New Perspectives on Computer Concepts (11th edition) Instructor’s Manual
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Computer Concepts
Tutorial Two: Computer Hardware
A Guide to this Instructor’s Manual:
We have designed this Instructor’s Manual to supplement and enhance your teaching
experience through classroom activities and a cohesive chapter summary.
This document is organized chronologically, using the same heading in blue that you see in the
textbook. Under each heading you will find (in order): Lecture Notes that summarize the
section, Figures and Boxes found in the section (if any), Teacher Tips, Classroom Activities, and
Lab Activities. Pay special attention to teaching tips, and activities geared towards quizzing
your students, enhancing their critical thinking skills, and encouraging experimentation within
the software.
In addition to this Instructor’s Manual, our Instructor’s Resources CD also contains PowerPoint
Presentations, Test Banks, and other supplements to aid in your teaching experience.
For your students:
Our latest online feature, CourseCasts, is a library of weekly podcasts designed to keep your
students up to date with the latest in technology news. Direct your students to
http://coursecasts.course.com, where they can download the most recent CourseCast onto their
mp3 player. Ken Baldauf, host of CourseCasts, is a faculty member of the Florida State
University Computer Science Department where he is responsible for teaching technology
classes to thousands of FSU students each year. Ken is an expert in the latest technology and
sorts through and aggregates the most pertinent news and information for CourseCasts so your
students can spend their time enjoying technology, rather than trying to figure it out. Open or
close your lecture with a discussion based on the latest CourseCast.
Table of Contents
Chapter Objectives
Section A: Personal Computer Basics
Section B: Microprocessors and Memory
Section C: Storage Devices
Section D: Input and Output Devices
Section E: Hardware Security
Glossary of Key Terms
2
2
4
8
10
13
16
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Chapter Objectives
Students will have mastered the material in Chapter One when they can:
 Label the main components of a
 Use criteria such as versatility,
personal computer system
durability, capacity, access time, and
 List the advantages and disadvantages
transfer rate to compare storage
of various desktop and portable
technologies
computer form factors
 Explain the factors that might help a
 Describe the target markets for home,
shopper decide whther to purchase a
media, game, and small business
CRT, LCD, or plasma display device
computers
 Compare and contrast the technologies
 List important factors to consider
and applications for ink jet, laser, and
when shopping for a new computer
dot matrix printers
 Explain how upgrades and mods fit
 Describe the components of a
into a computer purchase decision
computer’s expansion bus, including
 List the factors that affect
various types of expansion slots and
microprocessor performance
cables
 Explain how RAM works and how it
 Explain the hardware compatibility
differs from disk storage
considerations, device drivers, and
 List facts about RAM that are
procedures involved in installing a
important to computer buyers and
peripheral device
owners
 List ways you can protect your
 Describe the differences between
computer system hardware from theft
magnetic, optical, and solid state
and damage
storage
SECTION A: PERSONAL COMPUTER BASICS
Personal Computer Systems
LECTURE NOTES
 Review the components of a PC.
 If possible, take students on a tour of the building to look at different kinds of setups, including PCs
with flat screen monitors, or oversize monitors used by people with visual impairment or by graphic
designers.
 Examine floppy disks and CDs. Compare the usability of each. Talk about the future of floppy disk
drives, now that many home systems are designed without floppy drives.
TEACHER TIP
Review ads for computers. Have students bring in computer ads from magazines or stores such as Best
Buy. Review the computer components discussed in the ad. This reinforces the terminology.
FIGURES
 Figure 2-1
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CLASSROOM ACTIVITIES
1. Assign a Project: Have students look around the classroom and make a list of all of the peripheral
devices they see.
2. Quick Quiz:
1. The term ______ designates input, output, and storage equipment that might be added to a
computer system. (Answer: peripheral device.)
2. True/False: The term personal computer system has only one meaning. (Answer: False.)
Desktop and Portable Computers
LECTURE NOTES
 Present students with a variety of professions or other scenarios, and ask them which computer
design from Figures 2-2 and 2-3 is a good match. Discuss the role that cost plays in the selection of a
type of computer.
