Course Profiles
Public and Catholic District School Board Writing Partnerships
Course Profile
Computer Engineering
Grade 11
University/College Preparation
ICE3M
 for teachers by teachers
This sample course of study was prepared for teachers to use in meeting local classroom
needs, as appropriate. This is not a mandated approach to the teaching of the course.
It may be used in its entirety, in part, or adapted.
Spring 2001
Course Profiles are professional development materials designed to help teachers implement the new
Grade 11 secondary school curriculum. These materials were created by writing partnerships of school
boards and subject associations. The development of these resources was funded by the Ontario Ministry
of Education. This document reflects the views of the developers and not necessarily those of the
Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are
also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational
purposes.
Any references in this document to particular commercial resources, learning materials, equipment, or
technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any
official endorsement by the Ministry of Education or by the Partnership of School Boards that supported
the production of the document.
© Queen’s Printer for Ontario, 2001
Acknowledgments
Public and Catholic District School Board Writing Teams –
This profile is the result of a collaborative effort between the Institute for Catholic Education. (ICE)
and the Halton District School Board.
Catholic School Board Writing Team – Grade 11 Computer Engineering
Lead Board
Ottawa Carleton Catholic District School Board
Michael Scott, Project Manager
Writing Team
Graham Smyth, Chatham Catholic District School Board, Lead Writer (retired)
Peter Fujiwara, Dufferin-Peel Catholic District School Board, Writer
Chuck Deighton, Writer, Ottawa Carleton Catholic School Board
Review Team
Robert Allison, Academic Coordinator, Computer Studies Department, Algonquin College, Ottawa
Brian Bond, President, Systems Medic, Newmarket Ontario
John Podorski, Ottawa Carleton Catholic School Board (theological reviewer)
Public School Board Writing Team – Grade 11 Computer Engineering
Lead Board
Halton District School Board
Aldo Cianfrini, Project Manager
Writing Team
John Kostynyk – Peel District School Board
Hans van Wijk – Halton District School Board
Norm Emptage – Waterloo District School Board
Review Team
Angela Elksnitis – Mohawk College lecturer – A+, Network Specialist
Derek Murphy – Industry Rep – A+, Network Specialist, Engineering Degree-Ryerson Polytechnic
University
 Computer Engineering – University/College Preparation
Course Overview
Computer Engineering, Grade 11, University/College Preparation, ICE3M
Course Description
This course helps students understand how computer hardware and software are used to solve computerrelated problems from an engineering perspective. Students will explore ways of connecting computers,
interfaces, and peripherals using their knowledge of logic gates, computer components, peripherals,
programming, networks, and operating systems. Students will also construct systems that use computer
programs to interact with hardware, install and configure key computer hardware and software
components, develop an understanding of the ethical use of computers, and explore careers in computer
engineering.
How This Course Supports the Ontario Catholic School Graduate Expectations
The purpose of Computer Studies in the Catholic faith community is to enable young adults to develop
and utilize their gifts and resources to find solutions and develop ideas and concepts that benefit others in
a way that models gospel values. The focus of the curriculum is to enable students to become critical and
innovative problem-solvers who question the use of human and physical resources as well as understand
the implications of computers and related innovations. An emphasis on problem solving models helps
students create solutions that recognize our God-given responsibility to respect the dignity and value of
the individual, the protection of the environment and ethical and moral use of the world’s resources.
Ethical issues to be discussed in this course may include:
 Intellectual property rights and illegal copying of software;
 Reverse engineering;
 Creation and distribution of viruses;
 Plagiarism;
 Sexual Harassment/discrimination in the workplace;
 Computers and privacy;
 Protecting children on the Internet;
 Responsible research;
 Work and family;
 Impact of information technology on the developing world;
 Working conditions in information technology companies;
 Environmental impact of technology industries.
Course Notes
This course is designed as a prerequisite to Grade 12 Computer Engineering, and leads to post secondary
programs in computer programming, electronics, and computer engineering. This course can provide
foundation skills and knowledge for a wide variety of careers at the technician, technologist, engineer,
and scientist levels. This course prepares students for further study in university/college computerengineering courses. The combination of theory, practical experience and exploration of career options
specific to each activity (i.e., computer technician, technologist, and engineer) also helps students
complete and refine their Annual Education Plan. Teachers must ensure students have paper or electronic
copies of the expectations being assessed/evaluated in each activity. As students become more familiar
with rubrics and checklists, they can be involved in adapting and designing assessment tools. This gives
students more ownership of their learning goals and greater self-direction in their learning.
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 Computer Engineering – University/College Preparation
In every unit students work in a hands-on environment and must have clear goals in order to successfully
meet course expectations. Teachers must continually conference with students to ensure they understand
their progress to date and to suggest areas for improvement.
The activities in each unit begin with terminology and vocabulary and progress through directed
activities to open-ended assignments and case studies. The culminating activity for the course is in
Unit 5, Activity 4, where students are required to design, build, and operate a complete interfacing
system. This requires the background from the previous activities in Unit 5 as well as the previous four
Units. Unit 1 establishes a background with hands-on activities involving assembling computer hardware
components and installing operating system software. From individual computers, Unit 2 moves into the
installation of hardware and software of networked computers. From this macro perspective of
networking, Unit 3 focuses on the micro, namely hands-on activities with individual integrated circuits.
These circuits are needed in the culminating Unit 5. The software programming concepts for the
culminating activities are introduced in Unit 4. Unit 5 brings many of the hardware and software
concepts in the previous units together in the designing, building, and operating of complete interfacing
system.
A daily log or electronic journal is a useful tool for students to practise their writing skills and increase
their knowledge of computer related terminology. The journal terminology and vocabulary work is
primarily focused in the first activity of each unit. The journal may be used for ongoing activities as part
of a terminology database, computer career database, computer terminal log, and/or creation of a student
portfolio for exemplary work. Throughout the course, students add new knowledge to their portfolio. The
portfolio is especially important for summative activities that are concentrated in the last activity of each
unit. Students have opportunities to practise time-management skills and follow printed instructions in
individual and group work activity.
The use of hardware and software resources are planned to ensure students have access to a network of
computers that are not networked into the main school system. Students also require computers that are
part of the main system for research and software application tasks. The facilities should allow students
to disassemble, design, and assemble a variety of electronic circuits and computer hardware systems.
Access to stand-alone, older computers for testing and interface programming is recommended. The
community is an ideal source of used equipment. The Computers for Schools program could be another
source.
Almost all units in this profile involve hands-on work with live electronic devices. Therefore, a focus on
safe technical practices is required in this course. Safe operating procedures should be reviewed on a
continuous basis. The use of safety tests and signed safety agreements is highly recommended.
Teachers should review school board policies involving appropriate student use and access to Internet
services. See the Grade 10 Computer and Information Science Course Profile for activities to assist
students in using the Internet.
Units: Titles and Time
* Unit 1 Hardware/Software/Operating Systems
Unit 2
Networking
Unit 3
Digital Logic and Electronic Circuits
Unit 4
Computer Programming
* Unit 5 Computer Interfacing
* These units are fully developed in this Course Profile.
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14 hours
16 hours
30 hours
20 hours
30 hours
 Computer Engineering – University/College Preparation
Unit Overviews
Unit 1: Hardware/Software/Operating Systems
Time: 14 hours
Unit Description
Students identify and explain the functions of basic components of a typical computer, including its
internal components and peripheral devices. Using this knowledge, they disassemble/assemble and
upgrade computer hardware. They also install an operating system (OS) and drivers to configure and
optimize the computer hardware they have assembled. Through these hardware and software activities,
they are able to recommend a computer system based on exacting requirements. Upon completion of
these activities, students are able to place hardware and software developments in an historical
perspective.
Emphasis is placed on safety as students handle a variety of internal and external components. In
addition, a database of hardware components, logs of system changes and upgrades as well as a log of
terminology is created by students to assist them in accurately defining terms and listing hardware
management techniques. Students also identify employability skills and explore careers in the computer
industry. The Christian concepts of moral obligation and fair business practices are reinforced throughout
the activities.
Unit Overview Chart
Cluster
Expectations
Assessment
Focus
1
TFV.01, TF2.01, TF2.02
Knowledge/Understanding
Computer components and
CGE3b, 3f
Communication
peripherals
Application
2
SPV.03, SP2.03
Application
Assembling computer systems
CGE3c, 4f
3
TF2.04, SPV.03, SP2.03, Communication
Configuring system boards and
SP2.04
Application
installing Operating Systems
CGE3b, 3c
4
SPV.02, SP2.02, SP2.04, Application
Drivers and System
SP2.05, SP2.06
Configuration
CGE3b, 3c, 4f
Unit 2: Networking
Time: 16 hours
Unit Description
Students identify and explore network components, network types, and topologies. Students use problemsolving skills to apply their knowledge to tasks such as installing network cards and activating the
operating system. They install and configure a computer for a network based on an analysis of system
requirements and define computer network terminology. Students learn about the importance of network
connectivity and infrastructure and how it impacts on our world as well as potential career opportunities
in the area of computer networking. Students develop attitudes and values founded on Catholic social
teaching and promote social responsibility, human solidarity, and the common good.
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 Computer Engineering – University/College Preparation
Unit Overview Chart
Cluster
Expectations
1
TFV.02, TF2.02, TF2.03, ICV.01,
CGE3f, CGE7d, CGE7j
2
SPV.03, SP2.04, IC1.08,
CGE3f, CGE7i
3
SPV.03, SP2.04, SP2.07,
CGE3f, CGE7j
4
SPV.03, SPV.04,
CGE3f, CGE7j
5
TFV.02, SPV.03,
CGE3f, CGE7i, CGE7j
Assessment
Communication
Focus
Networks and components
Application
Application
Network cards and
activation
Network Protocols
Application
Intranet working
Communication
Application
Installing a network to
clients’ specifications
Unit 3: Digital Logic and Electronic Circuits
Time: 30 hours
Unit Description
The focus of this unit is on digital logic and how computers represent and process data. Students learn
standard codes for internal numbering and character representation as well as binary, decimal, and
hexadecimal number systems and their relation to computer logic. Through hands-on activities they learn
to identify and hardwire circuits based on the fundamental logic gates (AND, OR, NOR, NAND, NOT,
and XOR) as well as decoders and timers. They also use Boolean algebra and devise truth tables to test
and describe the functionality of these gates. Students develop an understanding of logic gates, integrated
circuits, Boolean algebra, truth tables, and computer data processing by designing and building
combinational logic gates. Students also learn to value and respect their own rights, responsibilities and
contributions and those of others by exercising Christian leadership in daily work.
Unit Overview Chart
Cluster
Expectations
Assessment
Focus
1
TFV.04, SPV.01, IC1.01, IC1.08,
Communication
Electronics and
CGE3b, CGE3c, CGE4f
Application
components
2
TFV.03, TF1.01, TF1.02, SPV.01,
Communication
Number systems
SP1.01,
Application
CGE3b, CGE3c
3
SP1.01, SP1.02,
Application
Number conversions
CGE3b, CGE3c
4
TF1.03, TF1.04, SP1.04,
Communication
Digital circuits
CGE3b, CGE3c
Application
5
TF1.05, SP1.05,
Communication
Interaction of logic
CGE3b, CGE3f, CGE7i
Application
gates
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 Computer Engineering – University/College Preparation
Unit 4: Computer Programming
Time: 20 hours
Unit Description
This unit focuses on writing a computer program using a problem-solving model. Students develop these
programs using the fundamental structures of programming, including variable declarations, assignment
statements, input/output, selection, looping, arrays, subroutines, and parameter passing. Each of these
fundamental structures is developed in light of their applications to interfacing activities in Unit 5.
Students research the social impact of software development and identify software-related careers,
keeping in mind their duties as members of the Catholic faith community.
Unit Overview Chart
Cluster
Expectations
Assessment
Focus
1
TFV.05, IC1.08,
Communication
Programming
CGE3f, CGE7j
Application
environment
2
TF3.01, TF3.02, SP3.01, SP3.02,
Knowledge/Understanding Programming solutions
CGE3b, CGE3c, CGE3f
Communication
Application
3
TF3.03, SP3.01, SP3.02,
Communication
Application of
CGE3b, CGE3c, CGE3f, CGE7j
Application
fundamental programs
4
TF3.02, TF3.04, TF3.05, SP3.01,
Communication
Storing and using data
SP3.02,
Application
CGE3b, CGE3c
5
ICV.01, ICV.02, ICV.03, ICV.04,
Communication
Impact and careers
IC1.04, IC1.07,
Knowledge/Understanding
CGE3f, CGE7i, CGE7j
Application
Unit 5: Computer Interfacing
Time: 30 hours
Unit Description
The students design, build, and operate interfacing systems. They apply and integrate their hardware and
software knowledge from the previous four units. They also design and build interfacing systems for
communicating between the computer and peripheral devices. Students research the social impact of
hardware and software development and identify engineering-related careers. They explore the
possibilities for solutions to moral and ethical problems made available with computer-based technology.
Unit Overview Chart
Cluster
Expectations
Assessment
Focus
1
TVF.01, TF2.01,
Knowledge/Understanding Identifying interface hardware
CGE2b, CGE2e, CGE3f,
and software components and
CGE7i, CGE7j
terminology
2
TVF.05, TF1.02, SPV.01, Thinking/Inquiry
Applying computer programming
SP1.01, SP3.01, SP3.02,
Application
concepts of Unit 4 to the software
CGE3b, CGE3c, CGE4f
needed for particular interfacing
systems.
3
TVF.01, TF2.02, SP2.02, Knowledge/Understanding Students design hardware
CGE3b, CGE4f
Thinking/Inquiry
interfaces and peripherals for the
interfacing systems to be built in
Activity 4.
