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# Weeks 1–2: Computer Hardware & Peripheral Devices
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**Hours:** 4 (2 lectures)
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---
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## Learning Objectives
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By the end of this unit, students will be able to:
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- Identify the major internal components of a computer and explain their function
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- Distinguish between input, output, processing, and storage devices
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- Explain how data flows through a computer system (input → processing → output → storage)
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- Compare different types of computers (desktop, laptop, tablet, smartphone, server)
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- Make informed decisions about hardware purchases
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---
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## Lecture 1: Inside the Computer
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### Key Concepts
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**What is a computer?**
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A computer is an electronic device that accepts input, processes data, produces output, and stores results. This is the **IPOS cycle** (Input → Processing → Output → Storage) — the foundational concept for the whole course.
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> 💡 **Teaching idea:** Start with something they already know. Hold up a smartphone. "This is a computer. So is a gaming console. So is the chip in your car's dashboard. What makes them all computers?" Lead into the IPOS cycle.
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**The Motherboard**
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The main circuit board — everything connects to it. Think of it as the nervous system.
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- Houses the CPU, RAM slots, expansion slots, and connectors
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- Contains the chipset that manages data flow between components
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**Central Processing Unit (CPU)**
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The "brain." Executes instructions. Key metrics:
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- **Clock speed** (GHz) — how many cycles per second
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- **Cores** — modern CPUs have multiple cores (like having multiple brains working in parallel)
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- **Cache** — tiny, fast memory built into the CPU
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> 💡 **Analogy:** The CPU is like a chef in a kitchen. Clock speed is how fast they chop. Cores are how many chefs you have. Cache is the counter space right next to them — small but instantly accessible.
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**Memory (RAM)**
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- Volatile (disappears when power off)
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- Measured in GB (8GB, 16GB typical today)
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- More RAM = more programs running smoothly at once
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> 💡 **Analogy:** RAM is your desk. The bigger your desk, the more papers (programs) you can spread out. But when you go home (power off), the desk gets cleared.
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**Storage**
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- **HDD (Hard Disk Drive):** Spinning magnetic platters. Cheaper, slower, larger capacity.
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- **SSD (Solid State Drive):** No moving parts. Faster, more expensive, increasingly standard.
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- **NVMe:** Even faster SSD connected directly via PCIe bus.
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> 💡 **Analogy:** Storage is your filing cabinet. It keeps things even when you leave. HDD = big metal cabinet. SSD = well-organized digital filing system that retrieves anything instantly.
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**Graphics Processing Unit (GPU)**
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- Specialized processor for rendering images/video
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- Important for gaming, video editing, AI/ML
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- Can be integrated (built into CPU) or discrete (separate card)
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**Power Supply Unit (PSU)**
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- Converts AC wall power to DC for components
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- Rated in watts
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### Diagram Ideas
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1. **IPOS Cycle Diagram** — Simple flow: Input → Processing → Output, with Storage branching off. Use icons (keyboard, CPU chip, monitor, hard drive).
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2. **Motherboard Layout** — Labeled top-down view showing CPU socket, RAM slots, PCIe slots, storage connectors, I/O ports. Keep it simplified.
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3. **Storage Speed Comparison** — Bar chart: HDD vs SSD vs NVMe read/write speeds.
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4. **Inside a Desktop PC** — Photo or illustration with labeled callouts.
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### Slide Concepts
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| Slide | Content |
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|-------|---------|
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| 1 | Title: "What's Inside Your Computer?" + photo of open PC case |
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| 2 | The IPOS Cycle — animated diagram |
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| 3 | The Motherboard — labeled photo |
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| 4 | CPU: The Brain — clock speed, cores, cache with chef analogy |
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| 5 | RAM vs Storage — desk vs filing cabinet analogy, side by side |
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| 6 | HDD vs SSD — comparison table with speeds, prices, use cases |
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| 7 | GPU — what it does, integrated vs discrete |
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| 8 | Quick Quiz: "Which component..." matching exercise |
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---
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## Lecture 2: Peripheral Devices & Types of Computers
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### Key Concepts
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**Input Devices**
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Devices that send data TO the computer:
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- Keyboard, mouse, trackpad, touchscreen
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- Microphone, webcam, scanner
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- Biometric readers (fingerprint, face recognition)
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- Game controllers, stylus/pen
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**Output Devices**
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Devices that receive data FROM the computer:
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- Monitor/display (LCD, LED, OLED — resolution, refresh rate)
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- Printer (inkjet vs laser)
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- Speakers, headphones
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- Projector
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**Input/Output (I/O) Devices**
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Some do both:
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- Touchscreen (input + output)
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- USB flash drive (storage + transfer)
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- Network adapter (send + receive)
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- VR headset
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**Ports and Connectors**
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- **USB** (Type-A, Type-C, Micro) — universal standard
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- **HDMI / DisplayPort** — video output
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- **Ethernet (RJ-45)** — wired network
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- **3.5mm audio jack** — headphones/mic
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- **Thunderbolt** — high-speed data + video + power (via USB-C connector)
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- **Bluetooth / Wi-Fi** — wireless connectivity
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> 💡 **Teaching idea:** Bring a bag of cables and adapters. Have students identify each one. Or show photos and do a matching activity.
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**Types of Computers**
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- **Desktop:** Powerful, upgradeable, stationary
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- **Laptop:** Portable, integrated display/keyboard/battery
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- **Tablet:** Touchscreen-centric, lightweight
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- **Smartphone:** Pocket computer, always connected
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- **Server:** Serves data to other computers, runs 24/7
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- **Mainframe / Supercomputer:** Enterprise/scientific scale
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- **Embedded systems:** Computers inside other devices (cars, appliances, ATMs)
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- **Wearables:** Smartwatches, fitness trackers
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> 💡 **Discussion:** "How many computers do you interact with in a day?" Students often don't think about the computer in their car, microwave, or elevator.
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**Buying a Computer: What Matters?**
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Walk through a real spec sheet (e.g., from Best Buy or Amazon):
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- CPU, RAM, storage, display, battery life, ports
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- What specs matter for different users (student, gamer, video editor, office worker)
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### Diagram Ideas
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1. **Input/Output Classification** — Three-column layout: Input | Both | Output, with device icons in each.
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2. **Common Ports Guide** — Visual reference showing each port type with label and what it's used for.
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3. **Computer Types Spectrum** — From embedded → smartphone → tablet → laptop → desktop → server → supercomputer, showing trade-offs (portability vs power).
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4. **Spec Sheet Breakdown** — Annotated screenshot of a real laptop listing.
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### Slide Concepts
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| Slide | Content |
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|-------|---------|
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| 1 | Title: "Connecting to Your Computer" |
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| 2 | Input Devices — grid of photos with labels |
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| 3 | Output Devices — grid of photos with labels |
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| 4 | Ports & Connectors — visual guide |
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| 5 | Types of Computers — spectrum from small to large |
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| 6 | "How Many Computers Did You Use Today?" — discussion prompt |
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| 7 | Reading a Spec Sheet — annotated real example |
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| 8 | Activity: "Build Your Ideal Computer" — given a budget, pick components |
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---
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## Vocabulary
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| Term | Definition |
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|------|-----------|
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| **IPOS Cycle** | Input → Processing → Output → Storage; the fundamental computer operation cycle |
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| **CPU (Central Processing Unit)** | The processor; executes instructions and performs calculations |
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| **Clock Speed** | How fast a CPU executes instructions, measured in GHz |
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| **Core** | An independent processing unit within a CPU; multi-core = parallel processing |
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| **Cache** | Small, very fast memory built into or near the CPU |
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| **RAM (Random Access Memory)** | Volatile memory used for currently running programs and data |
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| **Volatile** | Memory that loses its contents when power is turned off |
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| **Non-volatile** | Memory/storage that retains data without power (e.g., SSD, HDD) |
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| **HDD (Hard Disk Drive)** | Storage device using spinning magnetic platters |
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| **SSD (Solid State Drive)** | Storage device using flash memory chips; no moving parts |
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| **NVMe** | A fast SSD interface that connects directly to the PCIe bus |
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| **GPU (Graphics Processing Unit)** | Specialized processor for rendering graphics and parallel computation |
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| **Motherboard** | The main circuit board connecting all computer components |
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| **PSU (Power Supply Unit)** | Converts AC power from the wall to DC power for components |
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| **Peripheral** | Any external device connected to a computer (keyboard, monitor, printer, etc.) |
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| **Input Device** | Hardware that sends data to the computer |
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| **Output Device** | Hardware that receives and displays/produces data from the computer |
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| **USB (Universal Serial Bus)** | Standard connector/protocol for peripherals and data transfer |
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| **HDMI** | High-Definition Multimedia Interface; carries video and audio |
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| **Bluetooth** | Short-range wireless technology for connecting devices |
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| **Embedded System** | A computer built into another device (car, appliance, ATM) |
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| **Resolution** | The number of pixels on a display (e.g., 1920×1080 = Full HD) |
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| **Gigabyte (GB)** | A unit of digital storage/memory, roughly 1 billion bytes |
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| **Terabyte (TB)** | A unit of digital storage, roughly 1 trillion bytes (1,000 GB) |
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---
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## Activities & Assignments
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### In-Class
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1. **IPOS Scavenger Hunt:** Give students a list of devices/scenarios. They classify each as Input, Processing, Output, or Storage.
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2. **Cable Identification:** Show photos (or real cables) — students name the port type and what it connects.
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3. **Spec Sheet Showdown:** Two laptop listings side-by-side. Students decide which is better for a given user (student, gamer, office worker) and justify their choice.
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### Homework
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1. **Component Research Paper (1–2 pages):** Pick one component (CPU, RAM, SSD, GPU). Explain what it does, how it's measured, and what a good current spec looks like. Include at least one comparison (e.g., Intel vs AMD, HDD vs SSD).
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2. **"My Computer" Inventory:** Students find and document the specs of a computer they use (their own laptop, family desktop, school computer). Identify CPU, RAM, storage type/size, and ports available.
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---
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## Discussion Questions
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1. Why is RAM volatile but storage is not? Why did engineers design it that way?
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2. If SSDs are faster than HDDs, why do HDDs still exist?
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3. What's the most surprising "computer" you interact with daily?
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4. How would you decide between a laptop and a desktop for a college student?
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# Week 3: Software, Working with Files, Getting Started with Apps
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**Hours:** 2 (1 lecture)
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---
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## Learning Objectives
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- Distinguish between system software and application software
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- Explain the role of an operating system
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- Navigate a file system: create, rename, move, copy, and delete files and folders
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- Understand file types and extensions
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- Install and update application software
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---
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## Key Concepts
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### What is Software?
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Software = instructions that tell hardware what to do. Two main categories:
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**System Software**
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- **Operating System (OS):** Manages hardware, runs applications, provides user interface
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- Windows, macOS, Linux, ChromeOS, iOS, Android
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- **Utility Software:** Maintenance tools (disk cleanup, antivirus, backup)
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- **Device Drivers:** Translators between OS and specific hardware
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**Application Software**
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- Productivity: Word processors, spreadsheets, presentation tools
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- Communication: Email clients, video conferencing, messaging
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- Creative: Photo/video editing, music production
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- Browsers: Chrome, Firefox, Edge, Safari
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- Specialized: Accounting, medical records, CAD
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> 💡 **Analogy:** The OS is like a building manager — it keeps the lights on, manages the rooms, and lets tenants (applications) move in and do their work. Without the building manager, the tenants can't function.
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### Open Source vs Proprietary
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| | Open Source | Proprietary |
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|---|---|---|
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| **Cost** | Usually free | Usually paid (or subscription) |
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| **Code** | Public, modifiable | Closed, protected |
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| **Examples** | Linux, LibreOffice, Firefox, VLC | Windows, MS Office, Photoshop |
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| **Support** | Community-driven | Vendor support |
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> 💡 **Discussion starter:** "Is free software actually free? What's the trade-off?" Leads to conversation about ads, data collection, community maintenance.