 Explain that tablet and handheld computers do not use the same sorts of input, processing, output,
and storage components that traditional desktop computers use.
 Discuss the advantages and disadvantages of portable components vs. their corresponding
components in a desktop computer.
TEACHER TIP
Make sure students understand that notebook computers, tablet computers, and ultra-mobile PCs are all
types of portable computers.
FIGURES
 Figure 2-2, Figure 2-3
CLASSROOM ACTIVITIES
1. Class Discussion: Have students come up with scenarios for which each type of computer is best
suited. Be sure to cover desktop computers, portable computers, notebook computers, tablet computers,
and ultra-mobile PCs.
Home, Media, Game, and Small Business Systems
LECTURE NOTES
 Review the designations for personal computer systems.
 Students who are not gamers may be surprised to learn that this constituency is the target audience
for some of the most cutting-edge computers made today.
FIGURES
 Figure 2-4, Figure 2-5, Figure 2-6
CLASSROOM ACTIVITIES
1. Quick Quiz:
1. True/False: A home computer system offers a hardware platform with super-charged support for
most computer applications. (Answer: False.)
2. True/False: Some of the most cutting-edge computers are designed for gaming. (Answer: True.)
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Buying Computer System Components
LECTURE NOTES
 This section urges students to use what they have learned in this section when buying a computer.
 Students should also consider their budget, and how they plan to use the computer.
 Discuss upgrading a computer and the costs, difficulty, and accessibility.
 Go over Macintosh vs. PC vs. Linux. Emphasize which system your students will use for class
assignments. Be sure to mention that these product lines include similar input, output, and
peripheral devices. Also add that software is often platform-specific, and while you can now install
Windows on a Mac and run Windows software on it, software written for a Macintosh computer is
unlikely to run on a PC.
FIGURES
 Figure 2-7, Figure 2-8, Figure 2-9, Figure 2-10
CLASSROOM ACTIVITIES
1. Class Discussion: Present a version of the table in Figure 2-8 (or a similar list of usage plans) with the
purchase recommendations omitted, and ask students to fill in the recommendations based on how the
purchaser intends to use the computer.
2. Quick Quiz:
1. A(n) ______ is a custom, hand-built modification to a computer system component. (Answer:
mod.)
2. True/False: A computer priced higher than US$2,000 is the computer equivalent of a four-door
sedan because a majority of buyers select computers at this price point. (Answer: False.)
3. Which of the following weighs 2 pounds and lacks a physical keyboard?
a. ultra-mobile PC
b. notebook computer
c. tablet computer
d. gaming PC
(Answer: A.)
SECTION B: MICROPROCESSORS AND MEMORY
Microprocessor Basics
LECTURE NOTES
 This section gives students information they will need when they want to compare computers.
 Discuss the variables that differentiate performance: clock rate, word size, cache capacity, and
instruction set complexity.
 Discuss how performance is measured.
 Review the difference between serial and parallel processing.
FIGURES
 Figure 2-11, Figure 2-12, Figure 2-13
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TEACHER TIP
Ask students to think up situations that illustrate serial and parallel processing. Use the pizza oven example
on page 69 in the chapter to begin the discussion.
CLASSROOM ACTIVITIES
1. Assign a Project: Have students write a paragraph comparing and contrasting serial and parallel
processing.
2. Quick Quiz:
1. Using a technology called ________, a processor can begin executing an instruction before it
completes the previous instruction. (Answer: pipelining.)
2. A single microprocessor that contains circuitry for more than one processing unit is called a(n)
_________. (Answer: multi-core processor.)
LAB ACTIVITY
The New Perspectives Lab “Benchmarking” on page 110 deals with issues that relate to this section of the
textbook. You might want to go through the lab during class time if you have a computer with a projection
device. Or, assign this lab for students to do on their own.
Today’s Microprocessors
LECTURE NOTES
 Review how to determine which microprocessor is best for students’ PCs.
 Explain the factors that students should consider.
TEACHER TIP
Inform students of the type of microprocessors in classroom computers and explain why those are wellsuited to the computers’ uses.