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 Computer Engineering – University/College Preparation
4
5
TVF.01, TF2.02, SPV.02,
SP1.03, SP2.01, SP2.02,
CGE3b, CGE3c
ICV.03, ICV.04, IC1.02,
IC1.03, IC1.05, IC1.06,
IC1.07,
CGE3b, CGE3f, CGE4f,
CGE5a
Application
Communication
Construct and operate entire
interfacing systems.
Thinking/Inquiry
Communication
Explore the social impact of
computer technology and career
opportunities in engineering.
Teaching/Learning Strategies
Through hands-on activities students assemble circuits, write computer programs, build interfacing
systems, and install hardware and software components. Students also generate progress reports,
compose written assignments, and write terminology tests. Socratic lessons, teacher demonstrations, and
research activities provide students with the necessary terminology and methodology necessary to
complete the various activities. New terminology and concepts should be continually added to an
electronic journal. The entries are made when the first activity in each unit is introduced. These entries
include the summative activities in each unit.
Classroom discussions, brainstorming, and collaborative and/or cooperative learning are used to assist
students to meet course expectations. Case study exercises are used extensively in Activity 5 of both
Units 1 and 2, where recommendations are made as to hardware and software requirements for specific
situations. Ethical considerations such as legal software licenses are addressed. In Unit 3 students build
digital hardware components, and in Unit 4 they establish the software programming needed for the
culminating activities in which students build and operate complete interfacing systems (Unit 5,
Activity 4). Again, ethical issues such as pirated software and military-type interfaces should be
discussed.
After practical experience in writing software in Unit 4 and completing hands-on interfacing activities in
Unit 5, students research, write reports, and make presentations on careers and on the social impact of
software development and engineering activities in these fields. Upon completion of this course, students
have demonstrated the ability to apply skills and knowledge to practical work tasks that involve planning,
designing, implementing, and problem solving. They also have investigated careers opportunities and the
impact of these careers on society. Throughout the activities, teachers should reinforce the Christian
values as outlined in the Catholic Graduate Expectations, through specific tasks in each activity.
Assessment & Evaluation of Student Achievement
Diagnostic testing is incorporated at the beginning of the units for teachers to assess the knowledge
variance and experiences of students in their classes. Teachers assess/evaluate students in a formative
manner by using informal, daily conferences with students to focus on skills and knowledge, teamwork,
cooperative learning, etc. Checklists are used to assess the operational steps of a process.
Self-assessment is also to be used to help students develop a sense of responsibility for their own
learning. Teacher-student conferencing provides clarity, maintains the expected standards, and assists
students in defining steps they need to take for improvement. Periodic review of student portfolios assists
the teacher in providing students with formative assessment feedback. Also self- and peer assessment
within group work situations help to identify students and/or groups who need support. Performance tests
are effective for assessing the achievement of knowledge and skills. These performance tests could be
paper-and-pencil tests on required programming concepts, definitions of digital circuit components, or
design concepts. The vocabulary used in the test questions reflect terms developed in the activities.
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 Computer Engineering – University/College Preparation
Although students are encouraged to write answers in proper sentence form, questions and answers that
involve diagrams can be an effective assessment instrument.
Students are provided with opportunities to demonstrate the highest level of their achievement of the
expectations in the four achievement categories.
Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the
course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination,
performance, essay, and/or other method of evaluation.
Accommodations
The following are strategies used in the units:
 referencing and inclusion of recommendations from student OSRs, IPRCs, and IEPs;
 providing adaptive hardware devices (e.g., large screen monitors, larger fonts, specially designed
keyboards);
 providing appropriate environmental accommodations for students with physical disabilities;
 conferencing with special education staff and students to discuss accommodation and to make certain
that the physical aspects of the environment meet the needs of the students and the program;
 providing word lists, glossaries, definition of terms, and visuals if available;
 grouping weaker students with stronger students to assist in instructional remediation;
 allowing more time to organize and complete assignments;
 providing a choice of assignment formats where possible;
 selecting problems that involve programming topics familiar to students so they have a better
understanding of the requirements (e.g., a student who plays basketball writes a program that keeps
basketball statistics);
 providing additional materials to reinforce or extend learning;
 providing opportunities for those students requiring enhancement of program;
 using visual and audio-visual aids;
 adjusting expectations for written work and the number of assignments required;
 providing for alternative displays of achievement such as oral testing, taped answers, and scribing for
students with writing difficulties;
 providing clarification to students of assessment/evaluation tools such as rubrics and checklists.
Environmental Concerns
 Checking with administration, academic resource personnel, and guidance counsellors to ensure all
aids, environmental issues, safety precautions, and assistance for students to achieve success are in
place.
 Dialoguing/conferencing with students to ensure accommodations meet the needs of the students.
Assessment Accommodations
 Providing additional review for students having difficulty integrating all the structures.
 Allowing for non-timed evaluations.
 Ensuring students understand assessment/evaluation tools.
 Providing the option for oral testing and demonstrations of skills.
Enrichment
 Organizing more advanced problems (design work, research paper, alternate interfacing projects).
 Appointing students as assistant site administrators.
Physical Accommodations
 Providing appropriate adaptive devices (e.g., large screen monitors, touch screens, etc.).
 Providing support for hands-on sessions.
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 Computer Engineering – University/College Preparation
Instructional Accommodations
 Providing peer tutoring.
 Providing flexible timelines.
 Encouraging small group learning.
 Encouraging student-to-student discussion and teacher-to-student discussion to encourage confidence
and motivation.
 Providing written materials for students having difficulty processing auditory information.
 Providing handouts to reinforce demonstrations.
 Providing supplementary print and/or audiovisual aids to support activities.
Resources
Note: The URLs for the websites have been verified by the writer prior to publication. Given the
frequency with which these designations change, teachers should always verify the websites prior to
assigning them for student use.
Note Concerning Permissions
Units in this profile make reference to the use of specific texts, magazines, films, and videos. Before
reproducing materials for student use from books and magazines, teachers need to ensure that their board
has a Cancopy licence and that resources they wish to use are covered by this licence. Before screening
videos for their students, teachers need to ensure that their board/school has obtained the appropriate
public performance videocassette licence from an authorized distributor (e.g., Audio Cine Films Inc.).
Teachers are also reminded that much of the material on the Internet is protected by copyright. That
copyright is usually owned by the person or organization that created the work. Reproduction of any
work or a substantial part of any work on the Internet is not allowed without the permission of the owner.
Human Resources
Community libraries, and school Library/Resource Centre.
Community partners and computer industry personnel. Consider businesses with high computer usage
that consistently replace equipment (start with computer support personnel). The technology support at
these same businesses can provide valuable assistance.
School board technical service personnel.
Print
Baker, J. Digital Computer Technology: An Introduction. Toronto: McGraw-Hill Ryerson, 1983.
ISBN 0-13-211947-1
Blissmer, Robert H. Introducing Computers. New York: John Wiley & Sons, Inc., 1991.
ISBN 0471-53443-9
Gregg, Kenneth. Windows Networking Basics. Harper Collins Canada, 1998. ISBN 0764532146
Kearns, Dave. Sams Teach Yourself Windows Networking in 24 Hours. Sams, 1998. ISBN 0672314754
Keogh, Jim. Core MCSE: Networking Essentials. Prentice-Hall of Canada Ltd., ISBN 0130107336
Lawrence, Orville. Computer Technology. Toronto: McGraw-Hill Ryerson, 1984. ISBN 0-07-548711-X
Magendanz, Thomas and Radu Popescu-Zeletin. Intelligent Networks: Basic Technology, Standards &
Evolution. International Thomson Press, 1996. ISBN 1850322937
Norton, Peter. Essential Concepts. McGraw-Hill Ryerson Limited, 1999. ISBN 0-02-804394-4
Operating system manuals and reference texts
Parsons, Oja. Computer Concepts.1996. ISBN 0-7600-3440-0
Shelly, Gary and Thomas Cashman. Computer Fundamentals for an Information Age. California:
Anaheim Publishing Co., 1984. ISBN 0-88236-125-2
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 Computer Engineering – University/College Preparation
Smyth, Graham and Christine Stephenson. Computer Engineering: An Activities-Based Approach.
Toronto: Holt Software, 2000. ISBN 0-921598-36-X
The Whole Internet: The Next Generation. O’Reilly and Associates Inc., 1999. ISBN 1-56592-428-2
White, Ron. How Computers Work. Quebec, Canada: 1997. ISBN 01-56-276546-9
Software
Operating systems (e.g., DOS, Macintosh, Windows, UNIX, or others)
OESS software tools (e.g., Corel WordPerfect, Microsoft Works, Appleworks, etc.)
Web and FTP server and client applications
Video
The Journey Inside. Intel Corporation. Part of The Journey Inside education kit
http://secure.wesweb.com/intel/form.htm
Contains two videos, an instructional binder, and electronic components.
Websites
How Things Work – http://howthingswork.com
Novell Network Primer – http://www.novell.com/catalog/primer/primer.html
IT Careers – http://www.itcareers.com
Intel Resources – http://www.intel.com/education/k12/resources/index.htm
Cisco Certification CCIE – http://www.cisco.com/warp/public/625/ccie/
Microsoft Educational Resources – http://www.microsoft.com/education/instruction/default.asp
3Com’s Netprep programme – http://education.3com.com/Netprep/index.html
Vatican – Catholic Perspective on Technology – http://www.vatican.va
Online Ethics Centre for Science and Engineering – http://www.onlineethics.org
Computer Professionals for Social Responsibility – http://www.cpsr.org/
Privacy International – http://www.privacyinternational.org/
Electronic Privacy Information Centre – http://www.epic.org/
Business Ethics Magazine – http://www.business-ethics.com/
OSS Considerations
The Grade 11 Computer Engineering Course is designated as a Computer Studies course. The Computer
Studies courses offered at the Grade 11 level are University/College Preparation or Workplace
Preparation. (See The Ontario Curriculum, Grades 9 and 12, Program Planning and Assessment, 2000
for a description of the different types of secondary school courses). This course is designed to provide
students with a solid background in the relationships between software and hardware and prepares them
for Computer Engineering studies in Grade 12, post-secondary education, or entry into the workplace.
Anti-discrimination education, equity, career goals/cooperative education, and community partnerships
are also discussed in this course. All of these support many of the Ontario Secondary School Policies.
Career exploration throughout all units is available to students with specific reference to Choices into
Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999.
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 Computer Engineering – University/College Preparation
Coded Expectations, Computer Engineering, Grade 11,
University/College Preparation, ICE3M
Theory and Foundation
Overall Expectations
TFV.01 · identify the function and interaction of basic computer components and peripherals;
TFV.02 · describe the relationship among computer hardware, networks, and operating systems;
TFV.03 · explain internal number and character representation systems and how to make conversions
among them;
TFV.04 · explain the function of logic gates and combinations of gates;
TFV.05 · describe a problem-solving model and the fundamental programming constructs required to
implement it.
Specific Expectations
Computer Logic and Electronics
TF1.01 – explain how binary, decimal, and hexadecimal number systems relate to computer logic;
TF1.02 – identify standard ways of representing characters (e.g., ASCII, EBCDIC);
TF1.03 – describe the function of decoder and timer chips and the fundamental logic gates AND, NAND,
OR, NOR, XOR, and NOT;
TF1.04 – explain how Boolean algebra relates to the fundamental logic gates;
TF1.05 – describe how combinations of logic gates interact.
Hardware, Interfaces, and Networking Systems
TF2.01 – explain the function and interaction of the basic components (e.g., CPU, I/O devices, memory)
of a computer system;
TF2.02 – describe the function and interaction of computer peripherals (e.g., mouse, keyboard, screen,
printer);
TF2.03 – identify differences between stand-alone and network hardware;
TF2.04 – describe similarities and differences between network and desktop operating systems.
Programming Concepts
TF3.01 – define constants, variables, expressions, and assignment statements, including the order in
which the operations are performed;
TF3.02 – describe how computers store and work with different types of data, including numbers,
characters, and arrays;
TF3.03 – explain how selection and repetition structures are used in computer programs;
TF3.04 – describe how subroutines are used in computer programs;
TF3.05 – explain parameter passing and scope.
Skills and Processes
Overall Expectations
SPV.01 · use internal numbering, character representation systems, and logic gates;
SPV.02 · construct systems that use computer programs to interact with hardware components;
SPV.03 · properly install and configure key computer hardware and software components;
SPV.04 · use network services to facilitate intranet working among workstations.
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 Computer Engineering – University/College Preparation
Specific Expectations
Computer Logic and Electronics
SP1.01 – perform base-to-base conversions;
SP1.02 – perform simple arithmetic with whole numbers in binary;
SP1.03 – build an interface that visually displays internal representations of numbers and characters;
SP1.04 – generate truth tables to represent logic gates and Boolean equations;
SP1.05 – assemble electronic circuits using a series of logic gates.
Hardware, Interfaces, and Networking Systems
SP2.01 – build interfaces that control hardware components (e.g., LEDs, direct current motors, and
stepper motors);
SP2.02 – verify the correctness of the input and output of a system consisting of a computer, interface,
and a hardware device;
SP2.03 – properly install and configure key software and hardware components and peripherals;
SP2.04 – properly install and configure a workstation operating system, including a network connection;
SP2.05 – demonstrate an ability to download freeware utilities;
SP2.06 – use utilities to compress and expand files;
SP2.07 – properly implement standard network protocols for file transfer.
Programming Practices
SP3.01 – use design tools to plan programming solutions (e.g., flow charts, pseudocode, structure
charts);
SP3.02 – apply fundamental programming constructs by writing, testing, and debugging programs.
