exams will be timed; they might be open book, open notes,
closed book, and/or closed notes. Exam questions will be cumulative, taken from reading assignments and class
presentations.
Participation
Because of the accelerated nature of the course, class participation is very important. Class participation/effort
is important because we can all learn from each other. Your participation points can make a difference in the
final grade. If the student doesn't participate during any given week, they will lose the participation points of
that week.
Participation means:
1. Present in class every session
2. Effectively responds to questions from the facilitator
3. Contributes to classroom discussions, etc.
Regis University Grading Scale
A
AB+
B
BC+
Regis University
93 – 100
90 – 92
87 – 89
83 – 86
80 – 82
77 – 79
C
CD+
D
DF
CS208 Syllabus Term 09M8W1
73 - 76
70 – 72
67 – 69
63 – 66
60 – 62
59 or Lower
6
Regis University SCIS Policies
Attendance Policy of the School of Computer and Information Sciences
Student participation is essential. Students are responsible for all material covered in each week. Students'
interaction is central to the learning experience and imparts critical observations and knowledge to all
concerned.
If a student misses more than one week of class participation without prior faculty approval, the facilitator may
assign a failing grade.
Late Assignments/Assignment Revisions Policy of the School of Computer and Information Sciences
Occasionally, work, health, and family obligations have priority over course work. If you experience these
issues, please notify the facilitator in advance. If an assignment is due, please make every effort to submit your
assignment on time. In the case of a negotiated absence or delay, assignments turned in by the agreed upon due
date will receive full credit.
If you have not negotiated with the facilitator, assignments turned in late will be graded, then reduced by 15%.
Assignments will not be accepted later than one week after due date.
Incomplete Grade Policy of the College of Professional Studies
A grade of Incomplete or ‘I” denotes that the required work for the course is incomplete due to unforeseen
circumstances. Unforeseen circumstances mean, for example, that an accident, an illness, a death, or a major
life transition has occurred. This grade is awarded at the discretion of the instructor and is submitted with an
alternate grade of “I/F.”
A student must submit a written request to the instructor asking that an incomplete grade be assigned prior to
the end of the term in which the course is taken. The course instructor will determine the length of time for
course completion, and the remaining requirements to complete the course; however the maximum time for
completion is the end of the following semester.
Faculty will notify students in writing of the approval/denial of their request and provide instructions and
guidelines required to resolve the incomplete grade. If the course work is not completed by the end of the next
applicable semester and a grade change form submitted by the instructor, the incomplete grade reverts to the
alternate grade assigned by the instructor and is calculated in the grade point average.
Tutoring Information
Occasionally students need additional assistance with course content. Tutorial assistance is available to
students through SmartThinking, writing assistance and personal tutoring. SmartThinking provides every
student with ten hours of free online tutoring in writing, math, statistics, economics and accounting each year.
Writing assistance is available in the form of Roving Writing Tutors and a variety of writing workshops.
Individual personal tutors are available in a variety of discipline areas with fees and arrangements made
between the individual student and tutor. For access to these services, go www.regis.edu , Current Student,
Services for CPS Students, Academic Tools, Tutoring/SmartThinking.
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Disability Statement
Equal access to education means equal opportunity to learn in an academic setting. Under Section 504 of the
1973 Rehabilitation Act and the Americans with Disabilities Act of 1990, students with documented disabilities
who are otherwise qualified have a right to equal access to classes at Regis University. If you have a
documented disability requiring academic adjustments for this class, please contact the Director of the Office of
Disability Services at 303-458-4941 for discussion of disability issues. Since accommodations are not
retroactive, it is suggested that you contact the Disability Services Office as soon as possible; adequate leadtime may be required to receive accommodations, including review of appropriate documentation.
Academic Dishonesty
Regis University is committed to intellectual integrity in its academic pursuits. Sanctions may, therefore, be
imposed by the College for Professional Studies faculty or schools for cheating (defined as using inappropriate
sources of information on a test) or plagiarism (defined as presenting as one’s own, the ideas, words, or
products of another). Such sanctions may include a failing grade on the assignment, failure of the course, or
expulsion of the student from the course or the department.
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Learning Topic #1: Course Introduction
Background/Rationale
This topic is used to introduce students to the philosophy and contents of Computer Science Fundamentals,
using this learning module as a reference. The scope and rationale for the course will be discussed in detail.
Learner Outcomes
Upon completion of this topic the student will be able to:







Define the overall purpose of the course.
Reference the learning module to identify course content.
Access additional resources for further study of various topics.
Understand the administrative aspects of the course.
Understand the manner in which course assignments are made and evaluated.
Identify the grading criteria used to evaluate student course work.
Develop criteria as to capability/desire to pursue further studies in the Computer Science/Computer
Information Systems disciplines.
Discussion Questions




What is meant by “computer literacy”?
Are grade- and high-schoolers more computer literate than their prior generation?
What is the difference between Computer Science and Computer Information Systems?
How can an individual determine his/her potential for success in a computer-related career?
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CS208 Syllabus Term 09M8W1
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Learning Topic #2: Computer Hardware
Background/Rationale
This topic includes information concerning the basic physical components of computers, how these components
are integrated to facilitate processing, and various coding schemes used both to provide instructions to
computers and store data. Emphasis is on the microcomputer (personal computer).
Topic Outcomes
Upon completion of this topic the student will be able to:




Identify the basic hardware components of microcomputer systems.
Explain the use of coding schemes for data processing.
Describe the functions of the CPU, RAM, and registers.
Explain the impact of RAM capacity and processor speed on computing power.
Discussion Questions





Identify the major factors in the proliferation of the personal computer.
Do mainframe computers have a future?
What is your understanding of data processing “efficiency”?
Which hardware components have the greatest impact on this efficiency?
Which coding schemes do you find easiest/hardest to understand? Why?
Regis University
CS208 Syllabus Term 09M8W1
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Learning Topic #3: Number Systems
Background/Rationale
This topic includes information concerning the various number systems associated with computer processing
and data storage. While the binary number system (base 2: 1’s and 0’s) is basic to the operation of the
computer (machine language), the hexadecimal (base 16) and octal (base 8) systems will also be discussed. The
hexadecimal, and less frequently the octal systems, are used to translate binary numbers to numbers more easily
read by the programmer. Each of these systems will be discussed in terms of the decimal number system.
Topic Outcomes
Upon completion of this topic the student will be able to:




Identify the key words and terms associated with computer related number systems.
Convert numbers from one base to another (decimal to binary, binary to hexadecimal, decimal to
hexadecimal, etc.).
Explain why the binary number system is uniquely suited to represent the internal processing circuitry used
in computers.
Understand the uses of the hexadecimal and octal number systems.
Discussion Questions




Have you used number systems other than the decimal system in the past?
There is now an emphasis on computers in the grade- and high-schools. Should students at those
educational levels be taught the non-decimal number systems contained in this learning topic?
Can you identify computer related jobs where there may be no reason to understand other than the decimal
number system?
Can you identify non-computer-related areas where one or more of the topic number systems can be used?
Regis University
CS208 Syllabus Term 09M8W1
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Learning Topic #4: Codes for Data Representation
Background/Rationale
This topic includes information concerning the representation of character data within the computer. As
indicated in Learning Topic #3, each bit can have two states, on or off. These states can be used to represent
data as follows: no may be represented by off (0); yes may be represented by on (1). As the number of bits is
expanded, the number of states available for representing data is expanded. In general, whenever a bit is added,
the number of available states is doubled. In addition to representing numbers, therefore, binary values can also
be used to represent characters. The American Standard Code for Information Interchange (ASCII) is a
character set used with most microcomputers. This character set will be emphasized.
Topic Outcomes
Upon completion of this topic the student will be able to:





Define data representation.
Differentiate between numeric and character data.
Explain how codes are used to facilitate communication between human users and computers.
Identify the more common coding systems.
Encode and decode ASCII character strings.
Discussion Questions