FIGURES
 Figure 2-14
CLASSROOM ACTIVITIES
1. Class Discussion: Ask students how they would determine which microprocessor is best for their PCs.
What factors will they consider? What activities do they use their computers for and how will those
uses affect their requirements?
2. Quick Quiz:
1. _______ is a technique for increasing the speed of a computer component. (Answer:
Overclocking.)
2. True/False: There is no risk involved in overclocking. (Answer: False.)
Random Access Memory
LECTURE NOTES
 Use the chalkboard analogy to explain RAM.
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Explain that the computer uses RAM as a temporary storage area. It copies things to RAM while
waiting to use them. You can write a mathematical equation on the board, and solve it. Then you
can erase the equation and write a poem on the chalkboard. The chalkboard holds whatever you are
working on at the moment. It can be erased and used again, just as RAM is cleared and reused. You
can extend this analogy by mentioning that you could also write instructions that students must
follow to complete an assignment (analogous to programs in RAM).
Cover the difference between RAM and hard disk storage.
Stress that RAM is temporary storage, and hard disk space is permanent storage. Anything stored in
RAM goes away when the computer is turned off (or if you exit from a program). Anything stored
on a hard disk is stored there permanently, unless you delete it.
Virtual memory puzzles many students, because “it’s not really there.” Point out that during a
power failure, you lose the data in RAM, but what happened to the data in virtual memory (on disk)
during a power failure? Although a power failure does not erase the contents of virtual memory, it
becomes inaccessible in most cases because it loses the pointers from real memory.
Cover SDRAM vs. RDRAM. You can return to the computer ads to determine the current standard
sizes for SDRAM and RDRAM. You can also remove or point out a DIMM on your demonstration
computer.
FIGURES
 Figure 2-15, Figure 2-16, Figure 2-17, Figure 2-18, Figure 2-19
CLASSROOM ACTIVITIES
1. Assign a Project: Have students write a paragraph comparing and contrasting RAM and hard-disk
storage.
Read-Only Memory
LECTURE NOTES
 Compare RAM and ROM.
 Explain that RAM chips are usually configured on a small circuit board (such as a DIMM), and hold
data only when the computer is receiving power. That’s why RAM chips are considered volatile. In
contrast, ROM contains “hard-wired” instructions called the ROM BIOS, which are a critical part of
the boot process. Some people compare the ROM BIOS to a car’s starter motor. The computer must
receive its startup instructions from somewhere—that’s the job of ROM.
CLASSROOM ACTIVITIES
1. Class Discussion: Ask students how ROM differs from RAM and note the differences on a
whiteboard.
EEPROM
LECTURE NOTES
 Explain that EEPROM replaces CMOS technology.
 Be sure to distinguish between the kinds of data stored in EEPROM and data that is stored in ROM.
 On a running demonstration computer, run the setup program to show the kinds of settings
EEPROM contains.
 Point out the types of problems you can solve by using the EEPROM setup program.
 Compare the different types of memory. Use the table below.
New Perspectives on Computer Concepts (11th edition) Instructor’s Manual
Memory
Role in Computing
RAM
Holds data before and after
it is processed
ROM
Contains instructions to
help a computer prepare
for processing tasks
Updates information on the
hardware on your
computer
Allows the computer to use
disk storage to simulate
RAM
EEPROM
Virtual
Types of Data
Stored
Documents,
program
instructions
Boot instructions
Perm or Temp Storage
System
configuration
information
Documents,
program
instructions
Permanent storage (requires
no power to hold data)
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Temporary storage
Permanent storage
Temporary storage
FIGURES
 Figure 2-20
CLASSROOM ACTIVITIES
1. Group Activity: Have the students work in teams and begin to build a virtual computer system of
their dreams. Have them begin by finding three software packages on the Internet and record the
system requirements. Using this information, determine the processor speed and RAM needed by the
ideal system to run the software. If you want, you could assign each group a different dollar amount
that it could spend. Students can use computer ads or the Internet to research the costs of their choices.
2. Quick Quiz:
1. With ____ processing, the processor must complete all steps in the instruction cycle before it
begins to execute the next instruction. (Answer: serial.)
2. True/False: RAM is a temporary holding area for data, application program instructions, and the
operating system. (Answer: True.)