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### The File System
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**Files and Folders (Directories)**
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- A **file** is a named collection of data (document, photo, program)
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- A **folder** (directory) is a container for organizing files
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- Folders can contain other folders → hierarchical tree structure
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**File Paths**
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- Windows: `C:\Users\Student\Documents\essay.docx`
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- Mac/Linux: `/Users/Student/Documents/essay.docx`
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- Components: Drive → Folders → Filename.Extension
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**File Extensions**
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Common extensions students should recognize:
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| Extension | Type | Opens With |
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|-----------|------|-----------|
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| .docx | Word document | Microsoft Word |
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| .xlsx | Spreadsheet | Microsoft Excel |
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| .pptx | Presentation | Microsoft PowerPoint |
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| .pdf | Portable document | Adobe Reader, browser |
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| .txt | Plain text | Notepad, any text editor |
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| .jpg / .png | Image | Photos app, browser |
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| .mp3 / .mp4 | Audio / Video | Media player |
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| .zip | Compressed archive | File Explorer, 7-Zip |
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| .exe | Windows program | Windows |
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| .html | Web page | Browser |
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> ⚠️ **Security tip:** Be cautious with `.exe`, `.bat`, `.scr` files from unknown sources — these can run programs on your computer.
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**File Operations**
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- **Create:** New file or folder
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- **Save / Save As:** Save current work; Save As = new name or location
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- **Copy vs Move:** Copy = duplicate; Move = relocate (original disappears)
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- **Rename:** Change the name (be careful not to change the extension)
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- **Delete:** Sends to Recycle Bin / Trash (recoverable until emptied)
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- **Search:** Find files by name, date, type, or contents
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### Cloud Storage
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- OneDrive, Google Drive, iCloud, Dropbox
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- Files sync across devices
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- Collaboration features (shared folders, simultaneous editing)
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- Trade-off: convenience vs privacy, requires internet
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### Installing Software
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- **App stores:** Microsoft Store, Mac App Store, Google Play
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- **Web downloads:** From vendor websites (verify the source!)
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- **Updates:** Keep software current for security and features
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- **Uninstalling:** Use the system's uninstall feature, not just deleting the icon
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|
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> 💡 **Demo idea:** Walk through installing a free application (like VLC or 7-Zip). Show the full flow: download → verify source → install → find in Start menu → uninstall.
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|
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---
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## Diagram Ideas
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1. **Software Layer Cake** — Bottom: Hardware. Middle: Operating System. Top: Application Software. Shows how apps sit on top of the OS which sits on top of hardware.
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2. **File System Tree** — Visual tree starting from C:\ showing Users → StudentName → Documents/Pictures/Downloads with example files in each.
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3. **File Extension Cheat Sheet** — Visual grid: icon + extension + "what it is" + "opens with."
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4. **Cloud vs Local Storage** — Side-by-side comparison showing where files actually live.
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|
||||
---
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|
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## Slide Concepts
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| Slide | Content |
|
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|-------|---------|
|
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| 1 | Title: "Software: The Instructions" |
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| 2 | System Software vs Application Software — two-column with examples |
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| 3 | The Operating System — screenshot of Windows/Mac desktops with labeled parts (taskbar, desktop, start menu, file explorer) |
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| 4 | Open Source vs Proprietary — comparison table |
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| 5 | The File System — tree diagram |
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| 6 | File Extensions — visual cheat sheet |
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| 7 | File Operations Demo — screenshots of copy, move, rename, delete |
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| 8 | Cloud Storage — logos + features |
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| 9 | Installing Software Safely — do's and don'ts |
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| 10 | Activity preview: organize a messy folder |
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|
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---
|
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|
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## Vocabulary
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|
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| Term | Definition |
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|------|-----------|
|
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| **Software** | Instructions/programs that tell computer hardware what to do |
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| **System Software** | Software that manages hardware and provides a platform for applications (OS, drivers, utilities) |
|
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| **Application Software** | Programs designed for end users to perform specific tasks |
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| **Operating System (OS)** | System software that manages hardware resources and provides services for applications |
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| **Device Driver** | Software that allows the OS to communicate with a specific hardware device |
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| **Utility Software** | System tools for maintenance tasks (antivirus, disk cleanup, backup) |
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| **Open Source** | Software whose source code is publicly available and can be modified |
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| **Proprietary Software** | Software owned by a company; source code is not publicly available |
|
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| **File** | A named collection of related data stored on a computer |
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| **Folder / Directory** | A container used to organize files in a hierarchical structure |
|
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| **File Extension** | The suffix after the dot in a filename (e.g., .docx, .pdf) indicating file type |
|
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| **File Path** | The full address of a file in the file system (e.g., C:\Users\Documents\file.txt) |
|
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| **Cloud Storage** | Remote servers accessed via the internet for storing and syncing files |
|
||||
| **Install** | To set up software on a computer so it's ready to use |
|
||||
| **Uninstall** | To remove software from a computer |
|
||||
| **Update / Patch** | New version of software that fixes bugs, adds features, or improves security |
|
||||
| **Recycle Bin / Trash** | Temporary holding area for deleted files before permanent removal |
|
||||
| **Compression / Zip** | Reducing file size by encoding data more efficiently; .zip is a common format |
|
||||
|
||||
---
|
||||
|
||||
## Activities & Assignments
|
||||
|
||||
### In-Class
|
||||
1. **Desktop Scavenger Hunt:** Students identify parts of the OS interface (taskbar, system tray, file explorer, etc.) on their own computers.
|
||||
2. **File Organization Challenge:** Give students a "messy" folder (downloadable zip) with 20+ files poorly named and unorganized. They create a logical folder structure and organize everything. Grade on structure and naming conventions.
|
||||
3. **Extension Matching Game:** Flash an extension on screen — students shout out what type of file it is and what program opens it.
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|
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### Homework
|
||||
1. **OS Comparison (1 page):** Compare two operating systems (e.g., Windows vs macOS, or Android vs iOS). Cover: target audience, cost, app availability, pros/cons.
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2. **File System Map:** Screenshot or draw the folder structure of their Documents folder. Identify at least 5 different file types and explain what each extension means.
|
||||
|
||||
---
|
||||
|
||||
## Discussion Questions
|
||||
1. Why do we need an operating system? Why can't applications just talk to hardware directly?
|
||||
2. When would you choose open source software over proprietary (or vice versa)?
|
||||
3. You download a file called `free-movie.mp4.exe` — what should you do and why?
|
||||
4. What happens to your files if a cloud storage company goes out of business?
|
||||
|
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@ -0,0 +1,215 @@
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# Weeks 4–6: Word Processing (Microsoft Word)
|
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**Hours:** 6 (3 lectures)
|
||||
|
||||
---
|
||||
|
||||
## Learning Objectives
|
||||
- Create, save, and open Word documents
|
||||
- Format text (fonts, sizes, styles, colors, alignment)
|
||||
- Use paragraph formatting (spacing, indentation, lists)
|
||||
- Insert and format images, tables, and other objects
|
||||
- Use headers/footers, page numbers, and page layout settings
|
||||
- Use spelling/grammar check, Find & Replace
|
||||
- Print and export documents (PDF)
|
||||
|
||||
---
|
||||
|
||||
## Lecture 4: Creating a Document
|
||||
|
||||
### Key Concepts
|
||||
|
||||
**The Word Interface**
|
||||
- **Ribbon:** Tabbed toolbar at the top (Home, Insert, Design, Layout, etc.)
|
||||
- **Quick Access Toolbar:** Customizable shortcuts (Save, Undo, Redo)
|
||||
- **Ruler:** Shows margins and tab stops
|
||||
- **Status Bar:** Word count, page number, zoom
|
||||
- **Views:** Print Layout (default), Read Mode, Web Layout
|
||||
|
||||
> 💡 **Teaching idea:** Do a "ribbon tour" — click through each tab and briefly show what lives there. Students follow along. This builds familiarity without memorizing.
|
||||
|
||||
**Creating & Saving**
|
||||
- New blank document vs templates
|
||||
- **Save** (Ctrl+S) vs **Save As** (new name/location/format)
|
||||
- File formats: .docx (default), .pdf, .txt, .rtf
|
||||
- AutoSave with OneDrive — explain what it is and when it helps
|
||||
- File naming conventions: descriptive, no special characters, include date if versioning
|
||||
|
||||
**Entering & Selecting Text**
|
||||
- Typing, Enter for new paragraph (not new line — Shift+Enter for line break)
|
||||
- Selection techniques:
|
||||
- Click and drag
|
||||
- Double-click = select word
|
||||
- Triple-click = select paragraph
|
||||
- Ctrl+A = select all
|
||||
- Cut (Ctrl+X), Copy (Ctrl+C), Paste (Ctrl+V)
|
||||
- Undo (Ctrl+Z) and Redo (Ctrl+Y) — "your best friends"
|
||||
|
||||
> 💡 **Common student mistake:** Pressing Enter multiple times to create space instead of using paragraph spacing. Address this early.
|
||||
|
||||
### Diagram Ideas
|
||||
1. **Word Interface Labeled Screenshot** — Annotated screenshot with callouts for Ribbon, Quick Access Toolbar, Ruler, Status Bar, Document Area.
|
||||
2. **Save vs Save As Flowchart** — "First time saving?" → Save As. "Already saved and just updating?" → Save.
|
||||
|
||||
### Slide Concepts
|
||||
| Slide | Content |
|
||||
|-------|---------|
|
||||
| 1 | Title: "Getting Started with Word" |
|
||||
| 2 | The Word Interface — labeled screenshot |
|
||||
| 3 | Creating & Saving — Save vs Save As, file formats |
|
||||
| 4 | Typing Tips — Enter vs Shift+Enter, selection shortcuts |
|
||||
| 5 | Essential Shortcuts — table of Ctrl+S, C, V, X, Z, Y |
|
||||
| 6 | Live Demo: Create a document from scratch |
|
||||
|
||||
---
|
||||
|
||||
## Lecture 5: Formatting a Document
|
||||
|
||||
### Key Concepts
|
||||
|
||||
**Character Formatting (Home Tab → Font Group)**
|
||||
- Font family: serif (Times New Roman) vs sans-serif (Calibri, Arial)
|
||||
- Font size: measured in points (12pt standard for body text)
|
||||
- Bold (Ctrl+B), Italic (Ctrl+I), Underline (Ctrl+U)
|
||||
- Font color, highlight, text effects
|
||||
- Strikethrough, superscript, subscript
|
||||
- **Format Painter** (paintbrush icon) — copy formatting from one selection to another
|
||||
|
||||
> 💡 **Design tip:** Limit to 2 fonts per document (one for headings, one for body). This is a real-world design principle worth teaching early.
|
||||
|
||||
**Paragraph Formatting (Home Tab → Paragraph Group)**
|
||||
- Alignment: Left, Center, Right, Justify
|
||||
- Line spacing: Single, 1.5, Double (and custom)
|
||||
- Paragraph spacing: Space Before / Space After (use this instead of extra Enter keys!)
|
||||
- Indentation: First line indent, hanging indent
|
||||
- Bullets and numbering — and how to customize them
|
||||
- Borders and shading
|
||||
|
||||
**Styles**
|
||||
- Pre-built formatting combinations (Heading 1, Heading 2, Normal, etc.)
|
||||
- Why styles matter: consistency, easy changes, accessibility, and they power the Table of Contents
|
||||
- Modify existing styles or create custom ones
|
||||
|
||||
> 💡 **Teaching idea:** Give students an ugly, inconsistently formatted document. Have them fix it using ONLY styles (no manual formatting). Teaches the "right way" from the start.
|
||||
|
||||
**Page Layout (Layout Tab)**
|
||||
- Margins (Normal, Narrow, Wide, Custom)
|
||||
- Orientation: Portrait vs Landscape
|
||||
- Paper size (Letter = 8.5" × 11")
|
||||
- Columns (for newsletters, brochures)
|
||||
- Page breaks vs section breaks
|
||||
|
||||
### Diagram Ideas
|
||||
1. **Serif vs Sans-Serif** — Side-by-side examples with the serifs highlighted/circled.