Impact and Consequences
Overall Expectations
ICV.01 · describe examples of rapid change in information technology;
ICV.02 · describe the impact of computer technology on society;
ICV.03 · describe issues relating to the ethical use of computers;
ICV.04 · identify computer engineering career paths.
Specific Expectations
IC1.01 – describe the evolution and historical impact of developments in computer hardware;
IC1.02 – explain how computer technology affects daily life;
IC1.03 – describe issues that arise from the growing use of networked systems (e.g., complexity,
compatibility, security);
IC1.04 – examine a number of available sources of information using a computer network and evaluate
their ease of use and reliability;
IC1.05 – describe the computer expertise required for engineering and technology careers;
IC1.06 – identify postsecondary educational opportunities leading to careers in engineering and
technology, as well as their entry requirements;
IC1.07 – use a variety of software applications to make class presentations on ethical issues in
computing;
IC1.08 – use appropriate strategies to avoid potential health and safety problems associated with
computer use, such as musculo-skeletal disorders and eyestrain.
Page 11
 Computer Engineering – University/College Preparation
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
A Discerning Believer Formed in the Catholic Faith Community who
CGE1a
CGE1b
CGE1c
CGE1d
CGE1e
CGE1f
CGE1g
CGE1h
CGE1i
CGE1j
-illustrates a basic understanding of the saving story of our Christian faith;
-participates in the sacramental life of the church and demonstrates an understanding of the
centrality of the Eucharist to our Catholic story;
-actively reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
-develops attitudes and values founded on Catholic social teaching and acts to promote social
responsibility, human solidarity and the common good;
-speaks the language of life... “recognizing that life is an unearned gift and that a person
entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses
to Faith)
-seeks intimacy with God and celebrates communion with God, others and creation through
prayer and worship;
-understands that one’s purpose or call in life comes from God and strives to discern and live
out this call throughout life’s journey;
-respects the faith traditions, world religions and the life-journeys of all people of good will;
-integrates faith with life;
-recognizes that “sin, human weakness, conflict and forgiveness are part of the human
journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption.
(Witnesses to Faith)
An Effective Communicator who
CGE2a -listens actively and critically to understand and learn in light of gospel values;
CGE2b -reads, understands and uses written materials effectively;
CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes and speaks fluently one or both of Canada’s official languages;
CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media,
technology and information systems to enhance the quality of life.
A Reflective and Creative Thinker who
CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all
challenges;
CGE3b -creates, adapts, evaluates new ideas in light of the common good;
CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and
experience;
CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and compassionate
society.
Page 12
 Computer Engineering – University/College Preparation
A Self-Directed, Responsible, Life Long Learner who
CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of
others;
CGE4b -demonstrates flexibility and adaptability;
CGE4c -takes initiative and demonstrates Christian leadership;
CGE4d -responds to, manages and constructively influences change in a discerning manner;
CGE4e -sets appropriate goals and priorities in school, work and personal life;
CGE4f -applies effective communication, decision-making, problem-solving, time and resource
management skills;
CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities;
CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.
A Collaborative Contributor who
CGE5a -works effectively as an interdependent team member;
CGE5b -thinks critically about the meaning and purpose of work;
CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds meaning, dignity, fulfillment and vocation in work, which contributes to the common
good;
CGE5e -respects the rights, responsibilities and contributions of self and others;
CGE5f -exercises Christian leadership in the achievement of individual and group goals;
CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities
in the work of others;
CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian
vocation.
A Caring Family Member who
CGE6a -relates to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator
intended;
CGE6c -values and honours the important role of the family in society;
CGE6d -values and nurtures opportunities for family prayer;
CGE6e -ministers to the family, school, parish, and wider community through service.
A Responsible Citizen who
CGE7a -acts morally and legally as a person formed in Catholic traditions;
CGE7b -accepts accountability for one’s own actions;
CGE7c -seeks and grants forgiveness;
CGE7d -promotes the sacredness of life;
CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society;
CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;
CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary
society;
CGE7h -exercises the rights and responsibilities of Canadian citizenship;
CGE7i -respects the environment and uses resources wisely;
CGE7j -contributes to the common good.
Page 13
 Computer Engineering – University/College Preparation
Unit 1: Hardware/Software/Operating Systems
Time: 14 hours
Unit Description
Students identify and explain the functions of the basic components of a typical computer, including its
internal components and peripheral devices. Using this knowledge they disassemble/assemble and
upgrade computer hardware. They also install an operating system (OS) and drivers to configure and
optimize the computer hardware they have assembled. Through these hardware and software activities
they are able to recommend a computer system based on exacting requirements. Through these activities,
students are to place hardware and software developments in an historical perspective.
Emphasis is placed on safety as students handle a variety of internal and external components. In
addition, a database of hardware components, logs of system changes and upgrades as well as a log of
terminology are created by students to assist them accurately define terms and to illustrate hardware
management techniques. Students also identify employability skills and explore careers in the computer
industry. The Christian concepts of moral obligation and fair business practices will be reinforced
throughout the activities.
Unit Synopsis Chart
Activity
1. Computer
components and
peripherals
Time
3
hours
Expectations
TFV.01,
TF2.01,
TF2.02
2. Assembling
computer
systems
7
hours
SPV.03,
SP2.03
3. Configuring
system boards
and installing
Operating
Systems
4. Drivers and
System
Configuration
2
hours
TF2.04,
SPV.03,
SP2.03,
SP2.04
Communication
Application
2
hours
SPV.02,
SP2.02
SP2.04,
SP2.05,
SP2.06
Application
Unit 1 - Page 1
Assessment
Knowledge/
Understanding
Communication
Application
Application
Task
Identifying the function and defining
terminology of computer hardware
components and peripherals and adding
terminology to an electronic journal
Assembling computers, installing and
upgrading hardware components. Focus
on safety practices and understanding
BIOS related configuration issues
Installing operating systems and
optimizing system performance
Installing drivers and configuring
operating systems
 Computer Engineering – University/College Preparation
Activity 1: Computer Components and Peripherals
Time: 180 minutes
Unit Description
Working in small groups, students examine components and peripherals of a computer system. They then
compile appropriate information in an electronic database and develop a glossary of terms. The students
develop thinking and problem-solving skills by identifying the function and interaction of components
and peripherals. They also define the four functions of a computer: input, processing, output, and storage
and identify the hardware components related to the four functions.
Strand(s) & Learning Expectations
Strand(s): Theory and Foundations
Overall Expectations
TFV.01 - identify the function and interaction of basic computer components and peripherals.
Specific Expectations
TF2.01 - explain the function and interaction of the basic components (e.g., CPU, IO Devices, memory)
of a computer system;
TF2.02 - describe the function and interaction of computer peripherals (e.g., mouse, keyboard, screen,
printer).
IC1.08 - use appropriate strategies to avoid potential health and safety problems associated with
computer use, such as musculo-skeletal disorders and eyestrain.
Prior Knowledge & Skills
 Hardware and peripheral components knowledge from previously taken computer courses
 Personal computer skills developed from general use of a computer
Planning Notes
 Copies of the Board Acceptable Use Policy.
 Handouts illustrating safety with electricity and proper handling of components and peripherals.
 Prepare demonstration centres with examples of the various components: enclosures, power supplies,
system boards, microprocessors, bus structures, expansion boards, system memory, storage types,
hard disk drives, floppy disks, monitors, keyboards, pointing devices, serial and parallel ports,
scanners, digitizing tablets, modems, and mass storage devices.
 Ensure parts/components storage area is well organized and assist in the management and
distribution of such.
 Ensure students remove acrylic or wool sweaters before handling components of computers.
 Ensure students discharge themselves before handling components or computers.
 Expose the internal structure of various components for student demonstrations.
 Prepare multi-media presentations on the components and peripherals.
Teaching/Learning Strategies
1. Review safety considerations related to basic Electrostatic Discharge (ESD) procedures, alternating
(AC) and direct (DC) current and discuss potential risk of ESD to equipment.
2. Review current and voltage of components and peripherals and the potential hazards of working with
computer equipment.
3. Review and discuss the safety requirements for removing necklaces, rings and bracelets when
working on computers due to the danger of shorting out components.
Unit 1 - Page 2
 Computer Engineering – University/College Preparation
4. Review and discuss the appropriate types of fire extinguishers used when working on electronic
components.
5. Review, discuss and demonstrate the steps and potential hazards of discharging a CRT.
6. Review and discuss appropriate methods of disposal of old, used or obsolete computer equipment.
7. Handout and discuss Acceptable Use Policy and have the students agree on appropriate discipline
when the acceptable use policy is contravened.
8. Have students complete a glossary of terms when working through the unit to identify and record
new terms and their definitions.
9. Present lesson on components (internal, external, and peripherals) and identify features and purpose.
10. Review the basic tools used in assembly/disassembly with particular emphasis on safety and storage
considerations.
11. Students manipulate components, name and describe the purpose of basic components and list in
their glossary.
Assessment & Evaluation of Student Achievement
 Use rubric to assess students’ grasp of basic terminology, identification, purposes and safety related
to computer components (Appendix 1.1.1).
 To reinforce the importance of safety when working with electronic components, tools, and
electricity students complete the computer safety quiz provided (Appendix 1.1.2).
 Supply students with a copy of the glossary of terms and have them complete the form as they work
through this activity (Appendix 1.1.3).
Accommodations
 Structure student teams with a variety of abilities to facilitate more able students supporting less able
students.
 Monitor team and individual progress and allow additional time or resources, as needed.
 Provide a partially completed glossary that students complete on their own or with assistance from
their peers.
 Appoint a ‘safety monitor’ or ‘buddy’ system to accommodate students.
 Make appropriate accommodations based upon recommendations in exceptional students’ IEPs.
Resources
Print
Minasi, Mark. The Complete PC Upgrade and Maintenance Seminar In A Box. SYBEX, 2000.
ISBN 07821-2706-1
Norton, Peter. Introduction to Computers, 3rd ed. New York: Glencoe/McGraw-Hill, 1999.
Smyth, Graham and Christine Stephenson. Computer Engineering: An Activity-Based Approach.
Toronto: Holt Software Associates, 2000. ISBN 0-921598-36-X
White, Ron. How Computers Work-Deluxe Edition. Ziff Davis Press, New York, N.Y.: 1998.
ISBN 1-56276-5469
Video
The Journey Inside. Intel Corporation. Part of The Journey Inside Education kit
http://secure.wesweb.com/intel/form.htm
Contains two videos, an instructional binder, and electronic components.
Minasi, Mark. The Complete PC Upgrade and Maintenance Seminar In A Box. SYBEX. 2000.
ISBN 07821-2706-1
Unit 1 - Page 3
 Computer Engineering – University/College Preparation
Websites
How Things Work - http://www.howthingswork.com
ABRA Electronics - http://www.abra-electronics.com
Operation of computer and components - http://www.karbosguide.com/index2.htm
Appendix 1.1.1
Criteria
Knowledge/
Understanding
Application
Terminology
Knowledge/
Understanding
Internal
components
Knowledge/
Understanding
Communication
External
components
Knowledge/
Understanding
Peripherals
Unit 1 - Page 4
Level 1
(50-59%)
- limited use of
appropriate
terminology to
identify functions
and interaction of
the components
- limited ability to
identify and
describe the
function and
interactions of
micro computer
components
- limited ability to
identify and
describe the
function and
interactions of
external
components
- limited ability to
identify and
describe the
function and
interaction of
some of peripheral
components
Level 2
(60-69%)
- uses appropriate
terminology to
identify functions
and interaction of
the components
- identifies and
describes the
function and
interactions of
micro computer
components
- identifies and
describes the
function and
interactions of
some external
components
- identifies and
describes the
function and
interactions of
some peripheral
components
Level 3
(70-79%)
- consistently uses
appropriate
terminology to
identify functions
and interaction of
basic components
- usually
identifies and
describes the
function and
interactions of
micro computer
components
- usually
identifies and
describes the
function and
interactions of
external
components
- usually
identifies and
describes the
function and
interactions of
peripheral
components
Level 4
(80-100%)
- uses appropriate
terminology to
identify functions
and interaction of
the components
- consistently
identifies and
describes the
function and
interactions of
micro computer
components
- consistently
identifies and
describes the
function and
interactions of
external
components
- consistently
identifies and
describes the
function and
interactions of
some peripheral
components
 Computer Engineering – University/College Preparation
Criteria
Knowledge/
Understanding
Application
Safety
Level 1
(50-59%)
- limited following
of recognized
safety procedures
when working
with electrical
current
- limited
application of
appropriate
methods to ensure
grounding
Level 2
(60-69%)
- follows some
recognized safety
procedures when
working with
electrical current
Level 3
(70-79%)
- usually follows
recognized safety
procedures when
working with
electrical current
- sometimes
applies
appropriate
methods to ensure
grounding
- usually applies
appropriate
methods to ensure
grounding
Level 4
(80-100%)
- recommends
procedures to
ensure safe
working
conditions
- recommends
methods to ensure
safe dissipation of
static electricity
(e.g., grounding
mats)
- limited use of
- sometimes uses
- usually uses
- recommends
specific tools for
specific tools for
specific tools for
alternative
tasks
tasks
tasks
methods of
assembly/
disassembly that
address safety
considerations
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this
assignment or activity.