3. A computer stores its basic hardware settings in __________.
a. ROM
b. RAM
c. RIMM
d. EEPROM
(Answer: D.)
LAB ACTIVITY
Send students to a manufacturer’s Web site, such as the Dell or Gateway site. Can they draw any
conclusions about the relationship between processor speed and price of the computer?
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SECTION C: STORAGE DEVICES
Storage Basics
LECTURE NOTES
 Compare technologies. Show examples of several different kinds of devices: CDs, DVDs, tapes, Zip
disks, flash memory cards. Discuss the pros and cons of each kind of storage medium.
 Cover adding storage capabilities to a computer. Show the empty drive bays on your demonstration
computer in the classroom.
 Review the problems posed by increasingly sophisticated storage devices and the rapid migration
through technologies. You can easily read a book that was printed a hundred years ago, but
probably can’t access the text stored on a 5¼-inch floppy disk.
TEACHER TIP
Make sure students understand that storage mediums and storage devices are different things. A storage
medium is the disk, tape, CD, DVD, paper, or other substance that contains data. A storage device is the
mechanical apparatus that records and retrieves data from a storage medium.
FIGURES
 Figure 2-21
CLASSROOM ACTIVITIES
1. Quick Quiz:
1. ____ is the average time it takes a computer to locate data on the storage medium and read it.
(Answer: Access time.)
2. True/False: Storage capacity is directly related to storage density. (Answer: True.)
Magnetic Disk and Tape Technology
LECTURE NOTES
 Use Figure 2-22 to illustrate how a computer stores data on magnetic media.
 Explain that magnetic storage devices are susceptible to corruption by dust, liquid, and magnets.
 If possible, use a demonstration computer to show students a hard drive, including the drive spindle
and hard disk platter.
 Why are hard disks so popular? Ask students where they would store the data on their laptops, if
the laptop had no hard disk.
 Review the different types of hard disk controllers.
 Discuss EIDE, DMA, Ultra ATA, and SCSI.
 What does a tape backup system look like? Bring a variety of tape cartridges to class.
 Cover the advantages and disadvantages of magnetic tape vs. removable disks as backup media.
FIGURES
 Figure 2-22, Figure 2-23, Figure 2-24, Figure 2-25
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TEACHER TIP
Will 3½-inch floppy disks become obsolete? Most data transmission now takes place electronically, over
networks and over the Internet. Many new computers are sold without floppy drives. Can students think of
reasons why they still might want to use a floppy disk?
CLASSROOM ACTIVITIES
1. Class Discussion: Ask students to come up with scenarios in which each type of storage device (hard
disk drive, second hard disk drive, floppy disk, tape drive) is most appropriate.
2. Quick Quiz:
1. Hard disk, floppy disk, and tape storage can be classified as ______________. (Answer: magnetic
storage.)
2. True/False: Floppy disk storage is the preferred type of main storage for most computer systems.
(Answer: False.)
CD and DVD Technology
LECTURE NOTES
 Explain how optical storage works. Figure 2-26 shows the pits on an optical storage device like a
compact disc.
 If possible, disassemble a CD or DVD drive and point out the tracking mechanism, laser lens, drive
spindle, and laser pickup assembly. Otherwise, use Figure 2-27.
 Review the differences between CDs and DVDs.
 Use pages 82-83 to discuss the meaning of CD-ROM, DVD-ROM, CD-R, etc.
 If possible, compare computer ads from a year ago with those available today to track the growth in
DVD+RW/DVD-RW drive availability and the decrease in price.
TEACHER TIP
You might want to pass around a CD and a DVD to make the point that the two technologies look
extremely similar.
FIGURES
 Figure 2-26, Figure 2-27, Figure 2-28, Figure 2-29
CLASSROOM ACTIVITIES
1. Assign a Project: Have students write a paragraph comparing and contrasting ROM, R, and RW.
2. Class Discussion: Using the table in Figure 2-29 as a guide, have students discuss what type of CD or
DVD drive they need. Why?
Solid State Storage
LECTURE NOTES
 Explain how solid state storage works.