|
||||
2. **Paragraph Spacing Visual** — Show the difference between "extra Enter keys" vs proper paragraph spacing.
|
||||
3. **Styles Cascade** — Heading 1 → Heading 2 → Heading 3 → Normal body text, showing the visual hierarchy.
|
||||
4. **Margin Diagram** — Page outline showing top, bottom, left, right margins with measurements.
|
||||
|
||||
### Slide Concepts
|
||||
| Slide | Content |
|
||||
|-------|---------|
|
||||
| 1 | Title: "Making It Look Good" |
|
||||
| 2 | Font Basics — serif vs sans-serif, sizes, "2-font rule" |
|
||||
| 3 | Bold, Italic, Underline — when to use each |
|
||||
| 4 | Format Painter — demo |
|
||||
| 5 | Paragraph Formatting — alignment, spacing, indentation |
|
||||
| 6 | "Stop Pressing Enter!" — before/after of paragraph spacing |
|
||||
| 7 | Styles — why they exist, how to use them |
|
||||
| 8 | Page Layout — margins, orientation, columns |
|
||||
| 9 | Activity: Fix the Ugly Document |
|
||||
|
||||
---
|
||||
|
||||
## Lecture 6: Finalizing a Document
|
||||
|
||||
### Key Concepts
|
||||
|
||||
**Inserting Objects**
|
||||
- **Images:** Insert → Pictures (from file, online, stock). Resize, crop, text wrapping (inline, square, tight, behind text).
|
||||
- **Tables:** Insert → Table. Add/delete rows and columns. Merge cells. Table styles.
|
||||
- **Shapes & Text Boxes:** For callouts, diagrams, pull quotes.
|
||||
- **Headers & Footers:** Consistent info on every page (name, date, page number).
|
||||
- **Page Numbers:** Insert → Page Number (top, bottom, current position).
|
||||
- **Hyperlinks:** Link to websites, other documents, or places in the same document.
|
||||
|
||||
**Proofing & Review**
|
||||
- **Spelling & Grammar Check:** Review tab or red/blue squiggly lines. Right-click for suggestions.
|
||||
- **Find & Replace (Ctrl+H):** Powerful — can replace text, formatting, special characters.
|
||||
- **Word Count:** Status bar or Review → Word Count.
|
||||
- **Thesaurus:** Right-click a word → Synonyms.
|
||||
- **Comments:** Review → New Comment. For collaboration/feedback.
|
||||
- **Track Changes:** Shows edits made by collaborators. Accept/Reject changes.
|
||||
|
||||
**Printing & Exporting**
|
||||
- Print Preview (Ctrl+P) — always preview before printing!
|
||||
- Print settings: pages, copies, double-sided, collate
|
||||
- Export to PDF: File → Save As → PDF, or File → Export
|
||||
- Why PDF? Looks the same everywhere, can't be easily edited, professional standard.
|
||||
|
||||
> 💡 **Teaching idea:** Have students peer-review each other's documents using Track Changes and Comments. Teaches the tool AND the skill of giving constructive feedback.
|
||||
|
||||
### Diagram Ideas
|
||||
1. **Text Wrapping Options** — Same image shown with different wrapping styles (inline, square, tight, behind text) to show the visual difference.
|
||||
2. **Track Changes Example** — Before/after showing insertions (underlined color), deletions (strikethrough), and comments.
|
||||
3. **Print Preview Checklist** — Visual checklist: margins correct? Page breaks in right places? Headers/footers showing? Images not cut off?
|
||||
|
||||
### Slide Concepts
|
||||
| Slide | Content |
|
||||
|-------|---------|
|
||||
| 1 | Title: "Finishing Touches" |
|
||||
| 2 | Inserting Images — resize, crop, text wrapping |
|
||||
| 3 | Tables — creating, formatting, when to use them |
|
||||
| 4 | Headers, Footers, Page Numbers |
|
||||
| 5 | Spelling & Grammar — demo of proofing tools |
|
||||
| 6 | Find & Replace — live demo with a real example |
|
||||
| 7 | Track Changes & Comments — collaboration demo |
|
||||
| 8 | Exporting to PDF — why and how |
|
||||
| 9 | Print Preview Checklist |
|
||||
|
||||
---
|
||||
|
||||
## Vocabulary
|
||||
|
||||
| Term | Definition |
|
||||
|------|-----------|
|
||||
| **Ribbon** | The tabbed toolbar at the top of the Word window containing commands organized by function |
|
||||
| **Quick Access Toolbar** | Small customizable toolbar above the Ribbon for frequently used commands |
|
||||
| **Font** | A set of characters with a consistent design (e.g., Calibri, Times New Roman) |
|
||||
| **Serif** | Small decorative strokes at the ends of letter strokes (e.g., Times New Roman) |
|
||||
| **Sans-serif** | Fonts without serifs; clean, modern look (e.g., Arial, Calibri) |
|
||||
| **Point (pt)** | Unit of font size measurement; 72 points = 1 inch |
|
||||
| **Format Painter** | Tool that copies formatting from one selection and applies it to another |
|
||||
| **Style** | A named set of formatting attributes that can be applied to text for consistency |
|
||||
| **Line Spacing** | The vertical distance between lines of text within a paragraph |
|
||||
| **Paragraph Spacing** | Space added before or after a paragraph (measured in points) |
|
||||
| **Indentation** | The distance text is offset from the margin (first line, hanging, left, right) |
|
||||
| **Margin** | The blank space between the edge of the page and the document content |
|
||||
| **Orientation** | Page direction: Portrait (tall) or Landscape (wide) |
|
||||
| **Text Wrapping** | How text flows around an inserted image or object |
|
||||
| **Header / Footer** | Content that appears at the top/bottom of every page |
|
||||
| **Find & Replace** | Tool to search for text (or formatting) and replace it throughout a document |
|
||||
| **Track Changes** | Feature that marks all edits so they can be reviewed, accepted, or rejected |
|
||||
| **PDF** | Portable Document Format; preserves exact layout across all devices and platforms |
|
||||
| **Template** | A pre-designed document with placeholder content and formatting |
|
||||
| **AutoSave** | Automatic saving feature when working with OneDrive/SharePoint |
|
||||
|
||||
---
|
||||
|
||||
## Activities & Assignments
|
||||
|
||||
### In-Class
|
||||
1. **Ribbon Scavenger Hunt:** List of 15 features (e.g., "Where do you insert a table?" "Where is double spacing?"). Students race to find each one.
|
||||
2. **Fix the Ugly Document:** Provide a poorly formatted document. Students apply styles, fix spacing, add headers/footers, and export to PDF.
|
||||
3. **Peer Review with Track Changes:** Students swap documents and use Track Changes + Comments to review each other's work.
|
||||
|
||||
### Homework / Projects
|
||||
1. **Professional Letter:** Write a formal business letter using proper formatting: block style, appropriate font, date, addresses, salutation, body, closing. Export as PDF.
|
||||
2. **Newsletter or Flyer:** Create a one-page document using columns, images, text wrapping, a table, and at least 3 different styles. Must include a header with a title and page border or shading.
|
||||
3. **Resume Draft:** Create a basic resume using tables or tabs for alignment, consistent styles, and appropriate formatting. This is a real-world artifact they can keep.
|
||||
|
||||
---
|
||||
|
||||
## Discussion Questions
|
||||
1. Why does Microsoft default to Calibri (a sans-serif font) instead of Times New Roman?
|
||||
2. When would you use Track Changes vs just editing directly?
|
||||
3. Why should you export important documents as PDF instead of sending the .docx?
|
||||
4. What's the difference between pressing Enter and using paragraph spacing? Why does it matter?
|
||||
|
|
@ -0,0 +1,266 @@
|
|||
# Weeks 7–9: Spreadsheets (Microsoft Excel)
|
||||
**Hours:** 6 (3 lectures)
|
||||
|
||||
---
|
||||
|
||||
## Learning Objectives
|
||||
- Navigate the Excel interface and understand workbooks, worksheets, cells, rows, and columns
|
||||
- Enter and edit data (text, numbers, dates)
|
||||
- Write formulas using arithmetic operators and cell references
|
||||
- Use common functions: SUM, AVERAGE, MIN, MAX, COUNT, IF
|
||||
- Format cells, rows, and columns for readability
|
||||
- Create and format basic charts
|
||||
- Use sorting, filtering, and conditional formatting
|
||||
- Print spreadsheets with proper page setup
|
||||
|
||||
---
|
||||
|
||||
## Lecture 7: Creating a Worksheet
|
||||
|
||||
### Key Concepts
|
||||
|
||||
**The Excel Interface**
|
||||
- **Workbook:** The entire file (.xlsx). Contains one or more worksheets.
|
||||
- **Worksheet (Sheet):** A single tab/page within a workbook. Grid of rows and columns.
|
||||
- **Cell:** The intersection of a row and column (e.g., B3). The fundamental unit.
|
||||
- **Cell Reference:** The address of a cell (column letter + row number).
|
||||
- **Name Box:** Shows the active cell reference. Can also be used to navigate.
|
||||
- **Formula Bar:** Shows the content or formula in the active cell.
|
||||
|
||||
> 💡 **Analogy:** A workbook is like a binder. Each worksheet is a page in the binder. Each cell is a box on that page where you write one piece of information.
|
||||
|
||||
**Entering Data**
|
||||
- **Text (Labels):** Category names, headers — left-aligned by default
|
||||
- **Numbers (Values):** Quantities, amounts — right-aligned by default
|
||||
- **Dates:** Excel stores dates as numbers internally (important for calculations)
|
||||
- Press **Enter** to confirm and move down. **Tab** to confirm and move right.
|
||||
- **AutoFill:** Drag the fill handle (small square at bottom-right of cell) to extend patterns (months, days, number sequences).
|
||||
|
||||
**Cell References in Formulas**
|
||||
- Type `=` to start a formula
|
||||
- Arithmetic operators: `+` `-` `*` `/` `^` (exponent)
|
||||
- Example: `=B2+B3` adds the values in B2 and B3
|
||||
- **Why use cell references instead of numbers?** Because when the data changes, the formula automatically recalculates. This is the entire point of spreadsheets.
|
||||
|
||||
> 💡 **Demo:** Type `=5+3` in a cell. It shows 8. Now type `=A1+A2` where A1=5 and A2=3. Same result, but change A1 to 10 — the formula updates automatically. "This is why spreadsheets changed the world."
|
||||
|
||||
**Order of Operations (PEMDAS)**
|
||||
Excel follows standard math order:
|
||||
1. Parentheses
|
||||
2. Exponents
|
||||
3. Multiplication / Division (left to right)
|
||||
4. Addition / Subtraction (left to right)
|
||||
|
||||
Example: `=2+3*4` = 14 (not 20). Use parentheses to override: `=(2+3)*4` = 20.
|
||||
|
||||
**Common Functions**
|
||||
| Function | What It Does | Example |
|
||||
|----------|-------------|---------|
|
||||
| `=SUM(B2:B10)` | Adds all values in a range | Total sales |
|
||||
| `=AVERAGE(B2:B10)` | Calculates the mean | Average grade |
|
||||
| `=MAX(B2:B10)` | Returns the largest value | Highest score |
|
||||
| `=MIN(B2:B10)` | Returns the smallest value | Lowest temperature |
|
||||
| `=COUNT(B2:B10)` | Counts cells containing numbers | How many entries |
|
||||
| `=COUNTA(B2:B10)` | Counts non-empty cells | How many responses |
|
||||
|
||||
> 💡 **Teaching idea:** Build a gradebook together in class. Enter student names, assignment scores. Calculate total, average, highest, lowest. Students follow along step by step.
|
||||
|
||||
### Diagram Ideas
|
||||
1. **Excel Interface Labeled** — Screenshot with callouts: Name Box, Formula Bar, Column Headers, Row Numbers, Sheet Tabs, Active Cell.