What are some codes used in everyday experiences?
Can you relate codes from your own experiences to those used in computers?
Which of the more common coding systems do you find easiest to understand?
What is a common use for “strings”?
Regis University
CS208 Syllabus Term 09M8W1
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Learning Topic #5: Operations on Binary Numbers
Background/Rationale
The base-10 decimal system which we use every day uses the ten digits, 0 through 9. Since the only digits
available to represent the electrical states in a computer are 0 and 1, we will illustrate how these base-2 numbers
are manipulated to allow the computer to do meaningful work. Just as the decimal system uses the position of a
digit within a number to determine the value of the individual digit, so too, with a binary number. In this unit
the arithmetic operations of addition, subtraction, multiplication, and division will be explored for binary
numbers. Additionally, logical operators, such as AND and OR, and shift operators, which move data, will
also be covered.
Topic Outcomes
Upon completion of this topic the student will be able to:




Describe the positional values of binary numbers.
Perform binary addition, subtraction and multiplication.
Explain the OR, XOR, AND, NOT, logical operators.
Explain the SHL and SHR shift operators.
Discussion Questions


There are only two numbers in the binary number system. Do you find it easier or more difficult to perform
arithmetic operations with this system than with the decimal number system?
Discuss some real-world situations in which logical operations are employed.
Regis University
CS208 Syllabus Term 09M8W1
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Learning Topic #6: Signed Numbers
Background/Rationale
Previous units have covered unsigned numbers. There are a number of schemes for representing
positive and negative numbers in binary format. Two of the more common in use are the sign-magnitude
representation and the twos-complement representation. This unit discusses these representations as
well as addition and subtraction for twos-complement numbers.
Topic Outcomes
Upon completion of this topic the student will be able to:




Identify the sign-magnitude representation of a binary number and the placement of its sign.
Convert sign-magnitude numbers to ones-complement numbers.
Convert ones-complement numbers to twos-complement numbers.
Perform arithmetic and sign-change operations with twos-complement numbers.
Discussion Questions



Differentiate between the sign-magnitude representation and the twos-complement representation of binary
numbers.
What are the drawbacks of the ones- and twos-complement representations?
What are the major advantages of the twos-complement representation?
Regis University
CS208 Syllabus Term 09M8W1
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Learning Topic #7: Floating Point Numbers
Background/Rationale
In the decimal system, a decimal point separates the whole numbers from the fractional part. Other systems
also use a point to separate these parts. Henceforth, this point will be known as a radix point, since its use is
not limited to the decimal numbering system. In the decimal system, numbers are often written in scientific or
floating point notation. The significant digits of a number are always written with the radix point between the
first and second digits; this part of the number is called the significand. The significand is multiplied by a
power of 10 to move the radix point to the desired position. Binary numbers can also be written in floating
point format in much the same manner as decimal numbers, except that powers of two, rather than powers of 10
are used to shift the radix point. This unit will cover both decimal and binary floating point numbers, their
conversion from one to the other, and the method for storing binary floating point numbers in computer
memory.
Topic Outcomes
Upon completion of this topic the student will be able to:




Convert decimal numbers to their floating point format.
Convert decimal floating point numbers to binary floating point numbers.
Convert binary floating point numbers to decimal numbers.
Convert binary floating point numbers to a format suitable for machine storage.
Discussion Questions