 Explain that solid state storage is very reliable, and needs very little power to run, but storage
capacity is limited.
 Do students know whether they have used any solid state storage devices? They may not know that
cell phones and digital cameras use solid state storage technology.
 Review the advantages of this kind of technology, including portability and price.
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FIGURES
 Figure 2-30, Figure 2-31, Figure 2-32
CLASSROOM ACTIVITIES
1. Quick Quiz:
1. ______________ is a technology that stores data in erasable, rewritable circuitry. (Answer: Solid
state storage.)
2. True/False: Once data is stored, it is non-volatile. (Answer: True.)
3. A(n) ____ is a device that reads and writes data on solid state storage. (Answer: card reader.)
Storage Wrapup
LECTURE NOTES
 What does a drive bay look like?
 Use the demonstration computer to show students a drive bay. Otherwise, use Figure 2-33.
FIGURES
 Figure 2-33, Figure 2-34
CLASSROOM ACTIVITIES
1. Group Activity: Continuing with the project of designing their dream computer system, ask students
in each group to decide what kind of optical storage device they need, using the chart in Figure 2-29.
2. Quick Quiz:
1. When a hard disk’s read-write head runs into a dust particle or other contaminant on the disk,
it can cause a(n) ______________. (Answer: head crash.)
2. True/False: A computer’s DVD drive can read discs that contain computer data as well as discs
that contain DVD movies. (Answer: True.)
3. ____ access is the ability of a device to “jump” directly to the requested data.
a. Sequential
b. Random
c. Flash
d. Transfer
(Answer: B.)
SECTION D: INPUT AND OUTPUT DEVICES
Basic Input Devices
LECTURE NOTES
 List as many different kinds of input devices as you can. Record the list on a chalkboard or on a
whiteboard. While students will certainly name a keyboard, they may not realize that a joystick and
a microphone also qualify as input devices. Discuss the input device used in a tablet computer and
in other, less traditional, computer systems.
 Show examples of devices. If possible, bring in as many examples of input devices as you can. Ask
your computer lab for old keyboards, mice, trackballs, etc.
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FIGURES
Figure 2-35, Figure 2-36, Figure 2-37
TEACHER TIP
Input devices can be designed for specialized tasks. Ask students to come up with examples of other kinds of
input devices that are not standard with office computers. For example, a supermarket scanner is an input
device.
CLASSROOM ACTIVITIES
1. Group Activity: Divide the class into two groups and challenge each group to make a list of all of the
input devices they can think of. Which group came up with more examples?
LAB ACTIVITY
 Refer students to the New Perspectives Web site for a Student Edition Lab called “Using Input
Devices.”
Display Devices
LECTURE NOTES
 Review the different kinds of monitors. If possible, show a standard CRT, and then compare it to an
LCD and a plasma screen. If your school doesn’t have these kinds of monitors available, use pictures
from computer ads or the Internet.
 Go over the role of the graphics card. Without the proper graphics card, a monitor is useless.
 In a demonstration computer, point out the graphics card and how it connects to the display device.
 Discuss the various graphics card technologies and resolutions.
FIGURES
 Figure 2-38, Figure 2-39, Figure 2-40, Figure 2-41
CLASSROOM ACTIVITIES
1. Class Discussion: Have students identify the type of display device(s) used in the classroom. What
types of display devices do they have at home or work?
2. Quick Quiz:
1. A(n) ________ display device uses the same sort of glass tube as a television. (Answer: CRT.)
2. True/False: Dot pitch is a measure of image clarity. (Answer: True.)
3. ____ technology creates an on-screen image by illuminating miniature colored fluorescent
lights arrayed in a panel-like screen.
a. CRT
b. Plasma screen
c. LCD
d. None of the above
(Answer: B.)
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Printers
LECTURE NOTES
 Explain that there is a vast assortment of printers available.
 If you have more than one type of printer available in your computer lab, demonstrate to students
the difference in print quality and speed provided by each.
 Discuss multifunctional printers. These have gained popularity in the printer market. Discuss with
students the benefits and drawbacks of buying one piece of equipment to carry out multiple tasks
(e.g., you can only carry out one function at a time).