|
||||
2. **Cell Reference Anatomy** — Show that B3 = Column B, Row 3. Highlight the intersection.
|
||||
3. **AutoFill Magic** — Before/after showing Jan, Feb → drag → Mar, Apr, May...
|
||||
4. **Formula vs Value** — Split view showing what's displayed in the cell (result) vs what's in the Formula Bar (the formula).
|
||||
|
||||
### Slide Concepts
|
||||
| Slide | Content |
|
||||
|-------|---------|
|
||||
| 1 | Title: "Spreadsheets: Where Data Comes Alive" |
|
||||
| 2 | The Excel Interface — labeled screenshot |
|
||||
| 3 | Workbook → Worksheet → Cell hierarchy |
|
||||
| 4 | Entering Data — text, numbers, dates, AutoFill |
|
||||
| 5 | Your First Formula — `=A1+A2`, why cell references matter |
|
||||
| 6 | Order of Operations — PEMDAS in Excel |
|
||||
| 7 | Essential Functions — SUM, AVERAGE, MAX, MIN, COUNT |
|
||||
| 8 | Live Build: Class Gradebook |
|
||||
|
||||
---
|
||||
|
||||
## Lecture 8: Formatting a Worksheet
|
||||
|
||||
### Key Concepts
|
||||
|
||||
**Cell Formatting**
|
||||
- **Number Formats:** General, Number (decimal places), Currency ($), Percentage (%), Date, Text
|
||||
- Formatting changes how a number LOOKS, not its actual value
|
||||
- **Font:** Same options as Word — family, size, bold, italic, color
|
||||
- **Alignment:** Horizontal (left, center, right) and Vertical (top, middle, bottom)
|
||||
- **Merge & Center:** Combine cells for titles. Use sparingly — can cause issues with sorting/formulas.
|
||||
- **Wrap Text:** Makes all content visible by expanding row height
|
||||
- **Borders:** Add lines around cells for visual structure
|
||||
- **Fill Color:** Background color for cells (use for headers, totals, emphasis)
|
||||
|
||||
> 💡 **Design principle:** Format for readability. Bold headers, currency format for money, right-align numbers, consistent decimal places. A well-formatted spreadsheet tells its story at a glance.
|
||||
|
||||
**Column & Row Operations**
|
||||
- Resize: Drag borders or double-click to auto-fit
|
||||
- Insert/Delete rows and columns
|
||||
- Hide/Unhide (for temporary simplification)
|
||||
- Freeze Panes: Keep headers visible while scrolling (View → Freeze Panes)
|
||||
|
||||
**Conditional Formatting**
|
||||
- Automatically format cells based on their values
|
||||
- Examples:
|
||||
- Highlight cells > 90 in green (A grades)
|
||||
- Color scale from red (low) to green (high)
|
||||
- Data bars showing relative magnitude
|
||||
- Icon sets (arrows, traffic lights)
|
||||
|
||||
> 💡 **Demo:** Apply conditional formatting to the gradebook. Scores above 90 → green. Below 60 → red. Instantly visual.
|
||||
|
||||
**Cell References: Relative vs Absolute**
|
||||
- **Relative (default):** `=A1` — adjusts when copied (A1 becomes A2, A3, etc.)
|
||||
- **Absolute:** `=$A$1` — stays fixed when copied. The `$` locks the reference.
|
||||
- **Mixed:** `=$A1` (column locked) or `=A$1` (row locked)
|
||||
- **When do you need absolute?** When one cell is a constant used by many formulas (tax rate, conversion factor, etc.)
|
||||
|
||||
> 💡 **Demo:** Create a price list with a tax rate in one cell. Write a formula to calculate tax. Copy it down — it breaks because the tax rate reference shifts. Fix it with `$`. Lightbulb moment.
|
||||
|
||||
### Diagram Ideas
|
||||
1. **Number Format Examples** — Same number (1234.5) shown as General, Number, Currency, Percentage, Date.
|
||||
2. **Relative vs Absolute** — Show a formula being copied down: relative references shift, absolute stays fixed. Color-code which parts move.
|
||||
3. **Conditional Formatting Gallery** — Examples of highlight rules, color scales, data bars, icon sets applied to sample data.
|
||||
4. **Freeze Panes** — Before (headers scroll away) vs After (headers stay visible).
|
||||
|
||||
### Slide Concepts
|
||||
| Slide | Content |
|
||||
|-------|---------|
|
||||
| 1 | Title: "Making Data Readable" |
|
||||
| 2 | Number Formats — same value, different appearances |
|
||||
| 3 | Cell Formatting — font, alignment, borders, fill |
|
||||
| 4 | Merge & Center (and why not to overuse it) |
|
||||
| 5 | Column/Row Operations — resize, insert, freeze panes |
|
||||
| 6 | Conditional Formatting — highlight rules, color scales |
|
||||
| 7 | Relative vs Absolute References — the `$` explained |
|
||||
| 8 | Demo: Tax Calculator with absolute references |
|
||||
|
||||
---
|
||||
|
||||
## Lecture 9: Finalizing a Worksheet — Charts & Output
|
||||
|
||||
### Key Concepts
|
||||
|
||||
**The IF Function**
|
||||
- Logical test that returns one value if true, another if false
|
||||
- Syntax: `=IF(condition, value_if_true, value_if_false)`
|
||||
- Example: `=IF(B2>=60, "Pass", "Fail")`
|
||||
- Can be nested but keep it simple at this level
|
||||
|
||||
> 💡 **Teaching idea:** Add a Pass/Fail column to the gradebook using IF. Then try letter grades with nested IF (or introduce IFS if using newer Excel).
|
||||
|
||||
**Charts**
|
||||
Charts turn numbers into visual stories. Four main types for this course:
|
||||
|
||||
| Chart Type | Best For | Example |
|
||||
|-----------|---------|---------|
|
||||
| **Column/Bar** | Comparing categories | Sales by product, scores by student |
|
||||
| **Line** | Showing trends over time | Temperature over a week, stock price |
|
||||
| **Pie** | Showing parts of a whole | Budget breakdown, market share |
|
||||
| **Scatter (XY)** | Showing correlation between two variables | Study hours vs grade |
|
||||
|
||||
**Creating a Chart**
|
||||
1. Select the data (including headers)
|
||||
2. Insert → Chart type
|
||||
3. Chart appears on the worksheet
|
||||
|
||||
**Chart Elements**
|
||||
- **Title:** Descriptive (not just "Chart 1")
|
||||
- **Axes:** X-axis (horizontal, categories) and Y-axis (vertical, values)
|
||||
- **Legend:** Identifies data series by color
|
||||
- **Data Labels:** Show exact values on chart elements
|
||||
- **Gridlines:** Help read values from the axes
|
||||
|
||||
> 💡 **Design tip:** Every chart should answer a question. "What sold the most?" → Bar chart. "Is it trending up?" → Line chart. "What's the biggest piece?" → Pie chart. Start with the question, then choose the chart.
|
||||
|
||||
**Sorting & Filtering**
|
||||
- **Sort:** Rearrange rows by a column's values (A→Z, Z→A, smallest→largest)
|
||||
- **Filter:** Temporarily hide rows that don't match criteria (dropdown arrows on headers)
|
||||
- **AutoFilter:** Home → Sort & Filter → Filter. Adds dropdowns to each column header.
|
||||
|
||||
**Printing a Spreadsheet**
|
||||
- Page Layout tab: Margins, Orientation, Size, Print Area
|
||||
- Scale to Fit: shrink wide spreadsheets to fit on one page
|
||||
- Print Titles: Repeat header row on every printed page
|
||||
- Page Break Preview: See exactly where pages split
|
||||
- Headers & Footers for printed pages
|
||||
|
||||
### Diagram Ideas
|
||||
1. **Chart Type Decision Tree** — "What do you want to show?" → Comparison? → Bar/Column. Trend? → Line. Composition? → Pie. Relationship? → Scatter.
|
||||
2. **Chart Anatomy** — Labeled chart showing title, axes, legend, data labels, gridlines.
|
||||
3. **Sort vs Filter** — Before/after examples. Sort rearranges. Filter hides.
|
||||
4. **Print Setup Checklist** — Visual guide: set print area → choose orientation → add print titles → preview.
|
||||
|
||||
### Slide Concepts
|
||||
| Slide | Content |
|
||||
|-------|---------|
|
||||
| 1 | Title: "Telling Stories with Data" |
|
||||
| 2 | The IF Function — syntax and gradebook example |
|
||||
| 3 | Chart Types — when to use each (decision tree) |
|
||||
| 4 | Creating a Chart — step-by-step |
|
||||
| 5 | Chart Anatomy — labeled example |
|
||||
| 6 | Chart Design Tips — title, labels, clean layout |
|
||||
| 7 | Sorting & Filtering — demo |
|
||||
| 8 | Printing — Page Layout, Print Titles, Preview |
|
||||
|
||||
---
|
||||
|
||||
## Vocabulary
|
||||
|
||||
| Term | Definition |
|
||||
|------|-----------|
|
||||
| **Workbook** | An Excel file (.xlsx) containing one or more worksheets |
|
||||
| **Worksheet / Sheet** | A single page/tab within a workbook; a grid of cells |
|
||||
| **Cell** | The intersection of a row and column; the basic unit of a spreadsheet |
|
||||
| **Cell Reference** | The address of a cell using its column letter and row number (e.g., B3) |
|
||||
| **Range** | A group of cells identified by the reference of the upper-left and lower-right cells (e.g., A1:C10) |
|
||||
| **Formula** | An expression that calculates a value, starting with `=` |
|
||||
| **Function** | A predefined formula (e.g., SUM, AVERAGE, IF) |
|
||||
| **AutoFill** | Feature that extends a pattern or series by dragging the fill handle |
|
||||
| **Fill Handle** | The small square at the bottom-right corner of the selected cell |
|
||||
| **Relative Reference** | A cell reference that adjusts when a formula is copied (default behavior) |
|
||||
| **Absolute Reference** | A cell reference that stays fixed when copied, using `$` (e.g., `$A$1`) |
|
||||
| **SUM** | Function that adds all values in a range |
|
||||
| **AVERAGE** | Function that calculates the arithmetic mean of a range |
|
||||
| **MAX / MIN** | Functions that return the largest / smallest value in a range |
|
||||
| **COUNT** | Function that counts the number of cells containing numbers |
|
||||
| **IF** | Logical function that tests a condition and returns different values for true/false |
|
||||
| **Conditional Formatting** | Rules that automatically change cell appearance based on cell values |
|
||||
| **Chart / Graph** | Visual representation of data |
|
||||
| **Axis** | The horizontal (X) or vertical (Y) reference line on a chart |
|
||||
| **Legend** | A key that identifies the data series in a chart |
|
||||
| **Sort** | Rearranging data in order (alphabetical, numerical, by date) |
|
||||
| **Filter** | Temporarily hiding rows that don't meet specified criteria |
|
||||
| **Freeze Panes** | Keeping rows or columns visible while scrolling through the rest of the sheet |
|
||||
| **Print Area** | The specific range of cells designated to be printed |
|
||||
| **Number Format** | The display style of a number (Currency, Percentage, Date, etc.) |
|
||||
|
||||
---
|
||||
|
||||
## Activities & Assignments
|
||||
|
||||
### In-Class
|
||||
1. **Gradebook Build-Along:** Instructor builds a gradebook from scratch; students follow. Enter names, scores, calculate totals, averages, IF for pass/fail. Format it. Add a chart.
|
||||
2. **Formula Challenge:** Worksheet with 15 progressively harder formula/function problems. Start with `=A1+A2`, end with nested IF.
|
||||
3. **Chart Makeover:** Give students an ugly, misleading chart. They identify what's wrong and recreate it properly.
|
||||
|
||||
### Homework / Projects
|
||||
1. **Personal Budget Spreadsheet:** Track one month of income and expenses. Categories in column A, amounts in B. Use SUM for totals, pie chart for expense breakdown, conditional formatting for overspending. Format as currency.
