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Throughout this course, students examine computer hardware and the control of external components from an engineering perspective. Students solve problems and study the functions of key computer components and peripherals, logic gates, fundamental programming concepts, internal numbering and character representation systems, operating systems, and networks. They also develop an awareness of future educational opportunities and careers in the field of computer engineering. This course is designated as open and can be taken by all students who wish to learn about Computer Engineering Technology. Students who wish to continue study in this area can take the Workplace or University/College courses in Grades 11 and 12 that lead to post-secondary courses or entry into the workplace.

Unit Titles (Time + Sequence)

Unit 1	Computer Engineering Hardware	13 hours
Unit 2	Integrated Circuits	20 hours
Unit 3	Networking	20 hours
Unit 4	Computer Programming	27 hours
Unit 5	Computer Interfacing	30 hours

Unit Descriptions

Unit 1: Computer Engineering Hardware

In this unit, students identify and explain the functions of the basic components of a computer, basic circuits, and peripheral devices. Emphasis is placed on safety as students handle a variety of tools, equipment, and internal and external components. Students create a simple circuit, glossary of terms, database of lab components and individual computer log sheets for recording upgrades or changes. Students also identify employability skills and explore careers in the computer industry.

Unit 2: Integrated Circuits

The focus of this unit is on integrated circuits and how the internal workings of a computer represent data such as characters and numbers. Students learn standard codes for internal numbering and character representation. They learn to design and construct fundamental logic gates (i.e., AND, OR, NOR, NAND, NOT, XOR, XNOR). They also learn about and construct simple electronic circuits, apply Boolean algebra, and devise truth tables to test and describe their functionality. Students develop an understanding of gates, semi-conductors (e.g., transistors, diodes, etc.), and integrated circuits by designing and building simple logic gates.

Unit 3: Networking

Students explore and set up parallel and series computer communication processes within a computer and between computer systems (e.g., internal architecture, cabling standards, topology, and network types). They use problem-solving skills to apply their knowledge to tasks such as researching simple network types and building simple communication networks. Students also 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.

Unit 4: Computer Programming

This unit focusses on how to program a computer using a problem-solving model. This model helps to organize and develop the fundamental structures of programming. These fundamental structures include variable declarations, assignment statements, input/output, selection, and looping. Each structure builds upon and is incorporated into subsequent structures. The programming software introduced in this unit allows students to write simple programs which integrates with hardware to control external devices and peripherals. Students also research and identify computer-related careers and explore ergonomics.

Unit 5: Computer Interfacing

The final culminating unit incorporates information learned in all previous units. Students are expected to work through Activities 1, 2, and 3 to fully prepare them for the challenge of Activity 4 in which they complete a project that demonstrates their knowledge of integrating software and hardware processes to solve an interfacing challenge.

Course Notes

Teachers must ensure students have paper or electronic copies of 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. In every unit students work in a hands-on environment and must have clear goals to successfully meet course expectations. Teachers must continually conference with students to ensure they understand their progress to date and to suggest areas needed for improvement.

The use of a daily log or journal is a useful tool for students to practise their writing skills and technology terminology. It may be used for on going activities as a terminology database, computer career database, computer terminal log, and/or creation of a student portfolio for exemplary work. Students have various opportunities to practise time-management skills and follow printed instructions in both individual and group work settings.

The use of hardware and software resources must be planned to ensure students have access to basic hand tools, materials, and equipment for designing and constructing circuits and to access a small computer network that is not networked into the main school system. They also require computers that are part of the main system for research and software application tasks. The facilities must allow students to disassemble, design, and assemble a variety of basic electronic circuits and computer hardware systems. Connections to the community are an ideal source of used equipment to serve many functions.

Teachers must 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.

Teaching/Learning Strategies

All units are activity-based. Socratic lessons, teacher demonstrations, and research activities provide students with the necessary terminology and methodology necessary to complete the various activities. Classroom discussions, brainstorming, and collaborative and/or co-operative learning is used to assist students in meeting course expectations. Problem-solving exercises are used. Students also research, write reports, and take notes in meeting expectations. Upon completion of this course, students demonstrate the ability to apply skills and knowledge to practical work tasks that involve planning and implementation processes, completion of work assignments, and various problem-solving activities.

Assessment/Evaluation Techniques

Diagnostic testing may be incorporated at the beginning of the units for teachers to assess the knowledge variance and experiences of students in their classes.

The teacher assesses/evaluates students in a formative manner by using roving student conferences where the focus can be on skills and knowledge, teamwork, co-operative learning, etc. Checklists are used to assess the operational steps of a process. Checklists and step-by-step instructions vary depending on the resources available at individual schools. Self-evaluation may also 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 assessment of the student portfolio also assists the teacher in providing students with formative assessment. The addition of a self-and peer assessment, in group work situations, helps to identify students and/or groups who need support. Performance tests are effective for assessing the achievement of knowledge and skills. The vocabulary used in the test questions should reflect that used in the lab situation. Although students should be encouraged to write answers in proper sentence form, questions and answers that involve diagrams can be an effective assessment instrument. Final evaluation may include the last activity in Unit 5, the student portfolio, and glossary of terms.

Suggested Student Assessment/Evaluation Table

Evaluation

Resources

This list contains the most common resources and each activity has additional specific resources listed.

Human Resources

Software

Operating systems (e.g., DOS, Windows 9x, Windows NT, System 6.x, 7.x, 8.x, Unix, or others)

OESS software tools (e.g., Corel WordPerfect, Microsoft Works, Appleworks, etc.)

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

Feldman, Jonathon. Sams Teach Yourself Network Troubleshooting in 24 Hours. Sams, 1998.
ISBN 0672314886

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 Popescu-Zeletin. Intelligent Networks: Basic Technology, Standards & Evolution. International Thomson Press, 1996. ISBN 1850322937

Network A+ Certification Study Guide. Syngress Media, Inc., 1999. ISBN 0-07-211846-6

MCSE Networking Essentials For Dummies, Training Kit. IDG Books Worldwide, 1999.
ISBN 0764506218

Norton, Peter. Essential Concepts. McGraw-Hill Ryerson Limited, 1999. ISBN 0-02-804394-4

Shelly, Gary and Thomas Cashman. Computer Fundamentals for an Information Age. California: Anaheim Publishing Co., 1984. ISBN 0-88236-125-2

Simms, Forrest. Getting Started in Electronics. USA: Radio Shack, 1983. Cat No 276-5003

*The Whole Internet: The Next Generation. O’Reilly and Associates Inc., 1999. ISBN 1-56592-428-2

Web Sites

Video

Intel Corporation. The Journey Inside. Part of The Journey Inside Education kit.


Evaluation Categories	Assessment Tools	Weight
Knowledge and Understanding	Tests	20%
Thinking and Inquiry	Projects, Assignments, Tests	20%
Communication	Verbal/written communication	10%
Application	Assignments	20%
Final Summative Evaluation	Exam	30%