Appendix 1.1.2
Computer Safety Worksheet
1. What tools should you have on your worktable before beginning to work on any computer?
2. What characteristic should a tool not have when working on a computer?
3. What special process is required before handling electronic circuit boards or ICs?
4. What type of footwear is most suitable when working on a computer?
5. What type of clothing must be avoided when working on a computer?
6. Describe how electronic devices and computer circuit boards must be handled.
7. Name two special considerations when choosing cleaning agents for computer components.
8. Why is it important not to eat or drink in the computer lab?
9. What is the procedure to follow if chemicals get into your eyes?
10. Why is it always important to record settings and configurations before changing them?
11. Explain how you would ‘backup’ a file. Why is that important? How would you create a ‘backup’?
Appendix 1.1.3
Sample Glossary of Terms Table
Term
motherboard
BIOS
CPU
RAM
Unit 1 - Page 5
Explanation
 Computer Engineering – University/College Preparation
Activity 2: Assembling a Computer System
Time: 420 minutes
Description
Students properly handle computer components and peripherals when assembling/disassembling a
computer system and prepare it for an operating system. They configure hardware and peripheral devices
by installing required drivers. They also install the operating system and required application soft ware.
The students build upon the knowledge and skills introduced in Activity 1.
Strand(s) & Learning Expectations
Strand(s): Skills and Processes
Overall Expectations
SPV.03 - properly install and configure key computer hardware and software components.
Specific Expectations
SP2.03 - properly install and configure key hardware and software components and peripherals.
IC1.08 - use appropriate strategies to avoid potential health and safety problems associated with
computer use, such as musculo-skeletal disorders and eyestrain.
Prior Knowledge & Skills
 Hardware and peripherals familiarization from Activity 1
Planning Notes
 Have a variety of computers, components, and peripherals in inventory.
 Ensure the availability of a variety of tools (basic computer repair kits) and test equipment (metres)
to verify correct assembly.
Teaching/Learning Strategies
1. Review safety considerations when working with computer internals and electronic components.
2. Ensure that the student teams continue to add terms to the glossary of terms (Appendix 1.2.2). A
sample glossary of terms is provided (Appendix 1.2.3) with some definitions as a model. Student
teams submit their glossaries for evaluation at the end of this activity.
3. Show students how each component communicates with the motherboard through ribbons, cables,
and connectors (Appendix 1.2.5 – Worksheet). Students identify pin 1 on such devices as hard drives
and floppy drives and identify the corresponding ribbon with the coloured wire.
4. Show students the difference between a PCI slot and ISA slot.
5. After turning the systems off, student teams remove cases and disassemble the computers. During
disassembly they label the part and record how it was connected (Appendix 1.2.1 – Computer
disassembly log sheet).
6. Provide broken hard drives to groups of two to three students and disassemble drive. Fill in chart on
hard drive worksheet (Appendix 1.2.6) and label the hard drive components (Appendix 1.2.7).
7. Student teams reassemble the computers and verify proper operation.
8. A quiz has been provided to assess knowledge of the operation of a hard drive (Appendix 1.2.8).
9. When computer is reassembled students perform and document a basic boot up sequence analysis
(Appendix 1.2.9).
Unit 1 - Page 6
 Computer Engineering – University/College Preparation
Assessment & Evaluation of Student Achievement
 Evidence of achievement is assessed using the rubric (Appendix 1.2.0) on terminology, disassembly
and assembly procedures, and safety considerations.
 Students are evaluated at the end this activity with a quiz on hard drive terminology and procedures.
(Appendix 1.2.8).
 The hard drive worksheets are to be completed and assessed to ensure students are able to identify
the part of a hard drive and basic operating principles. (Appendix 1.2.5 and Appendix 1.2.6).
 Ensure the glossary is complete and the descriptions or definitions are accurate.
Accommodations
 Students who have physical dexterity problems, can assemble a computer by having them direct a
peer to install a component in a particular location.
 Have a ‘shop computer’ available for students to practice alignment of male/female plug-ins or
connectors and learn to recognize symbols to aid in the assembly of components (e.g., trapezoidal
shape of plug-ins, international symbols, etc.).
 Make appropriate accommodations based upon recommendations in exceptional students’ IEPs.
Resources
Print
Baker, J. Digital Computer Technology: An Introduction. Toronto: McGraw-Hill Ryerson, 1983.
ISBN 0-13-211947-1
Norton, Peter. Introduction to Computers, 3rd ed. New York: Glencoe/McGraw-Hill, 1999.
Smyth, Graham and Christine Stephenson. Computer Engineering: An Activity-Based Approach.
Toronto: Holt Software Associates, 2000. ISBN 0-921598-36-X
Video
The Journey Inside. Intel Corporation. Part of The Journey Inside Education kit
http://secure.wesweb.com/intel/form.htm
Contains two videos, an instructional binder, and electronic components.
Websites
How Things Work – http://howthingswork.com
ABRA Electronics – http://www.abra-electronics.com
Unit 1 - Page 7
 Computer Engineering – University/College Preparation
Appendix 1.2.0
Rubric to assess terminology, disassembly/assembly, and safety
Criteria
Application
Terminology
Application
Disassembly/
assembly
Application
Safety
Level 1
(50-59%)
- limited use of
appropriate
terminology to
identify
components and
their function
- limited ability to
identify compatible
components and
peripherals
Level 2
(60-69%)
- usually uses
appropriate
terminology to
identify some types
of components and
their function
- correctly
identifies some
components
Level 3
(70-79%)
- consistently uses
appropriate
terminology to
identify basic
components and
their function
- consistently
identifies most
compatible
components and
peripherals
Level 4
(80-100%)
- uses appropriate
terminology to
identify all
components and
peripherals and
their function
- identifies all
compatible
components and
peripherals
- limited ability to
install compatible
components and
peripherals
- correctly installs
some components
- installs all
compatible
components and
peripherals
- limited safety
procedures
followed when
working with
electrical current
- follows some
recognized safety
procedures when
working with
electrical current
- consistently
installs most
compatible
components and
peripherals
- usually follows
recognized safety
procedures when
working with
electrical current
- limited
application of
appropriate
methods to ensure
grounding
- applies some
appropriate
methods to ensure
grounding
- usually applies
appropriate
methods to ensure
grounding
- consistently
follows safe
grounding methods
- consistently
follows safety
procedures
- limited use of
- sometimes uses
- usually uses
- consistently uses
specific tools for
specific tools for
specific tools for
specific tools for
tasks
tasks
tasks
tasks
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this
assignment or activity.
Unit 1 - Page 8
 Computer Engineering – University/College Preparation
Appendix 1.2.1
Computer disassembly log sheet
Entries in the Image (Drawing) column may be neatly hand drawn or cropped/copied/pasted from the
motherboard worksheet in Appendix 1.2.5.
Component
Label or
Location
Orientation
Connections
Image
Identification (in case or mb) (ICs, cables, etc) (to other parts) (Drawing)
Appendix 1.2.2
Hard Drive Glossary of Terms
Terms
Access Time
Boot Record
Cluster
Cylinder
Data Area
Data Transfer Rate
Directory
ESDI
FAT
Formatting
Hard Disk
IDE
Land
Magnetic Storage
Pit
Read/Write Head
Sector
Track
Unit 1 - Page 9
Definition
 Computer Engineering – University/College Preparation
Appendix 1.2.3
Sample Glossary of Terms
CACHE: Cache is another type of memory kindred to RAM. Cache is used by the computer to quickly
move data between the RAM and the CPU.
CD-ROM DRIVE: Most new computers now come with a CD-ROM drive. A CD-ROM drive reads data
from a disc. These CDs look like a music CD, but hold data instead of music. CD-ROMs also contain
games, dictionaries, recipe files... the list is endless.
CPU: The CPU, or central processing unit, is the brains of the computer. Most new Windows based
programs use a Pentium processor, and MAC computers use Power Mac processors.
HARD DRIVE: The hard drive also is called the hard disk. You’ll probably never see it because it is
nestled inside your computer. It’s the computer’s electronic filling cabinet, and it stores the computer’s
operating system, files, programs and documents. Hard drive capacity now range up to 20 Gigabytes
KEYBOARD: Just like a typewriter keyboard, this device is the primary way of inputting data into many
programs.
MEMORY: This is the circuitry or device that holds information in an electrical or magnetic form.
There is read-only memory (ROM), which is information stored on a manufacturer supplied IC, and
random-access memory (RAM), which is chip-based storage inside the computer. Memory is measured in
Megabytes (MBs).
MONITOR: An output device that allows you to see what you are doing. Most computers come with 14
or 15-inch monitors. This size is good for most people’s needs. Larger 17- or 21-inch monitors also are
available, but may cost more.
MOTHERBOARD: The motherboard is the circuit board that everything in the computer plugs into.
The CPU, RAM and caps all plug into the motherboard.
MOUSE: The mouse is another input device that makes getting around in your computer easier. It is a
handheld object that is good for doing tasks such as moving and pointing to objects on the screen, and
can replace the function and control keys of the keyboard.
RAM: Computers save data in two ways: on the hard drive and in random access memory (RAM) or
internal memory. New computer buyers should look for models with at least 16 MBs of RAM (or more,
depending on what types of programs you’ll be running). Make sure that the computer can be upgraded.
SOUND CARD: This device allows your computer to reproduce music, sounds, and voices. Make sure
you have a sound card if you’re planning to play multimedia games.
VIDEO CARD: The video card is the part of the computer that sends the images to the monitor.
Unit 1 - Page 10
 Computer Engineering – University/College Preparation
Appendix 1.2.4
Quiz
1. What do the following acronyms or words stand for?
(a) CPU
(b) ROM
(c) CMOS
(d) BIOS
(g) CD-ROM (h) HEX
(i) Byte
(j) IDE
(m) SDRAM (n) DIP
(o) PCI
(p) AGP
(e) Mbyte
(k) SCSI
(q) ISA
(f) HD
(l) UDAM
(r) Bus
2. Label the parts of the hard drive. Include hidden parts beneath the elements that are visible.
3. Provide a simple block diagram for a computer. List some common computer parts under each block
you show.
Unit 1 - Page 11
 Computer Engineering – University/College Preparation
Appendix 1.2.5
Motherboard Worksheet 1
For the following motherboards, locate and label the following motherboard components:
(a) CPU (or socket)
(b) CMOS (ROM) (c) RAM
(d) CMOS Battery
(e) Expansion slots
(f) PCI slot
(g) ISA/EISA slot
(h) Keyboard connector
(i) Mouse connector (j) AGP slot
(k) Power connector (l) HD/CD controller connector
(m) FD connector
(n) Chip set ICs
(o) On-board cache
(p) Stand off and securing holes
A.
486, Socket 3 motherboard
B. Pentium II, Socket 7 motherboard
Unit 1 - Page 12
 Computer Engineering – University/College Preparation
Appendix 1.2.6
Hard Drive Worksheet
During hard drive disassembly, complete the following table for all the hard drive components, in each
category.
Hard Drive
Component
R/W head
Head Actuator motor
Platter
Spindle
Spindle motor
R/W head arm
R/W head arm pivot
R/W head
counterweight
Cast casing
Barometric filter
Air filter
Data connector
Power connector
RPM detector
Unit 1 - Page 13
Image/diagram
Connections
Function
 Computer Engineering – University/College Preparation
Appendix 1.2.7
Hard Drive Worksheet II
Label the parts of a hard drive on the following pictures.
Unit 1 - Page 14
 Computer Engineering – University/College Preparation
Appendix 1.2.8
Hard Drive Quiz
10/
1. What is meant by data rate? Compare 3 types of hard drives for their data rates noting the
major identifying characteristic.
10/
2. What is meant by seek time? Compare 3 types of hard drives for their seek times noting the
major identifying characteristic.
4/
3. A hard drive spinning at 7200 RPM is comparable to what land speed? (check How Stuff
Works)
4/
4. What is a file? How is it identified on the hard drive?
4/
5. What does the term capacity mean? Provide a simple formula to determine the capacity.
8/
6. What is the following? Label all the elements correctly.
6/
7. Explain the term partitioning. How do you perform this task on a hard drive?
Appendix 1.2.9
Boot sequence fault analysis (trouble-shooting guide)
Item removed
Fault detected or observed
CPU
RAM
ROM (CMOS)
Hard drive
HD cable reversed
Floppy drive
FD cable reversed
HD controller
Video card
Keyboard
Mouse
Unit 1 - Page 15
 Computer Engineering – University/College Preparation
Activity 3: Configuring System Boards and Installing Operating systems
Time: 120 minutes
Description
Students configure the system board and fixed disk in a computer system and prepare for, and install an
operating system. They consider the following issues when addressing system board performance issues:
speed, configuration, memory, bus type and size, support circuitry, and software support. They also
verify the application requirements and take this into consideration when recommending an operating
system. Students also investigate the rapid change in information technology by conducting an analysis
of the evolution of hardware and operating systems.
Strand(s) & Learning Expectations
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectation
SPV.03 - properly install and configure key computer hardware and software components;
ICV.01 - describe examples of rapid change in information technology.
Specific Expectations
TF2.04 - describes similarities and differences between network and desktop operating systems;
SP2.04 - properly install and configure a workstation operating system, including a network connection;
SP2.03 - properly install and configure key software and hardware components and peripherals.
Prior Knowledge & Skills
 Hardware and peripheral familiarization from Activities 1 and 2
 Personal computer skills developed from general use of a computer
Planning Notes
 A distinction is required between an operating system and a platform: DOS being the OS and
Windows being an example of a platform. If an older system is used, one without a CD-ROM, use
DOS 6.22 and Windows 3.1.
 Have the following available for student investigation: 8088, 8086, 80286, 386, 486, and Pentium
chips.
 A variety of personal computers with a variety of microprocessors are available for student
investigation. i.e., Macs, AMD, CYRIX, etc. If these components are not available in the school,
contact local computer businesses specializing in upgrades and solicit donations to the program. If
such businesses do not exist locally, use the Internet to contact such business and solicit donations to
the program. Ask the local community for donations of out of date computers and peripherals.