|
||||
2. **Data Analysis Exercise:** Provide a dataset (e.g., class survey results, weather data, fictional sales). Students must: sort and filter, calculate summary statistics (SUM, AVERAGE, MAX, MIN), create 2 charts, write a paragraph interpreting what the data shows.
|
||||
3. **IF Function Practice:** Worksheet of scenarios requiring IF formulas (grading scale, shipping cost tiers, discount eligibility).
|
||||
|
||||
---
|
||||
|
||||
## Discussion Questions
|
||||
1. Why are spreadsheets one of the most-used tools in business? What makes them so versatile?
|
||||
2. What's the danger of formatting a number as Currency vs actually being Currency? (Hint: display vs value)
|
||||
3. When would a pie chart be misleading? (Too many slices, values don't add to 100%, 3D distortion)
|
||||
4. You're handed a spreadsheet with 10,000 rows. What's the first thing you'd do to make sense of it?
|
||||
|
|
@ -0,0 +1,199 @@
|
|||
# Weeks 10–11: Presentations (Microsoft PowerPoint)
|
||||
**Hours:** 4 (2 lectures)
|
||||
|
||||
---
|
||||
|
||||
## Learning Objectives
|
||||
- Create a presentation using blank slides and templates
|
||||
- Add and format text, images, shapes, and SmartArt
|
||||
- Apply themes, layouts, and slide masters for consistency
|
||||
- Use transitions and animations purposefully
|
||||
- Add speaker notes and use Presenter View
|
||||
- Deliver an effective presentation (design principles + delivery tips)
|
||||
|
||||
---
|
||||
|
||||
## Lecture 10: Creating a Presentation
|
||||
|
||||
### Key Concepts
|
||||
|
||||
**The PowerPoint Interface**
|
||||
- **Slide Panel (left):** Thumbnail navigation of all slides
|
||||
- **Slide Pane (center):** The main editing area
|
||||
- **Notes Pane (bottom):** Speaker notes — visible to presenter, not audience
|
||||
- **Views:** Normal, Slide Sorter, Reading View, Slide Show
|
||||
- **Ribbon:** Similar to Word — Home, Insert, Design, Transitions, Animations, Slide Show
|
||||
|
||||
**Slides & Layouts**
|
||||
- Each slide has a **layout** (Title Slide, Title and Content, Two Content, Blank, etc.)
|
||||
- Layouts contain **placeholders** — predefined areas for title, subtitle, content, images
|
||||
- Use layouts instead of placing text boxes manually → maintains consistency
|
||||
|
||||
**Adding Content**
|
||||
- **Text:** Click in placeholder and type. Or Insert → Text Box for custom placement.
|
||||
- **Images:** Insert → Pictures. Use high-quality, relevant images. Avoid clip art clichés.
|
||||
- **Shapes:** Insert → Shapes. Useful for diagrams, callouts, process flows.
|
||||
- **SmartArt:** Insert → SmartArt. Pre-built diagrams: lists, processes, cycles, hierarchies.
|
||||
- Great for: organizational charts, step-by-step processes, comparison layouts
|
||||
- **Icons:** Insert → Icons. Clean, modern visual elements.
|
||||
- **Tables & Charts:** Can embed Excel-style tables and charts directly in slides.
|
||||
- **Video/Audio:** Insert → Video (from file or online). Insert → Audio.
|
||||
|
||||
> 💡 **Teaching idea:** Show the same information presented as (a) a bullet list, (b) SmartArt, and (c) an image with minimal text. Ask which is most engaging and why.
|
||||
|
||||
**Themes & Design**
|
||||
- **Theme:** A coordinated set of colors, fonts, and effects applied to all slides
|
||||
- **Design Tab → Themes:** Browse and apply
|
||||
- **Variants:** Color variations within a theme
|
||||
- **Slide Master (View → Slide Master):** Edit the template behind all slides. Change the master → changes all slides at once. Powerful for branding/consistency.
|
||||
|
||||
> 💡 **Design principle:** Pick ONE theme and stick with it. Mixing themes = visual chaos. If the built-in themes don't work, start with a blank and build your own look.
|
||||
|
||||
**Speaker Notes**
|
||||
- Type notes in the Notes pane below each slide
|
||||
- Only visible in Presenter View (not to the audience)
|
||||
- Use for: key points, transition phrases, timing reminders
|
||||
- "If your slides need you to read them aloud, they have too much text."
|
||||
|
||||
### Diagram Ideas
|
||||
1. **PowerPoint Interface** — Labeled screenshot: Slide Panel, Slide Pane, Notes Pane, Ribbon, Status Bar.
|
||||
2. **Slide Layouts Gallery** — Show 6 common layouts with names.
|
||||
3. **SmartArt Showcase** — 4 examples: List, Process, Cycle, Hierarchy — each with sample content.
|
||||
4. **Theme Anatomy** — Show how one theme applies consistent colors, fonts, and backgrounds across multiple slide types.
|
||||
|
||||
### Slide Concepts
|
||||
| Slide | Content |
|
||||
|-------|---------|
|
||||
| 1 | Title: "Presenting Your Ideas" |
|
||||
| 2 | The PowerPoint Interface — labeled |
|
||||
| 3 | Slide Layouts — when to use each |
|
||||
| 4 | Adding Content — text, images, shapes, SmartArt |
|
||||
| 5 | SmartArt Demo — same info as bullets vs SmartArt |
|
||||
| 6 | Themes — applying and customizing |
|
||||
| 7 | Speaker Notes — what they are, why they matter |
|
||||
| 8 | Activity: Create your first 5 slides |
|
||||
|
||||
---
|
||||
|
||||
## Lecture 11: Finalizing a Presentation
|
||||
|
||||
### Key Concepts
|
||||
|
||||
**Transitions**
|
||||
- Visual effects when moving from one slide to the next
|
||||
- Applied per-slide or to all slides
|
||||
- Options: None, Fade, Push, Wipe, Morph (modern and elegant)
|
||||
- **Rule of thumb:** Use ONE transition type throughout. Subtle is better.
|
||||
- Timing: can advance on click or after set seconds (auto-advance for kiosks)
|
||||
|
||||
> ⚠️ **Common mistake:** Students use a different flashy transition on every slide. This distracts from the content. Fade or Morph for the whole deck is almost always the right choice.
|
||||
|
||||
**Animations**
|
||||
- Effects applied to individual objects ON a slide
|
||||
- Four types:
|
||||
- **Entrance:** Object appears (Fade In, Fly In, Zoom)
|
||||
- **Emphasis:** Object changes while visible (Pulse, Grow/Shrink, Spin)
|
||||
- **Exit:** Object disappears (Fade Out, Fly Out)
|
||||
- **Motion Path:** Object moves along a defined path
|
||||
- **Animation Pane:** Manage order and timing of all animations on a slide
|
||||
- Use to reveal information step by step (bullet by bullet, chart by series)
|
||||
|
||||
> 💡 **Guideline:** Animations should serve a purpose. "Does this animation help the audience understand the content?" If not, cut it.
|
||||
|
||||
**Slide Show Delivery**
|
||||
- **Start Show:** F5 (from beginning) or Shift+F5 (from current slide)
|
||||
- **Presenter View:** Shows current slide, next slide, speaker notes, timer — on YOUR screen. Audience sees only the slide. Requires two displays (laptop + projector).
|
||||
- **Navigation:** Arrow keys, click to advance. Press B for black screen (pause). Press W for white screen.
|
||||
- **Laser pointer:** Hold Ctrl + click during slide show
|
||||
- **Pen/Highlighter:** Right-click during show → Pointer Options
|
||||
|
||||
**Presentation Design Principles**
|
||||
The difference between a good and bad presentation:
|
||||
|
||||
| Bad Practice | Good Practice |
|
||||
|-------------|--------------|
|
||||
| Wall of text (read aloud) | Key phrases + speak the details |
|
||||
| Tiny font (< 24pt) | 28pt+ body, 36pt+ titles |
|
||||
| Too many colors/fonts | 2-3 colors, 1-2 fonts |
|
||||
| Bullet after bullet after bullet | Mix: images, diagrams, minimal text |
|
||||
| Reading from slides | Slides support you; notes remind you |
|
||||
| Clipart and word art | Clean images, icons, white space |
|
||||
|
||||
> 💡 **The 6×6 Rule (guideline):** No more than 6 bullet points per slide, no more than 6 words per bullet. Forces conciseness.
|
||||
|
||||
> 💡 **Teaching idea:** Show a "Death by PowerPoint" slide (wall of text, tiny font, clashing colors, random animations). Then show the same content redesigned. Discuss what changed and why it's better.
|
||||
|
||||
**Exporting & Sharing**
|
||||
- Save as .pptx (editable) or .pdf (flat, share-friendly)
|
||||
- File → Export → Create a Video (useful for pre-recorded presentations)
|
||||
- Share via OneDrive for collaboration
|
||||
|
||||
### Diagram Ideas
|
||||
1. **Transition vs Animation** — Clarify: transitions happen BETWEEN slides; animations happen to objects WITHIN a slide.
|
||||
2. **The 6×6 Rule** — Visual: bad slide with 10 dense bullets vs good slide with 5 short phrases + an image.
|
||||
3. **Presenter View Layout** — Screenshot showing what the presenter sees (current slide, next slide, notes, timer) vs what the audience sees.
|
||||
4. **Design Do's and Don'ts** — Side-by-side bad vs good slide examples.
|
||||
|
||||
### Slide Concepts
|
||||
| Slide | Content |
|
||||
|-------|---------|
|
||||
| 1 | Title: "Polish & Deliver" |
|
||||
| 2 | Transitions — types, best practices, "pick one and stick with it" |
|
||||
| 3 | Animations — four types, when to use them |
|
||||
| 4 | "Does This Animation Help?" — decision filter |
|
||||
| 5 | Presenter View — what you see vs what they see |
|
||||
| 6 | Design Principles — the 6×6 rule, font sizes, white space |
|
||||
| 7 | Bad vs Good: Slide Makeover (before/after) |
|
||||
| 8 | Delivery Tips — eye contact, pacing, the B key |
|
||||
| 9 | Activity: Presentation Prep |
|
||||
|
||||
---
|
||||
|
||||
## Vocabulary
|
||||
|
||||
| Term | Definition |
|
||||
|------|-----------|
|
||||
| **Slide** | A single page/screen in a presentation |
|
||||
| **Slide Layout** | A pre-arranged structure of placeholders on a slide |
|
||||
| **Placeholder** | A pre-positioned box on a slide layout for text, images, or other content |
|
||||
| **Theme** | A coordinated set of colors, fonts, and effects applied to a presentation |
|
||||
| **Slide Master** | The top-level slide template that controls formatting for all slides |
|
||||
| **SmartArt** | Pre-designed diagrams for lists, processes, hierarchies, and relationships |
|
||||
| **Transition** | A visual effect that plays when moving from one slide to the next |
|
||||
| **Animation** | A visual effect applied to an individual object within a slide |
|
||||
| **Entrance Animation** | Makes an object appear on a slide |
|
||||
| **Exit Animation** | Makes an object disappear from a slide |
|
||||
| **Motion Path** | An animation that moves an object along a defined route |
|
||||
| **Animation Pane** | Panel for managing the order and timing of animations on a slide |
|
||||
| **Presenter View** | A display mode showing the current slide, next slide, notes, and timer (presenter only) |
|
||||
| **Speaker Notes** | Text notes associated with each slide, visible in Presenter View |
|
||||
| **6×6 Rule** | Guideline: ≤6 bullets per slide, ≤6 words per bullet |
|
||||
| **White Space** | Intentionally empty areas in a design that improve readability and focus |
|
||||
|
||||
---
|
||||
|
||||
## Activities & Assignments
|
||||
|
||||
### In-Class
|
||||
1. **"Death by PowerPoint" Makeover:** Give students an intentionally terrible 5-slide presentation. They redesign it following good design principles.