 Review with students the most common functions carried out by multifunctional printers: printing,
copying, faxing, and scanning.
 Point out that as with single-function printers, the quality and reliability of these multifunctional
printers varies greatly depending on manufacturer and purchase price.
 On a Windows computer, show students how to install a new printer using the Printers window in
the Control Panel.
FIGURES
Figure 2-42, Figure 2-43, Figure 2-44, Figure 2-45
CLASSROOM ACTIVITIES
1. Assign a Project: Have students write a paragraph comparing and contrasting the different types of
printers (ink jet, laser, dot matrix).
2. Class Discussion: What types of printers do students have experience with? What are the pros and
cons of each type?
TEACHER TIP
If possible, take a tour of your building, looking for specialized types of printers. Visit a local copy shop, or
encourage students to do so on their own, and be on the lookout for different sorts of printers.
Installing Peripheral Devices
LECTURE NOTES
 Demonstrate how to connect a peripheral device to an expansion card, or let students do it
themselves on demonstration computers. Use Figure 2-48 for reference.
 Go over the different kinds of expansion slots. A practical point about computer I/O is that
microcomputers have expansion slots of different types: ISA, PCI, and AGP. To add devices to a
computer system, expansion cards are plugged into these slots. However, cards are built for only one
type of slot. Users must know the type of card and the type of slot that is available.
 Introduce Plug and Play technology. Discuss the evolution of this technology. Find examples of
devices that use this technology.
 Explain that because expansion cards do not fit in the compact case of a notebook computer, the
preferred route for expanding notebook computers is plugging PCMCIA cards into PCMCIA slots.
 You can point out that a PCMCIA slot can accept more than one card (usually 1-2).
 If possible, bring in a notebook or handheld computer and show how to insert a card in the card slot
to increase memory or add peripheral devices.
 Go over the different kinds of connectors. Students find this very confusing.
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Use Figure 2-50 to show some of the different kinds of connectors that are available, or try to bring
in some samples.
FIGURES
Figure 2-46, Figure 2-47, Figure 2-48, Figure 2-49, Figure 2-50
TEACHER TIP
Show students that in most cases it is difficult to accidentally use the wrong kind of connector, because the
wrong kind just will not fit onto the port.
CLASSROOM ACTIVITIES
1. Group Activity: Each group should decide what kind of printer it needs, as part of designing a dream
computer system. Make sure students weigh the costs and benefits of each type of system.
2. Quick Quiz:
1. Display device image clarity is measured in ________. (Answer: dot pitch.)
2. True/False: An expansion port is a small circuit board that provides a computer with the ability
to control a storage device, an input device, or an output device. (Answer: False.)
3. The printer used for “back-office” applications is a(n) ____________ printer.
a. ink jet
b. dot matrix
c. laser
d. thermal transfer
(Answer: B.)
SECTION E: HARDWARE SECURITY
Anti-theft Devices
LECTURE NOTES
 Review the tips for preventing theft.
 Ask students to come up with other suggestions besides those listed in Figure 2-51.
TEACHER TIP
If possible, point out anti-theft devices used in the classroom and allow students to inspect them.
FIGURES
 Figure 2-51, Figure 2-52, Figure 2-53
CLASSROOM ACTIVITIES
1. Class Discussion: What security measures do students currently take to protect their computers?
What measures does the school take?
Surge Protection and Battery Backup
LECTURE NOTES
 If possible, show a surge strip to the students.
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Emphasize that not all power strips provide surge suppressor protection, and that students should
review their own equipment to find out if their computers are protected.
FIGURES
 Figure 2-54, Figure 2-55
CLASSROOM ACTIVITIES
1. Quick Quiz:
1. A(n) ________ is a sudden increase or spike in electrical energy. (Answer: power surge.)
2. True/False: A UPS only provides surge protection. (Answer: False.)
Basic Maintenance
LECTURE NOTES
 Discuss with students the suggestions listed in Figure 2-58. How many of these steps do students
take regularly? Do the students appreciate the importance, for example, of antivirus and spyware
definitions, or of regular backups?
TEACHER TIP
If possible, pass around a can of compressed air and have students use it to clean their keyboards. Do they
notice a difference after using it?