 Prepare a lesson on the following characteristics of microprocessors: speed, configuration, memory,
bus size and type, support circuitry, software support, and identifying characteristics to identify the
rapid change of information technology.
 Access older operating system manuals to allow students the opportunity to research the evolution of
operating systems.
Teaching/Learning Strategies
 As a method of having student identify the rapid change in information technology, have them search
the Internet and perform a comparison of microprocessors and compare clock speed, bus speed, bus
width, processor clock speed, addressable memory, and on-board cache (Appendix 1.3.1). Students
will also perform a similar assignment dealing with operating systems (Appendix 1.3.2).
Unit 1 - Page 16
 Computer Engineering – University/College Preparation
Assessment & Evaluation of Student Achievement
 Students complete the assignment on the evolution of hardware (Appendix 1.3.1) and operating
systems (Appendix 1.3.2).
Accommodations
 Ensure make up of team facilitates peer mentoring.
 Monitor individual progress to allow extra time or alternative assignments, as needed.
 Allow for oral testing of students with special needs when measuring skill and ability.
 Have large screen monitors available for the visual requirements of students.
Resources
Print
Glover, Thomas J. and Young, Millie, M. Pocket Pcref, 10th ed. Sequoia Publishing, 2000.
ISBN 1-885071-27-2
Minasi, Mark. The Complete PC Upgrade and Maintenance Seminar In A Box. SYBEX, 2000.
ISBN 07821-2706-1
Norton, Peter. Complete Guide to PC Upgrades, 2nd ed. SAMS, 1999. ISBN 0-672-31483-5
Norton, Peter. Introduction to Computers. 3rd ed. New York: Glencoe/McGraw-Hill, 1999.
Shelly, Gary and Thomas Cashman. Computer Fundamentals for an Information Age. California:
Anaheim Publishing Co., 1984. ISBN 0-88236-125-2
White, Ron. How Computers Work–Deluxe Edition. Ziff Davis Press, New York, New York: 1998.
ISBN 1-56276-5469
Software
DOS 6.2, Win 3.1, Win 95, Win 98
Video
The Journey Inside. Intel Corporation. Part of The Journey Inside Education kit
http://secure.wesweb.com/intel/form.htm
Contains two videos, an instructional binder, and electronic components.
Websites
How Things Work – http://howthingswork.com
Guide for troubleshooting and repairing clones – http://www.daileyint.com/hmdpc/manual.htm
Simultaneous multi-search-engine sites – http://www.copernic.com (has a free download)
http://www.ask.com
http://www.37.com
Unit 1 - Page 17
 Computer Engineering – University/College Preparation
Appendix 1.3.1
Microprocessor comparisons
Complete the following table using a site from the Resource reference
CPU
CPU clock
speed
Bus speed
(FSB)
Bus width
Maximum
memory
Support
chip set
# of pins
286
386
486
P1
P2
Appendix 1.3.2
Comparison Chart
Operating system comparison to illustrate the rapid change of information technology
Complete the following table using Operating Systems information downloaded from the Internet (You
may need to refer to older software manuals for specifications).
DOS 6.2
Win 3.1
Win 95
Win 98
Operating system (website)
File size
Support S/W if needed
Special instructions (attach note)
Ease of installation
List what can be done with this
OS (i.e., engineering math,
images, graphs, games, etc.)
Unit 1 - Page 18
 Computer Engineering – University/College Preparation
Activity 4: Drivers and system configuration
Time: 120 minutes
Description
Students install an operating system and drivers to use peripheral devices. Simple peripherals include
mouse or printer; more complex peripherals include a scanner, CD-ROM or joystick.
Strand(s) & Learning Expectations
Strand(s): Skills and Processes
Overall Expectations
SPV.02 - construct systems that use computer programs to operate with hardware components.
Specific Expectations
SP2.02 - verify the correctness of the input and output of a system consisting of a computer, interface,
and a hardware device;
SP2.04 - properly install and configure a workstation operating system, including a network connection;
SP2.05 - demonstrate an ability to download free-ware utilities.
Prior Knowledge & Skills
 Hardware and peripheral familiarization from Activities 1, 2, and 3
Planning Notes
 Provide a variety of bus structures (ISA, EISA, PCI, AGP) allowing students to address the
following: bandwidth, bus mastering and bus speed.
 Provide samples of ISA bus, EISA, Micro channel, VL-Bus, PCI bus and PCMCIA card types, USB.
 Provide samples of storage devices (students would have removed and installed a hard drive in
Activity 2).
 Provide a variety of operating systems including DOS and Apple operating systems.
 Prepare a lesson on preparing a hard drive for application and peripheral upgrade. Use
Appendix 1.4.1 or search website(s) in Resources.
Teaching/Learning Strategies
1. Install two operating systems or platforms and test the operation of the computer they assembled in
Activity 2.
2. Install drivers to operate peripheral devices.
3. The student teams will download drivers from the Internet for sample peripheral devices such as
printers and scanners.
4. Student teams perform diagnostic tests to ensure reassembled systems are fully functional including
the ability to access and use peripheral devices.
5. The instructor meets with each student team to review the performance of their computer and
peripherals and assess functionality.
Assessment & Evaluation of Student Achievement
 Use a checklist to ensure the computer system and peripherals are operating as intended.
Unit 1 - Page 19
 Computer Engineering – University/College Preparation
Accommodations
 Ensure make up of team facilitates peer mentoring.
 Monitor individual progress and allow extra time or alternative assignments.
 Have large screen monitors available for visual requirements of students.
 Modify the number of items being assessed on the checklist to accommodate student ability.
 Make appropriate accommodations based upon recommendations in exceptional students’ IEPs.
Resources
Print
Glover, Thomas J. and Young, Millie, M. Pocket Pcref, 10th ed. Sequoia Publishing, 2000.
ISBN 1-885071-27-2
Norton, Peter. Complete Guide to PC Upgrades, 2nd ed. SAMS, 1999. ISBN 0-672-31483-5
Norton, Peter. Introduction to Computers, 3rd ed. New York: Glencoe/McGraw-Hill, 1999
White, Ron. How Computers Work, 3rd ed. (with Interactive CD). Que Publishing. 1998.
ISBN 0-7897-1650-X
Websites
Drivers
http://www.driverzone.com
http://www.driverguide.com
http://software.drivers.com
Hard drive preparation
http://www.bbc.peachnet.edu
http://www.zdnet.com
Operation of computer and components
http://www.karbosguide.com/index2.htm
Unit 1 - Page 20
 Computer Engineering – University/College Preparation
Appendix 1.4.1
Preparing Hard Drive and Peripheral Upgrade – resource to assist student teams in the
process
Preparing a Hard Drive for Use
 set the CMOS settings for the hard drive or use the automatic IDE capability of your BIOS, if
available
 specify number of cylinders, heads, sectors, WP
 partition the hard drive
 use the FDISK program that is on your system diskette (enable LBA means to use FAT32 and
not applicable to 486 DOS-based systems)
 be extremely careful when using FDISK on a working drive
 follow directions provided on screen
 format the hard drive
 use the FORMAT program that is on your system diskette
 from the A: prompt type FORMAT C: /S and press ENTER
 this formats the hard drive and places the system on it so you can boot directly to the hard drive
Warning - formatting is a destructive process and you will lose any information previously stored on the
hard drive
Installing a CD-ROM Drive
 set the Master/Slave jumper as necessary
 it is a slave drive if connected to the same cable as the hard drive
 it may be a master if connected to the secondary IDE interface
 mount drive in any available 3.25" bay
 connect data cable to drive and IDE interface
 red stripe on the data cable always goes to pin 1 on both the drive and the IDE interface
connector
 use the downloaded drivers to install the CD-ROM drivers. Use A drive to load drivers to hard drive
 connect the power cable to the drive
Unit 1 - Page 21
 Computer Engineering – University/College Preparation
Unit 5: Computer Interfacing
Time: 30 hours
Unit Description
Students design, build, and operate interfacing systems. Students apply and integrate their hardware and
software knowledge from the previous four units in designing and building systems for communicating
between the computer and peripheral devices. Students also research the social impact of hardware
development and identify related engineering careers. Students also explore the possibilities for solutions
to social and environmental moral and ethical problems through computer technology.
Unit Synopsis Chart
Activity
1. What is
Interfacing?
Time
1
hour
Expectations
TVF.01, TF2.01,
CGE2b, CGE2e, CGE3f,
CGE7i, CGE7j
Assessment
Knowledge/
Understanding
2. Interfacing
Software
6
hours
TVF.05, TF1.02, SPV.01,
SP1.01, SP3.01, SP3.02,
CGE3b, CGE3c, CGE4f
Thinking/Inquiry
Application
3. Interfacing
Hardware
Design
5
hours
TVF.01, TF2.02, SP2.02,
CGE3b, CGE4f
Knowledge/
Understanding
Thinking/Inquiry
4. Building,
and Operating
an Interface
System
5. Impact of
Computer
Technology
and Related
Careers
15
hours
TVF.01, TF2.02, SPV.02,
SP1.03, SP2.01, SP2.02
CGE3b, CGE3c
Application
Communication
3
hours
ICV.03, ICV.04, IC1.02,
IC1.03, IC1.05, IC1.06,
IC1.07
CGE3b, CGE3f, CGE4f,
CGE5a
Thinking/Inquiry
Communication
Unit 5 - Page 1
Tasks
Identifying interface
hardware and software
components and
terminology.
Applying computer
programming concepts of
Unit 4 to the software
needed for particular
interfacing systems.
Students design hardware
interfaces and peripherals
for the interfacing systems
to be built in Activity 4.
Construct and operate entire
interfacing systems. Include
programming software and
design work in portfolio.
Explore the social impact of
computer technology and
career opportunities in
engineering.
 Computer Engineering – University/College Preparation
Activity 1: What is Interfacing?
Time: 60 minutes
Description
Students are introduced to the electronic hardware and software components of commercial and handbuilt interfacing systems. Students explore possible project ideas through investigation and research,
leading to their own computer interface system. Students also explore ethical and moral use of computer
technology as caring stewards of society and the environment.
Strand(s) & Learning Expectations
Strand(s): Theory and Foundation
Overall Expectations
TVF.01 - identify the function and interaction of basic computer components and peripherals.
Specific Expectations
TF2.01 - explain the function and interaction of the basic components (e.g., CPU, I/O devices, memory)
of a computer system;
Ontario Catholic School Graduate Expectations
CGE2b - reads, understands and uses written materials effectively;
CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media,
technology, and information systems to enhance the quality of life;
CGE3f - examines, evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and compassionate society;
CGE7i - respects the environment and uses resources wisely;
CGE7j - contributes to the common good.
Prior Knowledge & Skills
 hardware familiarization from Unit 1
 networking terminology from Unit 2
 hands-on integrated circuit activities from Unit 3
Planning Notes
 Review programming software basics to control interfaces (introduced in Unit 4).
 Catalogue on-hand electronic components to build interfaces and peripherals (see Activity 4).
 Review software to design interfacing circuits.
 Organize this activity considering hands-on work in Activity 4.
Teaching/Learning Strategies
1. Teacher initiates discussion on ethical design practices and make students aware of responsibility to
promote Christian values and ensure ethical and socially responsible use of computer technology in
society. Situations to consider include: intellectual property rights and illegal copying of software,
reverse engineering, creation and distribution of viruses or other destructive devices, computers and
privacy issues, environmental impact of computer technology (good or bad).
2. Students develop a list of responsible computer (and interface) use to be written on chart paper and
displayed in class. (Possible uses include alarms and other safety devices, devices to assist people
with special needs, early warning systems for navigation or shipping, devices that improve the
workplace by reducing or eliminating menial tasks).
3. Review the safety considerations when working with computer internals and with electronic
components.
Unit 5 - Page 2
 Computer Engineering – University/College Preparation
4. Introduce the types of small- and large-scale interfaces. (An example of a small-scale interfacing
system could be a computer controlling a single LED, a large scale interfacing system could be a
computer controlling a robot).
5. Other interfacing systems that might be considered are:
 three LEDs simulating a stop light
 twelve lights simulating traffic control at an intersection
 eight lights demonstrating counting from 0 to the maximum value stored in one byte (i.e., 255)
 eight lights demonstrating the binary ASCII values of any character
 simulation of stereo indicator lights
 multiple LEDs demonstrating seven segment displays
 simulation of safety or warning indicator lights
 one DC motor
 one DC motor installed in a vehicle
 one motor installed in a toy ( e.g., merry-go-round)
 multiple motors
 combinations of lights and motors (e.g., amusement park rides).
6. Outline the organization of the main interfacing components (computer, interface, peripheral) using
precise terminology (Refer to Activity 3 and 4 in the Grade 10 Computer Engineering Profile).
7. Students should complete the knowledge-building exercise (Appendix 5.1.1 – Discrete Electronic
Components) to familiarize themselves with discrete electronic components and their function.
8. Demonstrate how the computer communicates with the interface using the discrete electronic
components.
Assessment & Evaluation of Student Achievement
Develop rubric to assess the student’s proper identification of electronic components.
Accommodations
 Review vocabulary and definitions prior to and in context of lesson when necessary.
 Monitor individual submissions and progress to allow extra time or further review work as needed.
 Allow for oral testing (vs. written testing) for students with special needs when measuring skill and
ability.
 Make appropriate accommodations based upon recommendations in exceptional students’ IEPs.
Resources
Software
Ministry licensed word processor or spreadsheet.
Print
Barbarello, James. Real World Interfacing with Your PC. Indianapolis: Howard W. Sams & Co., 1996.