|
||||
2. **SmartArt Translation:** Provide a paragraph of text describing a process (e.g., how a bill becomes a law). Students represent it as SmartArt.
|
||||
3. **Presentation Delivery Practice:** Students present 2-3 slides to a partner using Presenter View. Partner gives feedback on: eye contact, pacing, reliance on notes.
|
||||
|
||||
### Homework / Projects
|
||||
1. **5-Minute Presentation:** Choose a topic (hobby, career interest, current event, or a concept from this course). Create a 7-10 slide presentation with:
|
||||
- Title slide with name and date
|
||||
- At least one image, one SmartArt or shape diagram, and one chart/table
|
||||
- Consistent theme
|
||||
- Speaker notes on every slide
|
||||
- One tasteful transition applied to all slides
|
||||
- Export as PDF for submission; present live in class.
|
||||
|
||||
2. **Design Critique (1 page):** Find a real presentation online (SlideShare, Google). Identify 3 things done well and 3 things that could improve, using design principles from class.
|
||||
|
||||
---
|
||||
|
||||
## Discussion Questions
|
||||
1. Why do people hate sitting through PowerPoint presentations? What makes them boring vs engaging?
|
||||
2. "The slides are for the audience. The notes are for you." What does this mean in practice?
|
||||
3. When would auto-advancing slides (timed transitions) be appropriate vs click-to-advance?
|
||||
4. A colleague sends you a 40-slide presentation for a 10-minute talk. What's your advice?
|
||||
|
|
@ -0,0 +1,260 @@
|
|||
# Weeks 12–14: Databases (Microsoft Access)
|
||||
**Hours:** 6 (3 lectures)
|
||||
|
||||
---
|
||||
|
||||
## Learning Objectives
|
||||
- Explain what a database is and why databases exist
|
||||
- Distinguish between flat files (spreadsheets) and relational databases
|
||||
- Create a database with tables, define fields and data types
|
||||
- Enter, edit, and delete records
|
||||
- Create and use forms for data entry
|
||||
- Build queries to retrieve specific data
|
||||
- Generate reports for presenting data
|
||||
- Understand basic concepts: primary keys, relationships, data types
|
||||
|
||||
---
|
||||
|
||||
## Lecture 12: What Is a Database? / Creating Tables
|
||||
|
||||
### Key Concepts
|
||||
|
||||
**Why Databases?**
|
||||
Start with the problem spreadsheets can't solve well:
|
||||
|
||||
> 💡 **Scenario:** A college needs to track students, courses, and enrollments. In a spreadsheet, you'd repeat student info (name, address, phone) on every row where they're enrolled. One student in 5 classes = 5 copies of their address. What if they move? You update 5 rows. Miss one? Data is inconsistent.
|
||||
|
||||
A **database** solves this by storing each piece of information ONCE and linking related data together.
|
||||
|
||||
**Database Terminology**
|
||||
- **Database:** An organized collection of structured data
|
||||
- **Table:** A collection of related records (like a spreadsheet, but smarter)
|
||||
- **Record (Row):** One complete entry (one student, one product, one order)
|
||||
- **Field (Column):** One attribute of a record (name, phone number, grade)
|
||||
- **Primary Key:** A unique identifier for each record (Student ID, Order #)
|
||||
- No two records can have the same primary key
|
||||
- Usually a number or auto-generated ID
|
||||
|
||||
> 💡 **Analogy:** A database is like a well-organized filing system. Each drawer (table) holds a type of document. Each folder (record) is one item. Each tab in the folder (field) is one piece of info. The label on the folder (primary key) is unique — no two folders have the same label.
|
||||
|
||||
**Flat File vs Relational Database**
|
||||
| Feature | Spreadsheet (Flat File) | Database (Relational) |
|
||||
|---------|----------------------|---------------------|
|
||||
| Data stored | All in one table | Multiple linked tables |
|
||||
| Redundancy | High (data repeated) | Low (data stored once) |
|
||||
| Data integrity | Error-prone | Enforced by rules |
|
||||
| Good for | Small, simple datasets | Large, complex, shared data |
|
||||
| Example | Personal budget | College enrollment system |
|
||||
|
||||
**Data Types**
|
||||
Every field has a data type that controls what can be entered:
|
||||
|
||||
| Data Type | What It Stores | Example |
|
||||
|-----------|---------------|---------|
|
||||
| Short Text | Text up to 255 characters | Name, City, State |
|
||||
| Long Text | Longer text (memos, notes) | Description, Comments |
|
||||
| Number | Numeric values | Age, Quantity |
|
||||
| Currency | Money values | Price, Salary |
|
||||
| Date/Time | Dates and/or times | BirthDate, OrderDate |
|
||||
| Yes/No | Boolean (true/false) | Enrolled?, Active? |
|
||||
| AutoNumber | Auto-incrementing unique ID | StudentID, OrderID |
|
||||
|
||||
**Creating a Table in Access**
|
||||
1. Open Access → Blank Database → Name it
|
||||
2. Table Design View: Define field names, data types, descriptions
|
||||
3. Set the Primary Key (usually an AutoNumber field)
|
||||
4. Save the table with a descriptive name (tblStudents, tblCourses)
|
||||
5. Switch to Datasheet View to enter data
|
||||
|
||||
> 💡 **Naming convention tip:** Prefix table names with "tbl", queries with "qry", forms with "frm", reports with "rpt". Keeps the Navigation Pane organized.
|
||||
|
||||
### Diagram Ideas
|
||||
1. **Spreadsheet vs Database** — Left: spreadsheet with repeated student data across rows. Right: two linked tables (Students, Enrollments) with no repetition.
|
||||
2. **Database Anatomy** — Visual showing Database → Tables → Records → Fields → Values.
|
||||
3. **Primary Key Concept** — Table with highlighted primary key column; show that each value is unique.
|
||||
4. **Data Types Reference Card** — Visual grid of each type with icon and example.
|
||||
|
||||
### Slide Concepts
|
||||
| Slide | Content |
|
||||
|-------|---------|
|
||||
| 1 | Title: "Databases: Organized Information" |
|
||||
| 2 | The Problem with Spreadsheets — duplicate data scenario |
|
||||
| 3 | What Is a Database? — key terminology |
|
||||
| 4 | Flat File vs Relational — comparison table |
|
||||
| 5 | Tables, Records, Fields, Primary Keys — visual breakdown |
|
||||
| 6 | Data Types — reference chart |
|
||||
| 7 | Demo: Create a table in Design View |
|
||||
| 8 | Naming Conventions — tbl, qry, frm, rpt |
|
||||
|
||||
---
|
||||
|
||||
## Lecture 13: Forms & Queries
|
||||
|
||||
### Key Concepts
|
||||
|
||||
**Relationships (brief intro)**
|
||||
- Tables can be **related** through shared fields
|
||||
- Example: tblStudents has StudentID. tblEnrollments has StudentID + CourseID. The StudentID field links them.
|
||||
- **One-to-Many:** One student → many enrollments. One course → many enrollments.
|
||||
- Relationships enforce **referential integrity** — can't enroll a student that doesn't exist.
|
||||
|
||||
> 💡 **Visual:** Draw two tables on the board with a line connecting the shared field. This is the foundation of relational thinking.
|
||||
|
||||
**Forms**
|
||||
- A user-friendly interface for entering and viewing data (instead of raw table view)
|
||||
- **Create → Form:** Auto-generates a form from a table
|
||||
- **Form Design View:** Customize layout, add labels, controls, colors
|
||||
- Forms can include:
|
||||
- Text boxes (bound to fields)
|
||||
- Drop-down lists (combo boxes) — limit input to valid choices
|
||||
- Buttons (for navigation, saving)
|
||||
- **Why forms?** Reduce data entry errors, look professional, can hide complexity.
|
||||
|
||||
> 💡 **Teaching idea:** Show data entry in Datasheet View vs a Form. The form is immediately more intuitive and less error-prone. "This is what real database applications look like."
|
||||
|
||||
**Queries**
|
||||
Queries ask questions of your data. They're the power of databases.
|
||||
|
||||
- **Select Query:** Retrieve specific records and fields
|
||||
- "Show me all students from Gilroy"
|
||||
- "Show me all orders over $100"
|
||||
- **Query Design View:** Drag fields, set criteria, choose sort order
|
||||
- **Criteria Operators:**
|
||||
- `= "Gilroy"` — exact match
|
||||
- `> 100` — greater than
|
||||
- `Like "S*"` — starts with S (wildcard)
|
||||
- `Between #1/1/2024# And #12/31/2024#` — date range
|
||||
- `Is Not Null` — field is not empty
|
||||
- **Calculated Fields:** Create new fields in queries
|
||||
- Example: `TotalPrice: [Quantity]*[UnitPrice]`
|
||||
- **Sorting:** A→Z, Z→A, smallest→largest within the query
|
||||
- **Multiple criteria:** AND (same row in QBE grid) vs OR (different rows)
|
||||
|
||||
> 💡 **Demo:** Using the student/enrollment tables, query: "Show me all students enrolled in CSIS 1 who live in Gilroy." Build it step by step in Design View.
|
||||
|
||||
### Diagram Ideas
|
||||
1. **One-to-Many Relationship** — tblStudents (one) linked to tblEnrollments (many) with a line and 1→∞ symbols.
|
||||
2. **Form vs Datasheet** — Side-by-side: messy datasheet view vs clean, labeled form.
|
||||
3. **Query Design View Explained** — Annotated screenshot: field row, table row, sort row, show checkbox, criteria row.
|
||||
4. **AND vs OR in Criteria** — Visual: two conditions on same row = both must be true (AND). Two conditions on different rows = either can be true (OR).
|
||||
|
||||
### Slide Concepts
|
||||
| Slide | Content |
|
||||
|-------|---------|
|
||||
| 1 | Title: "Asking Questions of Your Data" |
|
||||
| 2 | Relationships — linking tables, one-to-many |
|
||||
| 3 | Forms — why they exist, auto-generate demo |
|
||||
| 4 | Form vs Datasheet — side-by-side |
|
||||
| 5 | What Is a Query? — asking questions |
|
||||
| 6 | Query Criteria — operators and examples |
|
||||
| 7 | Wildcards and Ranges — Like, Between |
|
||||
| 8 | Calculated Fields — building expressions |
|
||||
| 9 | Demo: Multi-criteria query |
|
||||
|
||||
---
|
||||
|
||||
## Lecture 14: Reports & Database Review
|
||||
|
||||
### Key Concepts
|
||||
|
||||
**Reports**
|
||||
- Formatted, printable output from tables or queries
|
||||
- **Create → Report:** Auto-generates from selected table/query
|
||||
- **Report Design View:** Customize layout, grouping, totals
|
||||
- Report sections: Report Header/Footer, Page Header/Footer, Detail (repeated per record), Group Header/Footer
|
||||
- **Grouping:** Organize records by a field (group by city, by course, by date)
|
||||
- **Summary calculations:** Sum, Count, Average in group footers or report footer
|
||||
|
||||
> 💡 **Example:** Generate a report of all students grouped by major, with a count of students per major and a grand total at the bottom.
|
||||
|
||||
**Putting It All Together**
|
||||
The database workflow:
|
||||
1. **Design tables** with proper fields, data types, and primary keys
|
||||
2. **Define relationships** between tables
|
||||
3. **Enter data** via forms (user-friendly)
|
||||
4. **Ask questions** with queries (retrieve/analyze)
|
||||
5. **Present results** with reports (formatted output)
|
||||
|
||||
> 💡 **Teaching idea:** Walk through a complete mini-project: a small business inventory database. Create tables (Products, Categories, Orders), enter data via forms, query for low-stock items, generate an inventory report.