What is the need for floating point representation of numbers?
Discuss the differences in the size of numbers available between the sign-magnitude and floating point
representations of numbers.
Discuss the advantages of biased exponents.
Regis University
CS208 Syllabus Term 09M8W1
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Learning Topic #8: System Software
Background/Rationale
This topic introduces the software which provides the basic operating functions of the computer. This
underlying software allows the running of applications programs (word processors, spreadsheets, databases,
etc.) and also provides the capability for users to interact with the computer. Included among the system
software are the following categories: BIOS (basic input/output system), operating systems, data managers,
communication protocols, drivers, utility programs, and language translators. While this list is by no means
exhaustive, the emphasis of this unit is on operating systems.
Topic Outcomes
Upon completion of this topic the student will be able to:
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Define the various components of system software.
Describe the basic system software interfaces.
Describe the more common operating systems.
Discussion Questions
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Discuss the term platform.
Why do we have more than one computer operating system?
Rank the various system functions in order of importance.
Contrast multi-processing, time-sharing, and multi-processing.
Contrast the various Microsoft operating systems.
Regis University
CS208 Syllabus Term 09M8W1
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Learning Topic #9: Programming
Background/Rationale
In simple terms, a program is a series of instructions which direct a computer to carry out a series of operations.
The instructions consist of a series of statements written in a programming language such as BASIC.
Programming, on the other hand, involves much more than writing instructions. Programming is, above all
else, one method of problem solving. It uses a series of steps, called algorithms, to solve a problem. There are
five well-defined steps in the programming process: identify the problem; design the solution (program); code
the program using a programming language; test the program; document and maintain the program. As we will
see in a later learning topic, programming is part of a more comprehensive methodology called the systems
development life cycle (SDLC).
Topic Outcomes
Upon completion of this topic the student will be able to:
 Explain what a program is.
 Explain the five steps in traditional programming.
 Discuss the concepts of structured programming design.
 Identify the five generations of computer languages.
 Differentiate among assembler, compiler, and interpreter.
 Identify some traditional programming languages.
 Briefly describe: object-oriented and visual programming; HTML; VRML; Java.
Discussion Questions
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How do third-generation languages differ from first- and second- generation languages?
What was the reason for the development of higher-level languages?
Explain the importance of design and program documentation.
Are visual programs easier to create than traditional programs?
Regis University
CS208 Syllabus Term 09M8W1
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Learning Topic #10: An Introduction to C++
Background/Rationale
C++ is a high-level computer language developed in the early 1980s at Bell Laboratories by Bjarne Stoustrup.
This section will introduce the most basic of C++’s language elements with an emphasis on the application of
problem solving techniques. (NOTE: The object-oriented features of C++ will NOT be covered.)
Topic Outcomes
Upon completion of this topic the student will be able to:
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




Describe the components of a C++ program.
Differentiate between program variables and constants.
Explain the correct use of the assignment statement and the input and output statements.
Demonstrate basic decision making techniques in C++.
Demonstrate basic looping techniques in C++.
Explain how this language is used to implement structured programming methods.
Write and execute several moderately short structured C++ programs.
Discussion Questions


What design steps do you need to take BEFORE you write a program in C++?
Do you find it easy or difficult to implement structured programs in Pascal using the structured design
methodology?
Regis University
CS208 Syllabus Term 09M8W1
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Learning Topic #11: Assembly Language Concepts
Background/Rationale
There are a wide variety of computer languages which allow users to tailor programs to meet specific needs.
Some are quite easy to work with, using English-like instructions, while others are quite cryptic. The former
are often referred to as higher level languages (BASIC, COBOL, Pascal). This topic explores a low-level
language known as assembly language, which may be considered one step above the ones and zeros of the
machine language with which a computer actually works. To further the understanding of assembly language, a
small instruction set will be specified and used to write code. This code will allow a number of simple
operations similar in nature to those performed by real assembly language instruction sets.
Topic Outcomes
Upon completion of this topic the student will be able to:
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

Explain the relationship between machine code and assembly language code.
Explain how the use of mnemonics facilitates the coding process.
Explain how the compiler distinguishes between data and instructions.
Describe the operation of several assembly language instructions.
Write short assembly language programs using the specified instruction set.
Discussion Questions




Discuss the advantages and disadvantages of programming at the assembly language level.
Why should one become familiar with assembly language programming if programming only with higher
level languages?
Do you find it easier to relate non-decimal number systems to assembly language or to higher order level
languages?
Can the basic concepts of problem solving and structured programming be applied using assembly
languages?
Regis University
CS208 Syllabus Term 09M8W1
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Learning Topic #12: IS Analysis and Design
Background/Rationale
What is a system? The dictionary provides several definitions. For example, Webster’s Collegiate Dictionary,
10th Edition, includes the following: “a regularly interacting or interdependent group of items forming a unified
whole”; “a group of devices or artificial objects or an organization forming a network esp. for distributing
something or serving a common purpose”. It further defines information science: “the collection,
classification, storage, retrieval, and dissemination of recorded knowledge treated as both a pure and applied
science”. This topic will introduce information systems in a manner which incorporates the concepts in these
definitions, and which provides a step-by-step approach to developing and maintaining such systems using a
methodology known as the systems development life cycle (SDLC).
Topic Outcomes
Upon completion of this topic the student will be able to:





Describe the role of the user in the systems development life cycle.
Describe the six phases of the systems development life cycle.
List some techniques for gathering and analyzing data describing the current system.
Describe some software tools used by systems analysts.
Describe one or more basic approaches to implementing a new computer-based information system.
Discussion Questions




Why do some systems fail?
How good are case tools?
What is the purpose of joint applications development (JAD)?
What is the difference between a structured and non-structured interview?
Regis University
CS208 Syllabus Term 09M8W1
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Learning Topic #13: Files and Databases
Background/Rationale
In general, files are collections of data records stored on tape or disk. When stored on tape, records can be
accessed only in a sequential mode. When stored on disk, these records may be accessed either sequentially or
directly (random access). File management systems (FMS) are collections of programs for manipulating
single files. Files management systems were prevalent in the earlier days of business computing. A database,
on the other hand, may be thought of as a collection of related files, usually stored on disk, which may be
manipulated, in an integrated manner, by a database management system (DBMS). The emphasis for this
topic will be on the nature of various database management systems.
Topic Outcomes
Upon completion of this topic the student will be able to:
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Describe the parts of the data hierarchy.
Distinguish between batch and real-time processing.
Distinguish between online and offline data storage.
Explain sequential, direct, and indexed sequential access storage.
Differentiate between file management systems and database management systems.
Discussion Questions
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What are the advantages of online processing over batch processing.
What are the advantages of batch processing over online processing?
What are the main advantages of traditional file management systems?
What is a query language?
Regis University
CS208 Syllabus Term 09M8W1
21
Learning Topic #14: Communications/Networks
Background/Rationale
This topic will introduce communications technology, the means by which data is transmitted, electronically,
from one device to another. The discussion will include analog and digital signals, modems, channels, and
communications software. Additionally, computer networks, such as local area networks (LANs) and wide
area networks (WANs) will be introduced.
Topic Outcomes
Upon completion of this topic the student will be able to:
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Explain basic data communications principles.
Explain various data communications channels.
Discuss factors affecting data communications among devices.
Discuss the different networking topologies
Identify the three main types of networks.
Identify the five basic types of local area networks.
Discussion Questions
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What impact does modem speed have upon Internet users?
What are some of the benefits of microwave and satellite communications?
What are some uses for Wireless networks?
Discuss the relationship between transmission rates and cost.
Discuss the levels of the ISO standard.
What are some advantages of networks?
Regis University
CS208 Syllabus Term 09M8W1
22
Learning Topic #15: Ethics, Privacy, and Security
Background/Rationale
This topic discusses the important subjects of ethics, privacy, and security in an age of pervasive technology.
Webster’s Collegiate Dictionary, 10th Edition, includes the following definitions of ethic: “the discipline
dealing with what is good and bad and with moral duty and obligation”; “the principles of conduct governing
an individual or a group (professional ethics)”. The proliferation of technology, particularly computer systems,
raises new kinds of ethical problems. Just as concepts of ethics are impacted by the age of technology, so too
are those of privacy. Federal and state laws provide some protection to individuals and corporations against the
“invasion” of privacy, but misuse of electronically stored data cannot be totally prevented. Related to ethics
and privacy considerations is the subject of security. Approaches to safeguarding computer and communication
systems will also be introduced under this topic.
Topic Outcomes
Upon completion of this topic the student will be able to:
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Describe the basic concepts of ethics, privacy, and security as they relate to computers.
Describe the intellectual property matters relating to computer software and networks.
Explain how computers can be used to alter computer stored or generated materials.
Describe the major threats to computer and communications systems.
Explain how computer and communications systems can be made more secure.
Understand some of the social issues related to computing.
Discussion Questions
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Discuss new ethical problems arising from the age of technology.
Discuss how computers and networks can be used to invade privacy.
How is free speech viewed relative to networks such as the Internet?
Discuss some computer/network related social issues.
Regis University
CS208 Syllabus Term 09M8W1
23