ISBN 0-7906-1145-7
Bergsma, Paul. Controlling the World with Your PC. California: High Text Publications Inc., 1994.
ISBN 1-878707-15-9
Simms, Forrest. Getting Started in Electronics. USA: Radio Shack, 1983. Cat No 276-5003
Smyth, Graham and Christine Stephenson. Computer Engineering: An Activity-Based Approach.
Toronto: Holt Software Associates, 2000. ISBN 0-921598-36-X
Unit 5 - Page 3
 Computer Engineering – University/College Preparation
Appendix 5.1.1
Discrete Electronic Components
Individual electronic components such as LEDs, resistors, transistors, small DC motors and breadboards
must be clearly understood before complete interfacing systems can be built. Define the following
interface terminology by reading the specifications on the component packages, accessing Internet
electronic terminology sources, and/or reading computer programming software manuals or obtaining
resource material from your teacher.
1. An acronym is a word formed from the initial letter(s) of words (e.g., CPU is an acronym for Central
Processing Unit, LORAN is an acronym for LOng RAnge Navigation). What is LED an acronym
for?
2. a) Draw a physical diagram of an LED and label the positive and negative leads.
b) Draw an electronic schematic of an LED.
3. Compare the lengths of the two leads. How is the positive lead on an LED distinguished from the
negative lead?
4. Examine the base of an LED. One side of the base is slightly flattened. Which lead is associated with
the flattened side?
5. What is the maximum voltage required by an LED?
6. What is the voltage output from the parallel port output pins?
7. a) Describe the exterior physical characteristics of a resistor.
b) Draw an electronic schematic of a resistor.
8. What units are used to measure resistance?
9. Using a chart of resistor values, state the value of the resistor given the state of the three colour
bands.
a) Red, red, brown
b) Orange, orange, brown
c) Red, black, red
d) Orange, yellow, green
10. Given the following resistor values in ohms, describe the three colour bands on the resistor.
a) 220
b) 330
c) 500
d) 5 300 000
11. What is a breadboard?
12. Draw a labelled diagram of a breadboard that includes:
a) top horizontal bar
b) bottom horizontal bar
c) centre dividing line
d) vertical connecting columns
e) describe which groups of holes in the breadboard are connected internally.
Unit 5 - Page 4
 Computer Engineering – University/College Preparation
Activity 2: Interfacing Software
Time: 300 minutes
Description
Students develop software for controlling computer interfaces. The software that students design and
write in this activity leads to the fabrication of an interfacing system in Activity 4. This software will
control input and output of a system consisting of a computer, interface, and a hardware device. Students
consider the care of systems and facilities in light of the common good.
Strand(s) & Learning Expectations
Strand(s): Theory and Foundation, Skills and Processes
Overall Expectations
TVF.05 - describe a problem-solving model and the fundamental programming constructs required to
implement it.
SPV.01 - use internal numbering, character representation systems, and logic gates.
Specific Expectations
TF1.02 - identify standard ways of representing characters (e.g., ASCII, EBCDIC).
SP1.01 - perform base-to-base conversions;
SP3.01 - use design tools to plan programming solutions (e.g., flow charts, pseudo-code, structure
charts);
SP3.02 - apply fundamental programming constructs by writing, testing, and debugging programs.
Ontario Catholic School Graduate Expectations
CGE3b - create, adapt, and evaluate new ideas in light of the common good;
CGE3c - think reflectively and creatively to evaluate situations and solve problems;
CGE4f - apply effective communication, decision-making, problem-solving, time and resource
management skills.
Planning Notes
 Select suitable programming software (e.g., Turing, Visual Basic) that supports access to the parallel
port and possible graphics and mouse control as enrichment activities (see Appendix 5.3.4. –
Enrichment Mouse Activities).
 During this programming activity consider the construction of the interfacing system in Activity 4.
 Consideration must be given to possible conflicts between the operating system software and
programming software as to which has control of the parallel port.
 Consideration must also be given to possible problems when students have access to the operating
system while programming. For example, students can format drives, add or remove programs, send
data that will control inappropriate hardware such as projectile launchers. One approach would be to
obtain from business, industry or academic institutions a set of older computers. These computers
can be assembled/disassembled and have operating and network software installed/removed with no
disruption to the main school network. If appropriate, groups could be assigned the same computer
for a block of time and hence assure continuity of a project.
Prior Knowledge & Skills
 Unit 3, hands-on integrated circuit activities
 Unit 3, number system arithmetic and conversions
 Unit 4, computer programming activities
Unit 5 - Page 5
 Computer Engineering – University/College Preparation
Teaching/Learning Strategies
1. Teachers review base 10, hexadecimal and binary number system conversions as appropriate to the
programming language selected (see Appendix 5.2.1 – Number Systems and Appendix 5.2.2 – Binary
Representation of Numbers).
2. Students apply the software concepts from Unit 4 to include interface commands to turn a simple
LED on and off through the parallel port (see Activity 3, Appendix 5.3.1 and Appendix 5.3.2 for
programming considerations).
3. Review programming style introduced in Unit 4 when writing programs (including program
identification, proper indentation, and documentation).
4. Teachers review each fundamental programming structure (to include input/output, decision, and
looping) as necessary to control the interface.
5. Students write programs that apply character representation systems such as ASCII. For example, in
Turing, the command put ord (“A”) will display the number 65 on the screen since 65 is the ASCII
equivalent of A. These commands can be used in programs to explain how all characters are assigned
specific numbers that can be represented in base 10, binary or hexadecimal.
Assessment & Evaluation of Student Achievement
Students are assessed on test(s) or assignment(s) that include the use of proper programming style and
structure. Students are evaluated on Appendices 5.2.1, 5.2.2
Accommodations
 Provide printed materials such as examples of programs that demonstrate interfacing concepts or
additional help with problem solving model examples when necessary.
 Adapt time constraints on the programming test when necessary.
 Pair students to accommodate need for remediation or enhancement.
 Incorporate mouse control and graphics as possible enrichment assignment (Appendix 5.3.4 –
Enrichment Mouse Control).
 Make appropriate accommodations based upon recommendations in exceptional students’ IEPs.
Resources
Software
Computer programming software (possibly same software used in Computer and Information Science).
Print
Barbarello, James. Real World Interfacing with Your PC. Indianapolis: Howard W. Sams & Co., 1996.
ISBN 0-7906-1145-7
Bergsma, Paul. Controlling the World with Your PC. California: High Text Publications Inc., 1994.
ISBN 1-878707-15-9
Smyth, Graham and Christine Stephenson. The Don’t Panic Guide to Programming. Toronto: Holt
Software Associates, 1999. ISBN 0-921598-33-5
Smyth, Graham and Christine Stephenson. Computer Engineering: An Activity-Based Approach.
Toronto: Holt Software Associates, 2000. ISBN 0-921598-36-X
Websites
Turing and OOT – http://www.holtsoft.com/turing/resources.html
The QBasic Page – http://www.qbasic.com/qbindex.shtml
Unit 5 - Page 6
 Computer Engineering – University/College Preparation
Appendix 5.2.1
Number Systems
An interfacing system consists of a computer, interface, and peripherals. The computer is able to
communicate with the interface through the parallel port. The computer sends commands (signals) to the
parallel port using a programming language. The programming language uses either a base 10 or a
hexadecimal number system (depending on the language) when communicating with the parallel port.
The software can be written in any of several languages (such as Visual Basic, Turing and Pascal). All
languages eventually translate their numbering system to binary at the parallel port. Therefore an
understanding of the relationships among binary, hexadecimal, and base 10 is essential. The language
chosen should easily communicate with the parallel port and possibly support graphics and access the
mouse commands as enrichment activities.
By answering the following questions, students should gain a better understanding of how the software
communicates with the interface. See for reference the software-programming manual, software
websites, and material listed in Resources.
1. Since the source code for programming languages uses either base 10 or hexadecimal when sending
the parallel port commands, conversions among the three systems should be understood. Complete
the following chart that relates binary, decimal, and hexadecimal systems.
Base 10 (Decimal)
0
1
2
3
4
5
6
7
Base 10 (Decimal)
8
9
10
11
12
13
14
15
Unit 5 - Page 7
Base 16 (Hexadecimal)
Base 16 (Hexadecimal)
Base 2 (Binary)
Base 2 (Binary)
 Computer Engineering – University/College Preparation
Appendix 5.2.1 (Continued)
2. Larger binary, hexadecimal, and decimal numbers must also be converted so they can be used when
communicating with the parallel port. Complete the chart.
3.
4.
5.
6.
Question No.
Binary number
1
2
3
4
5
6
1111
1010 1111
Decimal number
Hexadecimal
number
255
128
11
FF
How many pins on the parallel port are normally reserved for outputting data?
What is the smallest number that can be output on the parallel port in base 10, 2, and 16?
What is the largest number that can be output on the parallel port in base 10, 2, and 16?
When a Base 10 number is sent to the parallel port, the binary equivalent is actually output on pins
labelled D0, D1, D2 … D7. Complete the chart that relates the Base 10 number and the equivalent
number on the output pins of the parallel port.
Number
1
15
255
18
Unit 5 - Page 8
D0
D1
D2
D3
D4
D5
D6
D7
 Computer Engineering – University/College Preparation
Appendix 5.2.2
Binary Representation of Numbers
Some programming languages use the hexadecimal number system in the programming language to send
information to the parallel port. The information at the parallel port has been translated to binary by the
programming language being used. This sheet examines the relationship between binary, decimal, and
hexadecimal number systems
Memory is used to store information inside the computer. Computer memory is divided into bits and
bytes (8 bits). Each bit is a one or a zero; the combination of ones and zeros in a byte would allow the
storage of letters and numbers.
One byte can store a number up to 255. The following is a representation of a byte:
128
64
32
16
8
4
2
1
0
1
1
0
1
0
0
1
Each bit represents a power of 2 just as in our number system each digit represents a power of 10. All the
numbers between 0 and 255 can be represented as a combination of bits. The number above is 105 or
64+32+8+1.
1. What numbers are each of the following?
a)
128
64
32
16
8
4
2
1
1
0
1
0
1
0
1
0
b)
128
64
32
16
8
4
2
1
0
1
1
1
1
0
1
0
c)
128
64
32
16
8
4
2
1
1
0
0
0
0
0
1
0
d)
128
64
32
16
8
4
2
1
0
1
1
1
1
0
1
0
2. Determine the bit pattern for each of the following numbers
a)
43
128
64
32
16
8
4
2
1
b)
107
128
64
32
16
8
4
2
1
231
128
64
32
16
8
4
2
1
85
128
64
32
16
8
4
2
1
c)
d)
Unit 5 - Page 9
 Computer Engineering – University/College Preparation
Activity 3: Interfacing Hardware Design
Time: 240 minutes
Description
Students design a hardware interface and related peripherals using a computer science problem-solving
model. Students learn to design interfacing systems based on given situations, ranging from simple LED
lights to more complex motor controllers. Design decisions based on ethical and moral use of computer
technology is stressed.
Strand(s) & Learning Expectations
Strand(s): Theory and Foundation, Skills and Processes
Overall Expectations
TVF.01 - identify the function and interaction of basic computer components and peripherals.
Specific Expectations
TF2.02 - describe the function and interaction of computer peripherals (e.g., mouse, keyboard, screen,
printer).
SP2.02 - verify the correctness of the input and output of a system consisting of a computer, interface,
and a hardware device.
Ontario Catholic School Graduate Expectations
CGE3b - create, adapt, and evaluate new ideas in light of the common good;
CGE4f - apply effective communication, decision-making, problem-solving, time and resource
management skills.
Prior Knowledge & Skills
 Computer hardware component background from Unit 1
 Hands-on integrated circuit activities from Unit 3
 Understanding of electronic components discussed in Unit 5, Activity 1
Planning Notes
 Initial interfacing systems should be based on controlling LEDs since they are versatile, inexpensive,
and expandable. A simple one LED system can be expanded to three LEDs simulating a stoplight, or
twelve lights simulating traffic control at an intersection, or eight lights demonstrating binary
counting and binary ASCII character representations, or multiple LEDs simulating stereo indicator
lights. A simple DC motor interfacing system can be used as in a vehicle or other toy such as a
merry-go-round. Combinations of lights and motors can simulate amusement park rides. Subsequent
interfacing systems could control several motors that can be expanded into computer-controlled cars
or robots.
 Select suitable method to design interfacing hardware (e.g., pencil/paper, computer-assisted design).
Initial designs should be sketched with pencil/paper.
 Design must take into consideration the availability of electronic components.
 During the design activity, consider possible projects for Activity 4 such as light controls (low
voltage LEDs), motor controls (low voltage DC), or construction and control of small vehicles or
robots. Start by mounting one LED on a breadboard and writing software that will flash the LEDs in
repeat patterns or output Morse code signals. In a similar fashion three LEDs can be mounted on a
small stand to simulate traffic lights.
 Design considerations should include possible coordination with other Technological Studies
subjects to assist in fabrication of the peripheral system (i.e., construction or manufacturing shop).
Unit 5 - Page 10
 Computer Engineering – University/College Preparation
Teaching/Learning Strategies
1. Teachers review ethical issues discussed in Activity 1.
2. Teachers should review safety considerations when handling electronic hardware.
3. All designs should follow from the simple (e.g., one LED) to the complex (e.g., motors and lights),
each design based on previous accomplishments.
4. Teachers outline the function of an interface in an interfacing system (Refer to Appendices 5.4.2 and
5.4.3 of the Grade 10 Computer Engineering Profile)
5. Teachers review discussions on how information flows into and out from the interface, and various
electronic components used in interface fabrication.