|
||||
|
||||
**Data Integrity Best Practices**
|
||||
- Always use a primary key
|
||||
- Use appropriate data types (don't store phone numbers as Number — use Text to preserve leading zeros and formatting)
|
||||
- Use input masks for formatted fields (phone: (###) ###-####)
|
||||
- Set required fields where data must be entered
|
||||
- Use validation rules (e.g., grade must be between 0 and 100)
|
||||
- Use lookup fields / combo boxes to limit choices to valid entries
|
||||
|
||||
### Diagram Ideas
|
||||
1. **Database Workflow** — Flow diagram: Design Tables → Define Relationships → Enter Data (Forms) → Query Data → Generate Reports.
|
||||
2. **Report Anatomy** — Labeled report showing header, page header, group header, detail rows, group footer with subtotal, report footer with grand total.
|
||||
3. **Complete Database Example** — Entity diagram showing 3 tables with relationships (e.g., Customers → Orders → Products).
|
||||
|
||||
### Slide Concepts
|
||||
| Slide | Content |
|
||||
|-------|---------|
|
||||
| 1 | Title: "Reports & Big Picture" |
|
||||
| 2 | What Are Reports? — formatted printable output |
|
||||
| 3 | Creating a Report — auto-generate and customize |
|
||||
| 4 | Grouping & Totals — organizing report data |
|
||||
| 5 | The Database Workflow — design → forms → queries → reports |
|
||||
| 6 | Data Integrity — rules and best practices |
|
||||
| 7 | Phone Numbers as Text — a common gotcha |
|
||||
| 8 | Review: Databases vs Spreadsheets — when to use each |
|
||||
|
||||
---
|
||||
|
||||
## Vocabulary
|
||||
|
||||
| Term | Definition |
|
||||
|------|-----------|
|
||||
| **Database** | An organized collection of structured data, typically stored and accessed electronically |
|
||||
| **Table** | A structure that stores data in rows (records) and columns (fields) |
|
||||
| **Record** | A single row in a table; one complete entry |
|
||||
| **Field** | A single column in a table; one attribute of a record |
|
||||
| **Primary Key** | A unique identifier for each record in a table |
|
||||
| **Data Type** | The kind of data a field can hold (Text, Number, Date, etc.) |
|
||||
| **Relational Database** | A database where tables are connected through shared fields (relationships) |
|
||||
| **Relationship** | A connection between two tables based on a common field |
|
||||
| **One-to-Many** | A relationship where one record in Table A relates to multiple records in Table B |
|
||||
| **Referential Integrity** | A rule ensuring relationships between tables remain consistent |
|
||||
| **Form** | A user-friendly interface for entering and viewing data in a table |
|
||||
| **Query** | A request for specific data from a database; retrieves records matching criteria |
|
||||
| **Criteria** | Conditions that filter which records a query returns |
|
||||
| **Wildcard** | A character (like `*`) used in criteria to match any sequence of characters |
|
||||
| **Calculated Field** | A field in a query that computes a value from other fields |
|
||||
| **Report** | A formatted, printable presentation of data from tables or queries |
|
||||
| **Grouping** | Organizing report records by the values in a specified field |
|
||||
| **Flat File** | A database consisting of a single table (like a spreadsheet) |
|
||||
| **Input Mask** | A pattern that controls how data is entered in a field (e.g., phone number format) |
|
||||
| **Validation Rule** | A condition that data must meet to be accepted into a field |
|
||||
| **AutoNumber** | A data type that automatically generates a unique sequential number |
|
||||
| **Combo Box** | A form control that provides a dropdown list of valid choices |
|
||||
|
||||
---
|
||||
|
||||
## Activities & Assignments
|
||||
|
||||
### In-Class
|
||||
1. **Table Design Exercise:** Given a scenario (library, pizza shop, or student club), design the tables: identify fields, choose data types, select primary keys, and identify relationships.
|
||||
2. **Query Challenge:** Provide a populated database. Students answer 10 questions by building queries (e.g., "Which products cost more than $50?" "How many customers are from California?").
|
||||
3. **Form & Report Walkthrough:** Build a form and report together from the same data.
|
||||
|
||||
### Homework / Projects
|
||||
1. **Mini-Database Project:** Design and build a small database for a chosen scenario (personal media collection, recipe book, fitness tracker, small business). Requirements:
|
||||
- At least 2 related tables
|
||||
- 10+ records per table
|
||||
- 1 form for data entry
|
||||
- 2 queries (one with criteria, one with a calculated field)
|
||||
- 1 grouped report with totals
|
||||
- Brief write-up explaining the design decisions
|
||||
|
||||
2. **Real-World Database Hunt (1 page):** Identify 3 databases you interact with in daily life (banking, social media, school enrollment, online shopping). For each: what tables might it have? What would the primary keys be? How are they related?
|
||||
|
||||
---
|
||||
|
||||
## Discussion Questions
|
||||
1. Your boss asks you to track inventory in a spreadsheet. At what point should you move to a database?
|
||||
2. Why do we need primary keys? What happens if two records have identical information in every field?
|
||||
3. A database stores your health records, purchase history, and location data. What are the benefits and risks?
|
||||
4. Why is it a mistake to store a phone number as a Number data type?
|
||||
|
|
@ -0,0 +1,225 @@
|
|||
# Weeks 15–16: Networks, Email, and the Web
|
||||
**Hours:** 4 (2 lectures)
|
||||
|
||||
---
|
||||
|
||||
## Learning Objectives
|
||||
- Explain what a computer network is and why they exist
|
||||
- Describe the basic components of a network (routers, switches, modems, access points)
|
||||
- Distinguish between LAN, WAN, and the Internet
|
||||
- Explain how the Internet works at a high level (IP addresses, DNS, HTTP/HTTPS)
|
||||
- Use email effectively and professionally
|
||||
- Navigate the web with understanding (URLs, browsers, search engines)
|
||||
- Evaluate online information for credibility
|
||||
|
||||
---
|
||||
|
||||
## Lecture 15: Networks & the Internet
|
||||
|
||||
### Key Concepts
|
||||
|
||||
**What Is a Network?**
|
||||
Two or more devices connected to share resources and communicate.
|
||||
|
||||
> 💡 **Analogy:** A network is like a postal system. Every device has an address. Routers are like post offices — they figure out where to send things. Cables (or Wi-Fi) are the roads.
|
||||
|
||||
**Types of Networks**
|
||||
| Type | Scope | Example |
|
||||
|------|-------|---------|
|
||||
| **PAN** (Personal Area Network) | Within reach of a person | Bluetooth earbuds ↔ phone |
|
||||
| **LAN** (Local Area Network) | One building or campus | Home Wi-Fi, office network |
|
||||
| **WAN** (Wide Area Network) | Multiple locations, large area | Company offices across cities |
|
||||
| **The Internet** | Global | Worldwide network of networks |
|
||||
|
||||
**Network Hardware**
|
||||
- **Modem:** Connects your home network to your ISP (Internet Service Provider). Translates signals.
|
||||
- **Router:** Directs traffic between devices and between your network and the Internet. Assigns local IP addresses.
|
||||
- **Switch:** Connects multiple devices on a LAN. Smarter than a hub — sends data only where it needs to go.
|
||||
- **Wireless Access Point (WAP):** Provides Wi-Fi connectivity.
|
||||
- **NIC (Network Interface Card):** Hardware in your device that connects to the network (built-in on modern devices).
|
||||
- **Ethernet Cable (RJ-45):** Wired connection. Faster and more reliable than Wi-Fi.
|
||||
|
||||
> 💡 **Home network walkthrough:** "At home, your ISP brings the Internet to your modem. The modem connects to your router. Your router creates your home network and shares the Internet with your devices via Wi-Fi or Ethernet."
|
||||
|
||||
**How the Internet Works**
|
||||
- **IP Address:** A unique address for every device on a network (like a street address)
|
||||
- IPv4: 192.168.1.1 (four numbers, 0-255)
|
||||
- IPv6: Longer format for the modern era (we ran out of IPv4 addresses)
|
||||
- **Public IP** (your home's address to the world) vs **Private IP** (each device inside your home)
|
||||
- **DNS (Domain Name System):** Translates human-readable names to IP addresses
|
||||
- You type `google.com` → DNS looks up `142.250.80.46` → your browser connects
|
||||
- DNS = "the phone book of the Internet"
|
||||
- **HTTP / HTTPS:** Protocol for transferring web pages
|
||||
- HTTP = unencrypted (anyone can read the data in transit)
|
||||
- HTTPS = encrypted with SSL/TLS (look for the padlock 🔒)
|
||||
- Always look for HTTPS on login pages and when entering personal info
|
||||
|
||||
**How Data Travels: Packets**
|
||||
- Data is broken into small **packets**
|
||||
- Each packet is labeled with source and destination addresses
|
||||
- Packets may take different routes and are reassembled at the destination
|
||||
- Protocols (TCP/IP) ensure all packets arrive and are in the right order
|
||||
|
||||
> 💡 **Analogy:** Sending a large book by mail. You tear out each page, put it in a separate envelope with a page number, and mail them. Some might go through different post offices. The receiver puts them back in order.
|
||||
|
||||
**Wired vs Wireless**
|
||||
| Feature | Wired (Ethernet) | Wireless (Wi-Fi) |
|
||||
|---------|-----------------|-----------------|
|
||||
| Speed | Faster (up to 10 Gbps) | Slower (varies, typically 100-1000 Mbps) |
|
||||
| Reliability | More stable | Can have interference |
|
||||
| Mobility | Fixed location | Move freely |
|
||||
| Security | Harder to intercept | Needs encryption (WPA3) |
|
||||
| Setup | Cables required | No cables |
|
||||
|
||||
### Diagram Ideas
|
||||
1. **Home Network Diagram** — ISP → Modem → Router → (Wi-Fi to laptop, phone, tablet) + (Ethernet to desktop, smart TV). Label each component.
|
||||
2. **How DNS Works** — Flow: User types URL → Browser asks DNS → DNS returns IP → Browser connects to server → Page loads.
|
||||
3. **Data Packets Journey** — Illustration: Message split into packets, each taking different paths, reassembled at destination.
|
||||
4. **LAN vs WAN vs Internet** — Nested circles: PAN inside LAN inside WAN inside Internet.
|
||||
|
||||
### Slide Concepts
|
||||
| Slide | Content |
|
||||
|-------|---------|
|
||||
| 1 | Title: "Connected: Networks & the Internet" |
|
||||
| 2 | What Is a Network? — definition + postal analogy |
|
||||
| 3 | Types: PAN → LAN → WAN → Internet |
|
||||
| 4 | Network Hardware — labeled home network diagram |
|
||||
| 5 | IP Addresses — your device's address |
|
||||
| 6 | DNS — the Internet's phone book |
|
||||
| 7 | HTTP vs HTTPS — the padlock matters |
|
||||
| 8 | How Data Travels — packets explained |
|
||||
| 9 | Wired vs Wireless — comparison |
|
||||
|
||||
---
|
||||
|
||||
## Lecture 16: Email & the World Wide Web
|
||||
|
||||
### Key Concepts
|
||||
|
||||
**Email Fundamentals**
|
||||
- **Email address format:** username@domain.com
|
||||
- **Protocols:** SMTP (sending), IMAP/POP3 (receiving) — mention briefly, don't belabor
|
||||
- **Components of an email:**
|
||||
- **To:** Primary recipient(s)
|
||||
- **CC:** Carbon copy — others who should see it
|
||||
- **BCC:** Blind carbon copy — hidden recipients
|
||||
- **Subject:** Brief, descriptive summary
|
||||
- **Body:** The message
|
||||
- **Attachments:** Files sent with the email
|
||||
- **Signature:** Auto-appended closing info (name, title, contact)
|
||||
|
||||
**Professional Email Etiquette**
|
||||
- Use a clear, specific subject line (not "Hi" or "Question")
|
||||
- Address the recipient appropriately
|
||||
- Be concise and use proper grammar
|
||||
- Don't use ALL CAPS (reads as shouting)
|
||||
- Be careful with Reply All — does everyone need to see your response?
|
||||
- Review before sending (especially attachments — are they actually attached?)