FIGURES
 Figure 2-56, Figure 2-57, Figure 2-58
CLASSROOM ACTIVITIES
1. Class Discussion: What are students’ current maintenance routines? How are classroom computers
taken care of?
Troubleshooting and Repair
LECTURE NOTES
 Students have probably heard of the blue screen of death. Survey students about their experience
with the BSoD.
 If possible, step through one of the troubleshooters like the one shown in Figure 2-60 so students
can see how the answer to each question drives the next panel in this resource.
FIGURES
 Figure 2-59, Figure 2-60, Figure 2-61
CLASSROOM ACTIVITIES
1. Group Activity: Each group should decide what kind of additional hardware security it needs, as part
of designing a dream computer system.
2. Quick Quiz:
1. ________ is a limited version of Windows that allows you to use your mouse, monitor, and
keyboard, but no other peripherals. (Answer: Safe Mode.)
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2. True/False: Manufacturers advise against the use of battery backup for printers because it is not
economical. (Answer: True.)
3. All of the following are valid tips for regular computer maintenance EXCEPT ____________.
a. Scan your computer for viruses once a week.
b. Run utilities that ensure peak performance for your hard drive.
c. Keep spyware definitions updated.
d. Delete your browser’s history/cache files daily to free up space for temporary files.
(Answer: D.)
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benchmarks (69)
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blue screen of death (103)
cache (68)
card reader (84)
CD (81)
CD drive (81)
CISC (complex instruction set computer ) (69)
CRT (cathode ray tube) (90)
data bus (95)
data transfer rate (77)
desktop computer (58)
dot matrix printer (92)
dot pitch (dp) (90)
double layer DVD (81)
drive bays (86)
duplex printer (93)
duty cycle (93)
DVD (81)
DVD drive (81)
EEPROM (electrically erasable programmable read-only memory) (74)
expansion bus (95)
expansion card (95)
expansion port (96)
expansion slot (95)
floppy disk (80)
form factor (58)
front side bus (68)
gigahertz( GHz) (67)
graphics card (91)
graphics processing unit (GPU) (91)
hard disk controller (79)
hard disk drive (78)
hard disk platter (78)
HD-DVD (81)
head crash (80)
home computer system (60)
Hyper-Threading Technology (69)
HyperTranspot (68)
ink jet printer (92)
joystick (89)
lands (81)
laser printer (92)
LCD (liquid crystal display) (90)
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Level 1 cache (68)
Level 2 cache (68)
Linux platform (64)
Mac platform (64)
magnetic storage (78)
Media Center PC (60)
megahertz (MHz) (67)
microprocessor clock (67)
multi-core processor (69)
nanosecond (73)
non-volatile (84)
notebook computer (59)
optical storage (81)
overclocking (70)
parallel processing (69)
PC card (96)
PC platform (64)
PC slot (96)
peripheral device (56)
pipelining (69)
pits (81)
pixels (90)
plasma screen (90)
Plug and Play (PnP) (97)
pointing device (88)
pointing stick (89)
portable computer (59)
power surge (99)
Printer Control Language (PCL) (94)
PostScript (94)
RAM (random access memory) (71)
random access (77)
read-write head (78)
refresh rate (90)
resolution (91)
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RISC (reduced instruction set computer)
(69)
ROM (73)
ROM BIOS (74)
Safe Mode (105)
sequential access (77)
serial processing (69)
solid-state storage (84)
storage density (77)
storage device (76)
storage medium (76)
surge strip (100)
SVGA (Super VGA) (91)
SXGA (Super XGA) (91)
system unit (57)
tablet computer (59)
tape drive (80)
touch screen (89)
trackball (89)
trackpad (89)
ultra-mobile PC (UMPC) (59)
U3 drive (85)
UPS (uninterruptible power supply) (100)
USB (94)
USB flash drive (85)
UXGA (Ultra XGA) (91)
VGA (Video Graphics Array) (91)
viewable image size (vis) (90)
viewing angle width (90)
volatile (72)
Word size (68)
WUXGA (91)
XGA (extended Graphics Array) (91)