6. Students design interfaces (Refer to the Grade 10 Profile, Appendix 5.4.2 – Interfacing one Bit, and
Appendix 5.3.2 – Interfacing one Byte, and Appendices 5.3.1 to 5.3.4 of this profile).
Assessment &Evaluation of Student Achievement
Students are assessed and evaluated on quality and demonstrated learning of their assignment on design
of an interfacing system that controls a peripheral such as a light, combination of lights, a small DC
motor, several motors, small vehicle, or robot.
Accommodations
 Teachers should select the level of difficulty of the assignment based on individual student level of
comprehension and background.
 Students with experience in the TEE2O Engineering course will be familiar with basic interface
design and therefore require less review of basic concepts and could assist other students.
 More advanced designs can be used as enrichment projects.
 Make appropriate accommodations based upon recommendations in exceptional students’ IEPs.
Resources
Software
Computer programming software
Print
Barbarello, James. Real World Interfacing with Your PC. Indianapolis: Howard W. Sams & Co., 1996.
ISBN 0-7906-1145-7
Bergsma, Paul. Controlling the World with Your PC. California: High Text Publications Inc., 1994.
ISBN 1-878707-15-9
Powers, Thomas. The Integrated Circuit Hobbyist’s Handbook. California: High Text Publications, Inc.,
1995. ISBN 1-878707-12-4
Smyth, Graham and Christine Stephenson. Computer Engineering: An Activity-Based Approach.
Toronto: Holt Software Associates, 2000. ISBN 0-921598-36-X
Websites
Parallel port Central – http://www.lvr.com/parport.htm
Turing and OOT – http://www.holtsoft.com/turing/resources.html
The QBasic Page – http://www.qbasic.com/qbindex.shtml
Unit 5 - Page 11
 Computer Engineering – University/College Preparation
Appendix 5.3.1
Communication Between Computer and Interface
The student must understand the configuration of the parallel port in order to use it to control peripherals.
The following questions attempt to clarify the specific function and naming of individual pins on the
parallel port. Refer to computer software manuals, websites, and other material from Resources.
1. What is one purpose of the parallel port?
2. Where is the parallel port located?
3. How many pins are located on the parallel port?
4. Draw a diagram of the parallel port as viewed from the back of the computer. Number all pins.
5. How many pins are output pins?
6. Which pins function as grounds?
7. What is the pin number of the first output pin? This pin is traditionally named D0.
8. The output pins are traditionally labelled D0, D1, D2, … and D7, and have associated pin numbers.
Complete the following chart.
Pin label
Pin number
D0
D1
Parallel port Pins
D2
D3
D4
D5
D6
D7
9. Generally a parallel cable connects the parallel port in the back of a computer to a printer. Parallel
cables can be custom-built for applications beyond computer/printer connections. What is the name
of the connector at the end of a parallel cable that plugs into parallel port?
10. Describe how wires can be attached to the parallel port.
11. What command(s) will send information to the parallel port in the language you are using.
12. Write a program that will allow the user to send a high or a low signal to a peripheral.
13. Write a program that will count from 0 to 255 and send each of these numbers in binary form to eight
LEDs.
14. Write a program that will allow the user to enter a character and output that character in ASCII to
eight LEDs.
15. Write a program that will allow the user to enter their name. The program should send each ASCII
value in their name to eight LEDs.
16. A traditional interfacing system is composed of a computer, an interface, and a peripheral. A very
simple interfacing system could be used to control an LED. In this kind of interface, the computer
would be connected to the peripheral (LED) by two wires that run from the computer, via the parallel
port, to the peripheral.
In more sophisticated interfacing systems, where higher voltage lights or motors are being controlled, the
interface could consist of many electronic components. List five other interfacing systems and in each
case name the peripheral being controlled.
Unit 5 - Page 12
 Computer Engineering – University/College Preparation
Appendix 5.3.2
Parallel port Control using Visual Basic
Visual Basic does not support access to the parallel port directly. A separate dll file must be included
with the Visual Basic program to permit input and output from the parallel port.
Documentation for inpout32.dll when using Visual Basic.
Source: www.lvr.com/parport.htm
Inpout32 is a DLL that enables direct reading and writing to I/O ports in 32-bit Visual Basic programs.
by Jan Axelson (email: jaxelson@lvr.com)
Important information and cautions
1. Inpout32 was developed to allow access to parallel ports and other ports on custom hardware, but
you can use it to attempt to access any hardware that is mapped as an I/O port. Health and safety
precautions when handling any electronic components must be observed.
2. Use this DLL only with 32-bit programs. 16-bit programs require a 16-bit DLL.
3. Windows 95 allows direct port reads and writes unless a Vxd has control of the port and blocks
access. Under Windows NT, direct port access is not allowed, and you must use a kernel-mode
device driver.
4. For the latest parallel-port programming and interfacing information, visit Parallel Port Central at:
http://www.lvr.com
These are the inpout32 files
 inpout32.dll A DLL that adds Inp and Out to 32-bit Visual Basic 4 programs.
 inpout32.bas Visual Basic declarations for Inp and Out
 inpout32.vbp Visual Basic 4 test program for inpout32
 inpout32.frm Startup form for the test program
 inpout32.dpr Source code for inpout32.dll. The DLL was compiled with Borland’s Delphi 2.0
Object Pascal compiler.
How to use inpout32
1. Copy inpout32.dll to one of these locations: your default Windows directory (usually\Windows),
your Windows system directory (usually \Windows\system), or your application's working directory.
2. Add inpout32.bas to your Visual Basic project (File menu, Add File).
3. Use this syntax to write to a port: Out PortAddress, ValueToWrite (Example: Out &h378, &h55 )
4. Use this syntax to read a port: ValueRead = Inp(PortAddress) (Example: ValueRead = Inp(&h378) )
(The syntax is identical to QuickBasic’s Inp and Out).
How to run the test program (inpout.vbp)
1. Copy inpout32.dll to your default Windows directory (or other directory as described above).
2. Open the project inpout32.vbp.
3. In the Form_Load subroutine, set PortAddress equal to the port address you want to test.
4. Clicking the command button causes the program to write a value to the port. Each click increments
the value, resetting to 0 at 255.
Unit 5 - Page 13
 Computer Engineering – University/College Preparation
Appendix 5.3.3
DC Motor Interface Design
Purpose: To design the interface that will receive signals from the computer and translate them into
signals for the peripheral (in this example, it is the motor).
Theory: D0 is the first output pin on the parallel port. By setting it high, the base pin of the transistor
(here a TIP31) will be set high. This will permit electrons to flow from the ground to the +5V through the
motor. The motor will therefore turn on. By setting D0 low, the motor will turn off. The 1K resistor will
reduce the current to the base of the transistor since the base current requirements are low.
Safety Note 1: The voltage requirements of the motor and the power supply (here +5V) should be
matched.
Safety Note 2: The voltage and current requirements of the motor must not exceed the capabilities of the
transistor.
Appendix 5.3.4
Mouse Control – Enrichment
Mouse and graphic commands are interrelated. The graphic commands are useful for displaying diagrams
that represent the actual real-world peripheral being controlled by the computer. The mouse commands
are also useful for selecting graphic options displayed on the screen. When an option is selected by
clicking, the software takes appropriate action and sends commands through the parallel port. The realworld object being controlled is activated at the same time as the screen graphic. Graphical user
interfaces (GUIs) are very popular commercially.
A graphical interface can make an interfacing project easier to operate. A mouse clicking on a graphic to
activate the peripheral is easier to use than a text-based system. This is similar to the advantage the
Windows operating system (a graphics based interface) has over DOS (a character based system).
1. Write a program to display the representation of a motor on the screen.
2. Write a program to represent the motor turning clockwise for three seconds and then stopping.
3. Write a program that represents the motor turning clockwise for three seconds and then turning off
for two seconds. This process should repeat 20 times.
4. Write a program that displays four small boxes and the motor on the screen. The first box contains
the word CLOCKWISE. The second box contains the words COUNTER CLOCKWISE. The third
box contains the word STOP. The fourth box contains the word EXIT. The program should turn the
motor clockwise when the first box is clicked, counter clockwise when the second box is clicked;
stop when the third box is clicked and exit the program when the fourth box is clicked.
Unit 5 - Page 14
 Computer Engineering – University/College Preparation
Activity 4: Building, and Operating an Interface System
Time: 900 minutes
Description
Students integrate knowledge of software, hardware theory and practice gained from the previous
activities to build and operate complete interfacing systems. They adapt their understanding of
troubleshooting, hardware configuration, and computer programming to solve challenges in a wide
variety of computer interfacing and computer-based mechanism situations. Activities 4 and 5 are
culminating activities for the course. The ethical use of computer technology to improve life is
reinforced.
Strand(s) & Learning Expectations
Strand(s): Theory and Foundation, Skills and Processes
Overall Expectations
TVF.01 - identify the function and interaction of basic computer components and peripherals;
SPV.02 - construct systems that use computer programs to interact with hardware components.
Specific Expectations
TF2.02 - describe the function and interaction of computer peripherals (e.g., mouse, keyboard, screen,
printer);
SP1.03 - build an interface that visually displays internal representations of numbers and characters;
SP2.01 - build interfaces that control hardware components (e.g., LEDs, direct current motors, and
stepper motors);
SP2.02 - verify the correctness of the input and output of a system consisting of a computer, interface,
and a hardware device.
Ontario Catholic School Graduate Expectations
CGE3b - create, adapt, and evaluate new ideas in light of the common good;
CGE3c - think reflectively and creatively to evaluate situations and solve problems.
Prior Knowledge & Skills
 Unit 1, hardware components
 Unit 3, integrated circuits to build the interface
 Unit 4, programming background to write software
 Unit 5, Activity 2, interfacing software application
 Unit 5, Activity 3, interface design concepts
Planning Notes
 Plan suitable interfacing projects such as interfacing a light, combination of lights, traffic lights
(scale model or real-world, a DC motor, several motors, small vehicle, or a robot).
 Consideration must be given to the opportunities and limitations of available hardware and software.
 Consider ethical issues that may emerge during these projects (such as taking credit for work done by
others, using components that belong to others, or suitability of final project to the common good).
 Gather pricing information for electronic components required when assemble interfaces and
peripherals.
Unit 5 - Page 15
 Computer Engineering – University/College Preparation
Teaching/Learning Strategies
1. Teachers review safety precautions when handling computer and electronic components (Appendix
1.1.2 from the Grade 10 Computer Engineering Profile).
2. Relate the concepts of current flow and complete circuits to their background in elementary science
classes or in secondary school, General Science in Grade 9 or electricity in Physics or
electricity/electronics in Broad-based Technology.
3. Teachers initiate discussions on specific hardware and software components of an interfacing system
(Appendices 5.1.1, 5.4.1, and 5.4.2).
4. Teachers initiate review discussions on how software and hardware components communicate
(Appendices 5.4.1 and 5.4.2).
5. Students relate the electronic components from Activity 1, interfacing software of Activity 2, and
interfacing hardware design of Activity 3 to the building of a complete system where hardware
communicates with software (Appendices 5.4.1 and 5.4.2).
6. Students develop a complete interfacing system by relating the hardware components from Unit 1,
the necessary network concepts from Unit 2, the integrated circuits from Unit 3, the computer
programming from Unit 4, and the design and programming of interfaces from Unit 5. Systems can
be developed individually or in groups.
7. Test and trouble shoot each step along the project (Appendix 5.4.3).
8. Teachers facilitate the building of a complete interfacing system (Appendix 5.4.1 – Interfacing a DC
Motor and Appendix 5.4.2 – Interfacing LEDs Using Visual Basic).
Assessment & Evaluation of Student Achievement
 Projects are assessed on organization, accuracy, completeness, neatness, documentation, and
originality, with consideration of level of difficulty and effort.
Accommodations
 Student leaders with a higher level of interfacing experience could be paired with classmates
requiring remedial work or extra assistance to promote a positive accepting environment.
 Students requiring enrichment programming and interfacing could develop additional GUI and
mouse control options for their interfacing system (Appendix 5.2.5 – Enrichment Mouse Control).
 Make appropriate accommodations based upon recommendations in exceptional students’ IEPs.
Resources
Software
Computer programming software
Print
Axelson, Jan. Parallelport Complete. Wisconsin: Lakeview Research, 1998. ISBN 096508191-5
Barbarello, James. Real World Interfacing with Your PC. Indianapolis: Howard W. Sams & Co., 1996.
ISBN 0-7906-1145-7
Bergsma, Paul. Controlling the World with Your PC. California: High Text Publications Inc., 1994.
ISBN 1-878707-15-9
Lawrence, Orville. Computer Technology. Toronto: McGraw-Hill Ryerson, 1984. ISBN 0-07-548711-X
Powers, Thomas. The Integrated Circuit Hobbyist’s Handbook. California: High Text Publications, Inc.,
1995. ISBN 1-878707-12-4
Unit 5 - Page 16
 Computer Engineering – University/College Preparation
Simms, Forrest. Getting Started in Electronics. USA: Radio Shack, 1983. Cat No 276-5003
Smyth, Graham and Christine Stephenson. The Don’t Panic Guide to Programming. Toronto: Holt
Software Associates, 1999. ISBN 0-921598-33-5
Smyth, Graham and Christine Stephenson. Computer Engineering: An Activity-Based Approach.
Toronto: Holt Software Associates, 2000. ISBN 0-921598-36-X
Websites
Parallel port Central – http://www.lvr.com/parport.htm
Unit 5 - Page 17
 Computer Engineering – University/College Preparation
Appendix 5.4.1
Interfacing a DC Motor (Turing)
Purpose: To control a DC motor through the computer.
Background: LEDs can be powered directly from the parallel port since they require very low voltages
(generally in the 3Volt range). Refer to the Grade 10 Computer Engineering Profile for the exact
activities and schematics to control one LED or eight LEDs. When larger voltages are required (e.g., a
motor) a separate power supply is required. The power supply and the motor’s requirements should be in
the same range (a 6 volt, 500 mA DC motor should have a 6 volt, 500 mA power supply). The motor can
be turned off or on just as the LEDs can be turned off and on in the activities mentioned above. The
difference is that the motors require a switch to control the separate power supply. Here, a transistor is
used to do the switching. A transistor is an electronic switch that uses a lower voltage (here from the
computer) to control a larger voltage (the separate power supply) that will actually run the motor. A more
thorough explanation of transistors can be found in several of the reference books listed in this document.
The computer should be isolated from the motor to minimize any possible damage to the computer due to
mistakes in wiring.
Signals are sent through pin 2 on the parallel port to the base of the transistor. When the base is set high
(a high on D0) the motor circuit is complete and the motor will turn on. When D0 is set low, the motor
will turn off.
Code: This program will turn the motor on and when a key is pressed, the motor will turn off. This
process can be repeated at the discretion of the user. (This code is written for Turing but can be adapted
to Visual Basic).
var key: string (1)
var answer: string
% The program repeats until n is entered.
loop
% The motor is turned on
parallelput(1)
put “Hit any key to turn the motor off.”
getch (key)
% The motor is turned off.
parallelput(0)
put “continue y/n”
getch(answer)
exit when answer = “n”
end loop
Enrichment: The program listed above can be enhanced by developing a graphical user interface (GUI) to
control the motor. Draw three boxes on the screen labelled “ON”, “OFF”, and “EXIT” along with a circle
representing the motor and an arrow that is lit when the motor is on and outlined when the motor is off.
When the “ON” box is clicked, the motor will turn on and the arrow will be lit. When the “OFF” is
clicked, the motor will turn off and the arrow will be outlined. When “EXIT” is clicked, the motor will
shut off and the program will exit.
Unit 5 - Page 18
 Computer Engineering – University/College Preparation
Appendix 5.4.2
Interfacing LEDs (Visual Basic)
Introduction
Visual Basic uses the out command to send information to the parallel port. The out command contains
two pieces of information: the port memory address and the data value, both in hexadecimal. In this lab
you will investigate the storage of numbers in hexadecimal format, relate this to the parallel port,
assemble components including LEDs that can be connected to a parallel port, and write a program that
will control the LEDs.
Part 1 - Hexadecimal Representation of Numbers
Complete the worksheet entitled Hexadecimal Representation of Numbers
Part 2 - Identify the data pins of the parallel port
See www.doc.ic.ac.uk/~ih/doc/par/ Interfacing to the Parallel Port, and relate this diagram to the diagram
of a byte.
Questions:
1. What pin would be used to send out the signal 1?
2. What pin would be used to send out the signal 2?
3. What pins would be needed to send out the signal 3?
Part 3 - Determine the parallel port address of the computer used in the lab
Get this information from your teacher, a Visual Basic manual or Website referenced above, or complete
the Parallel Port worksheet.
Part 4 - Assemble the interface
1. Connect wires to pins 2 and 18 of the parallel port connector.
2. Connect the wire from pin 2 to a resistor.
3. Connect a wire from the resistor to the LED.
4. Connect a wire from the LED to pin 18 (ground) of the parallel connector.
Part 5 - Write the program
1. Open a new project file in Visual Basic.
2. Add File inpout32.bas to the project.
3. Add a frame and two option boxes.
4. Add three image controls, lighton and lightoff twice from icons->misc of the standard Visual Basic
4.0 install.
Unit 5 - Page 19
 Computer Engineering – University/College Preparation
Appendix 5.4.2 (Continued)
5. Set the visible property of the two images on the right to false.
Private Sub optLEDOff_Click()
Out &h378, &h0
imgLED.Picture = imgHideOff.Picture
End Sub
6. Click on the code window for optLEDOff and enter the following, given that 378 is the parallel port
address and 0 is the data being sent to that port.
Private Sub optLEDOn_lick()
Out &h378, &h1
imgLED.Picture = imgHideOn.Picture
End Sub
7. Click on the code window for optLEDOn and enter the following.
8. Run the program. What do you observe?
Assignment
Add another LED to the project board and wire it up to data pin #2 and ground #19. If completed
correctly the following results should occur.
Date Value Program Statement LED #2
LED #1
0
Out &h378, &h0
Off
Off
1
Out &h378, &h1
Off
On
2
Out &h378, &h2
On
Off
3
Out &h378, &h3
On
On
The following is a sample program form.
Unit 5 - Page 20
 Computer Engineering – University/College Preparation
Appendix 5.4.3
Troubleshooting Interfacing Projects
An interfacing system consists of a computer, interface, and peripheral. The computer sends signals to
the interface, often through the parallel port. The signals from parallel port on the computer are generated
by the program you wrote. The interface is composed of electronic components that receive the signals
from the computer and send them to the peripheral to be controlled. In the simple case where an LED is
interfaced to a computer’s parallel port, the peripheral is the LED. The interface is the wire and resistor
that connects the LED and computer. The computer program sends signals to the interface.
When an interfacing system does not function correctly, any of the above components could be a
problem. The problem then is to narrow the problem. Some of the following suggestions should be
considered.
 Is the interface connected to the computer?
 Is the interface connected to the peripheral?
 If there is an external power supply (e.g., with motors), is it plugged in?
 Start with the simplest program possible to test the hardware.
 Develop the project step by step.
 Do not write a large program and then test to see if it runs. Start by building the simplest version of
the project first.
 Learn how to measure voltage with a multi-meter (different instructions are included for each
model).
 Learn how to measure continuity with a multi-meter (different instructions are included for each
model).
 Check that there are no internal breaks in the wire (continuity test).
 Check that the voltages are correct (voltage test).
 Check that the proper signals are leaving the parallel port (use voltage test or insert LEDs
temporarily).
 Check that the proper signals are being received by the interface (use voltage test or insert LEDs
temporarily).
 Check that the proper signals are being sent by the interface (use voltage test).
 Check that the proper signals are being received by the peripheral (use voltage test).
 If the interface is mounted on a breadboard:
 horizontal rows (at the top and the bottom of the bread board) are connected. Many breadboards
are built with the horizontal rows split in the middle;
 vertical connections are connected;
 common (ground) connector for the parallel port and the interface are connected.
 replace individual components, one at a time to determine faulty parts.
Summary
Start with the simplest program and the simplest interface that demonstrates the smallest part of the
system. Build from there one-step at a time, testing each time.
Unit 5 - Page 21
 Computer Engineering – University/College Preparation
Activity 5: Impact of Computer Technology and Related Careers
Time: 180 minutes
Description
Students research and present findings on careers related to Computer Engineering. Students also explore
the impact of computer technology at home and in the workplace. Examination of the moral and ethical
issues in Computer Engineering reflect the teachings of the Catholic Church in areas such as social
responsibility, human solidarity, and life and environmental issues.
Strand(s) & Learning Expectations
Strand(s): Impact and Consequences
Overall Expectations
ICV.03 - describe issues relating to the ethical use of computers;
ICV.04 - identify computer engineering career paths.
Specific Expectations
IC1.02 - explain how computer technology affects daily life;
IC1.03 - describe issues that arise from the growing use of networked systems (e.g., complexity,
compatibility, security);
IC1.05 - describe the computer expertise required for engineering and technology careers;
IC1.06 - identify post-secondary educational opportunities leading to careers in engineering and
technology, as well as their entry requirements;
IC1.07 - use a variety of software applications to make class presentations on ethical issues in computing.
Ontario Catholic School Graduate Expectations
CGE3b - create, adapt, and evaluate new ideas in light of the common good;
CGE3f - examine, evaluate, and apply knowledge of interdependent systems (physical, political, ethical,
socio-economic, and ecological) for the development of a just and compassionate society;
CGE4f - apply effective communication, decision-making, problem solving, and time and resource
management skills;
CGE5a - work effectively as an interdependent team member.
Prior Knowledge & Skills
 basic Internet/CD/Library/Resource Centre research methods
 basic understanding of presentation techniques
Planning Notes
 Organize career and computer technology reference material (See your student services/co-op
teachers for assistance).
 Review standards or guides for successful class presentations, research paper, or displays.
 Develop a progress checklist sheet.
 Review classroom behaviour expectations for possible class presentations.
Unit 5 - Page 22
 Computer Engineering – University/College Preparation
Teaching/Learning Strategies
1. Review the role of Christian values in modern society, including the ethical use of technology to
improve life and develop stewardship of our world.
2. Students are given the task of selecting a career to research and report on. Teachers initiate a
discussion and development of a list with the class. Students propose the careers they will research.
Teachers schedule group class presentations in a specified block of time at the end of the course as a
“wrap-up” overview of Computer Engineering. It could also be set up where individual groups on a
weekly basis do class presentations that relate to particular social, moral, or career aspects of
Computer Engineering.
3. Individuals or groups of students research their selected careers and include the topics of
environmental consequences, technology developments, developments in computer hardware,
security, safety, privacy, ethics, and computer skills required by employers.
4. Students develop presentations, essays, and/or displays as required for their particular career topic.
Presentations are given to the class.
Assessment & Evaluation of Student Achievement
 Formative assessment of student progress.
 Summative assessment of presentation that combines teacher and student feedback (Refer to
Appendix 5.5.1 – Impact of Interfacing and Related Careers Rubric).
Accommodations
 Assist with group formation to facilitate a peer tutoring or buddy system to promote an accepting and
positive atmosphere and program enhancement or remediation.
 Provide written material for students having difficulty processing auditory information.
 Review new vocabulary and definitions prior to and during the lesson.
 Make allowances for choice of topic or presentation methods. Individual students might feel strongly
about an issue they would not feel comfortable presenting to the class but wish to submit as an essay.
 Conference with individual students that experience organizational problems with large amounts of
information.
 Ensure understanding of tools used to assess/evaluate.
 Provide print format and clear direction/expectations for presentation of final product.
Resources
Print
Newspapers and periodicals
Software
Current Ministry of Education word-processing and presentation software
Websites
Global Network of Environment and Technology – http://www.gnet.org
Environment Canada’s adaptive Computer Technology program – http://www.dinf.org/csun_98_125.htm
Career and Education – http://www.diversitycareers.com
Online Ethics Centre for Science and Engineering – http://www.onlineethics.org
Computer Professionals for Social Responsibility – http://www.cpsr.org/
Privacy International – http://www.privacyinternational.org/
Electronic Privacy Information Centre – http://www.epic.org/
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Unit 5 - Page 23
 Computer Engineering – University/College Preparation
Appendix 5.5.1
Impact of Computer Technology and Related Careers Rubric
Categories
Level 1
Level 2
Level 3
(50 - 59%)
(60 - 69%)
(70 - 79%)
Knowledge/Understanding
Overall
- demonstrates
- demonstrates
- demonstrates
knowledge of
limited knowledge
moderate
considerable
several
of several
knowledge of
knowledge of
engineering
engineering careers
several computer
several computer
careers
engineering
engineering
careers
careers
Understanding
- demonstrates
- demonstrates
- demonstrates
of role of
limited
moderate
considerable
engineer in
understanding of
understanding of
understanding of
society
role of engineer in
role of engineer in role of engineer in
society
society
society
Understanding
of presentation
format
- demonstrates
limited
understanding of
presentation format
Thinking/Inquiry
Evaluation of
- demonstrates
role of
limited competence
interfacing in
in evaluating role of
engineering
interfacing in
engineering
Analysis of
career
opportunities
and form
possible choices
Communication
Communicating
career
observations
and conclusions
- demonstrates
limited analysis of
career opportunity
choices
Communicating
impact of
computers on
society
- infrequently
communicates
impact of computers
on society
Unit 5 - Page 24
- infrequently
communicates
career observations
and conclusions
Level 4
(80 – 100%)
- demonstrates
moderate
understanding of
presentation
format
- demonstrates
considerable
understanding of
presentation
format
- demonstrates a
high degree of
understanding of
several computer
engineering
careers
- demonstrates a
high degree of
understanding of
the role of
engineer in
society
- demonstrates a
high degree of
understanding of
presentation
format
- demonstrates
moderate
competence in
evaluating role of
interfacing in
engineering
- demonstrates
moderate analysis
of career
opportunity
choices
- demonstrates
considerable
competence in
evaluating role of
interfacing in
engineering
- demonstrates
considerable
analysis of career
opportunity
choices
- demonstrates a
high degree of
competence in
evaluating role of
interfacing in
engineering
- demonstrates a
high degree of
analysis of career
opportunity
choices
- sometimes
communicates
career
observations and
conclusions
- sometimes
communicates
impact of
computers on
society
- generally
communicates
career
observations and
conclusions
- generally
communicates
impact of
computers on
society
- effectively
communicates
career
observations and
conclusions
- effectively
communicates
impact of
computers on
society
 Computer Engineering – University/College Preparation
Application
Applying
interfacing to
computer
engineering
careers
Applying
impact of
programming to
societal changes
- sometimes
- generally applies - effectively
applies interfacing interfacing to
applies interfacing
to computer
computer
to computer
engineering
engineering
engineering
careers
careers
careers
- infrequently
- sometimes
- generally applies - effectively
applies the impact
applies the impact the impact of
applies the impact
of programming to
of programming
programming to
of programming
societal changes
to societal
societal changes
to societal
changes
changes
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this
assignment or activity.
Unit 5 - Page 25
- infrequently
applies interfacing
to computer
engineering careers
 Computer Engineering – University/College Preparation