|
||||
- BCC for mass emails to protect recipients' privacy
|
||||
- Don't forward chain emails, jokes, or unverified information
|
||||
|
||||
> 💡 **Teaching idea:** Show two versions of the same email — one casual/sloppy, one professional. Which would you trust? Which would get a response?
|
||||
|
||||
**Managing Email**
|
||||
- Inbox Zero concept: process, respond, archive, or delete
|
||||
- Folders/Labels for organization
|
||||
- Stars/Flags for follow-up
|
||||
- Spam/Junk: what it is, how filters work, why you shouldn't click links in suspicious emails
|
||||
|
||||
**The World Wide Web**
|
||||
- The Web ≠ the Internet. The Internet is the infrastructure. The Web is a service that runs on it (like email, streaming, gaming).
|
||||
- **Web Browser:** Software for viewing web pages (Chrome, Firefox, Edge, Safari)
|
||||
- **URL (Uniform Resource Locator):** The address of a web page
|
||||
- `https://www.gavilan.edu/academic/csis/index.php`
|
||||
- Protocol → Domain → Path
|
||||
- **Search Engine:** Tool for finding information (Google, Bing, DuckDuckGo)
|
||||
- Search engines ≠ the Internet. They're a tool for finding things on it.
|
||||
|
||||
**Evaluating Online Information (CRAAP Test)**
|
||||
| Criterion | Question to Ask |
|
||||
|-----------|----------------|
|
||||
| **Currency** | When was this published or updated? |
|
||||
| **Relevance** | Does this relate to my topic? |
|
||||
| **Authority** | Who wrote it? Are they credible? |
|
||||
| **Accuracy** | Is it supported by evidence? Can you verify it elsewhere? |
|
||||
| **Purpose** | Why does this exist? To inform, sell, persuade, entertain? |
|
||||
|
||||
> 💡 **Activity:** Give students 3 sources on the same topic — a peer-reviewed article, a blog post, and a satirical news article. Have them evaluate each using the CRAAP test.
|
||||
|
||||
**Web 2.0 & Cloud Services**
|
||||
- Social media, wikis, blogs, user-generated content
|
||||
- Cloud applications: Google Docs, Microsoft 365 online, Canva
|
||||
- Collaboration: real-time editing, sharing, commenting
|
||||
|
||||
### Diagram Ideas
|
||||
1. **Email Anatomy** — Labeled email showing To, CC, BCC, Subject, Body, Attachment icon, Signature.
|
||||
2. **URL Breakdown** — `https://www.example.com/products/shoes.html` with labeled parts: protocol, subdomain, domain, path, page.
|
||||
3. **Internet vs Web** — Venn-style: Internet = infrastructure (email, gaming, streaming, web). Web = one service on the Internet.
|
||||
4. **CRAAP Test Infographic** — One-page visual reference for evaluating sources.
|
||||
|
||||
### Slide Concepts
|
||||
| Slide | Content |
|
||||
|-------|---------|
|
||||
| 1 | Title: "Email & the Web" |
|
||||
| 2 | Email Anatomy — labeled example |
|
||||
| 3 | Professional vs Unprofessional Email — side-by-side |
|
||||
| 4 | Email Etiquette Rules — top 5 |
|
||||
| 5 | Web vs Internet — they're not the same |
|
||||
| 6 | URL Anatomy — breaking down an address |
|
||||
| 7 | Search Engine Tips — quotation marks, minus sign, site: operator |
|
||||
| 8 | CRAAP Test — evaluating sources |
|
||||
| 9 | Activity: Evaluate 3 sources |
|
||||
|
||||
---
|
||||
|
||||
## Vocabulary
|
||||
|
||||
| Term | Definition |
|
||||
|------|-----------|
|
||||
| **Network** | Two or more connected devices that can share resources and communicate |
|
||||
| **LAN (Local Area Network)** | A network covering a small area like a home, office, or building |
|
||||
| **WAN (Wide Area Network)** | A network spanning a large geographic area, connecting multiple LANs |
|
||||
| **Internet** | The global network connecting millions of networks worldwide |
|
||||
| **ISP (Internet Service Provider)** | A company that provides Internet access (Comcast, AT&T, etc.) |
|
||||
| **Modem** | Device that connects a home network to the ISP |
|
||||
| **Router** | Device that directs network traffic and connects devices to the Internet |
|
||||
| **Switch** | Device that connects multiple devices on a LAN |
|
||||
| **IP Address** | A unique numerical address assigned to every device on a network |
|
||||
| **DNS (Domain Name System)** | Service that translates domain names (google.com) into IP addresses |
|
||||
| **HTTP / HTTPS** | Protocols for transferring web pages; HTTPS adds encryption |
|
||||
| **Packet** | A small unit of data transmitted over a network |
|
||||
| **TCP/IP** | The foundational protocol suite for Internet communication |
|
||||
| **Wi-Fi** | Wireless networking technology based on radio waves |
|
||||
| **Ethernet** | Wired networking technology using cables (RJ-45 connectors) |
|
||||
| **Bandwidth** | The maximum data transfer rate of a network connection |
|
||||
| **Email** | Electronic mail; messages sent between users via the Internet |
|
||||
| **SMTP** | Protocol for sending email |
|
||||
| **CC / BCC** | Carbon Copy (visible to all) / Blind Carbon Copy (hidden from others) |
|
||||
| **URL (Uniform Resource Locator)** | The address of a resource on the web |
|
||||
| **Web Browser** | Software for accessing and viewing web pages |
|
||||
| **Search Engine** | A tool for finding information on the web (Google, Bing) |
|
||||
| **CRAAP Test** | Framework for evaluating information: Currency, Relevance, Authority, Accuracy, Purpose |
|
||||
| **Cloud Computing** | Delivering computing services over the Internet (storage, apps, processing) |
|
||||
| **Spam** | Unsolicited bulk email, often commercial or malicious |
|
||||
|
||||
---
|
||||
|
||||
## Activities & Assignments
|
||||
|
||||
### In-Class
|
||||
1. **Network Diagram Drawing:** Students draw their home network from memory, then compare with a partner. Identify modem, router, and connected devices.
|
||||
2. **Professional Email Workshop:** Write a professional email for a given scenario (emailing a professor about a missed class, applying for a job, requesting information). Peer review.
|
||||
3. **Source Evaluation:** Three sources on "Are video games harmful?" — evaluate each with the CRAAP test. Class discussion on which is most credible and why.
|
||||
|
||||
### Homework
|
||||
1. **"How Does Netflix Get to My TV?" (1 page):** Trace the journey of a video from Netflix's servers to your screen. Mention: Internet, ISP, modem, router, Wi-Fi/Ethernet, streaming protocol. Use the terms from class.
|
||||
2. **Email Etiquette Scenarios:** Given 5 email situations, write appropriate subject lines and opening sentences. Identify when to use CC vs BCC.
|
||||
3. **Search Engine Challenge:** Answer 5 research questions using advanced search techniques (quotes, site:, minus sign, date filters). Document the search strategy used for each.
|
||||
|
||||
---
|
||||
|
||||
## Discussion Questions
|
||||
1. If DNS stopped working tomorrow, what would happen? Could you still use the Internet?
|
||||
2. Why does HTTPS matter? What could happen on an unencrypted connection?
|
||||
3. Is email "private"? Who might be able to read your emails? (ISP, employer, government, hackers)
|
||||
4. Your grandparent shares a health article on Facebook. How would you evaluate whether to trust it?
|
||||
|
|
@ -0,0 +1,211 @@
|
|||
# Week 17: Safety, Privacy, and Security
|
||||
**Hours:** 2 (1 lecture)
|
||||
|
||||
---
|
||||
|
||||
## Learning Objectives
|
||||
- Identify common cybersecurity threats (malware, phishing, social engineering)
|
||||
- Create and manage strong passwords
|
||||
- Explain the importance of software updates and backups
|
||||
- Describe strategies for protecting personal privacy online
|
||||
- Recognize ethical and legal issues in computing (intellectual property, digital footprint)
|
||||
|
||||
---
|
||||
|
||||
## Key Concepts
|
||||
|
||||
### The Threat Landscape
|
||||
|
||||
**Malware (Malicious Software)**
|
||||
Software designed to harm, exploit, or infiltrate.
|
||||
|
||||
| Type | What It Does | How It Spreads |
|
||||
|------|-------------|----------------|
|
||||
| **Virus** | Attaches to files; activates when file is opened | Email attachments, downloads |
|
||||
| **Worm** | Self-replicates across networks without user action | Network vulnerabilities |
|
||||
| **Trojan** | Disguises as legitimate software | Downloads, fake apps |
|
||||
| **Ransomware** | Encrypts your files; demands payment for the key | Phishing emails, exploit kits |
|
||||
| **Spyware** | Secretly monitors your activity | Bundled with free software |
|
||||
| **Adware** | Displays unwanted advertisements | Free software, browser extensions |
|
||||
| **Keylogger** | Records everything you type (passwords, messages) | Trojans, physical access |
|
||||
|
||||
> 💡 **Real-world example:** Show a news story about a recent ransomware attack (hospital, school, city government). Make it concrete — "This happened to a community college just like Gavilan."
|
||||
|
||||
**Phishing & Social Engineering**
|
||||
- **Phishing:** Fake emails/websites that trick you into revealing information
|
||||
- "Your account has been compromised! Click here to verify your password."
|
||||
- Look for: urgency, generic greeting, suspicious sender, bad grammar, mismatched URLs
|
||||
- **Spear Phishing:** Targeted phishing using personal information about you
|
||||
- **Smishing:** Phishing via SMS/text messages
|
||||
- **Vishing:** Phishing via voice calls
|
||||
- **Social Engineering:** Manipulating people (not computers) to bypass security
|
||||
- Impersonating IT support: "I need your password to fix your account"
|
||||
- Tailgating: Following someone through a secure door
|
||||
|
||||
> 💡 **Activity:** Show 5 emails — some legitimate, some phishing. Students identify which are real and explain the red flags.
|
||||
|
||||
### Protecting Yourself
|
||||
|
||||
**Passwords**
|
||||
- **Bad passwords:** `123456`, `password`, `qwerty`, your name, your birthday
|
||||
- **Good passwords:** Long (12+ characters), mix of upper/lowercase, numbers, symbols
|
||||
- **Passphrases:** Even better — `Correct-Horse-Battery-Staple` is stronger than `P@ssw0rd!` and easier to remember
|
||||
- **Password managers:** Generate and store unique passwords for every account (Bitwarden, 1Password, LastPass)
|
||||
- **Never reuse passwords** — if one site is breached, all your accounts are exposed
|
||||
|
||||
**Multi-Factor Authentication (MFA / 2FA)**
|
||||
- Something you **know** (password) + something you **have** (phone, security key) + something you **are** (fingerprint, face)
|
||||
- Even if your password is stolen, the attacker can't get in without the second factor
|
||||
- Enable MFA on email, banking, and social media — at minimum
|
||||
|
||||
> 💡 **Demo:** If possible, show the MFA setup process for a service (Google, Microsoft). Students see it's quick and easy.
|
||||
|
||||
**Software Updates**
|
||||
- Updates patch security vulnerabilities
|
||||
- Delaying updates = leaving known doors unlocked
|
||||
- Enable automatic updates on OS, browser, and apps
|
||||
- "But the update is annoying!" → "A ransomware attack is more annoying."
|
||||
|
||||
**Antivirus / Anti-malware**
|
||||
- Windows Defender (built into Windows) is decent for most users
|
||||
- Keep it updated and running
|
||||
- Don't install multiple antivirus programs (they conflict)
|
||||
- No antivirus is 100% — your behavior is the best defense
|
||||
|
||||
**Backups: The 3-2-1 Rule**
|
||||
- **3** copies of your data
|
||||
- **2** different types of media (local drive + cloud, for example)
|
||||
- **1** copy offsite (cloud storage or a drive at another location)
|
||||
- If ransomware hits and you have backups, you can recover without paying
|
||||
|
||||
**Safe Browsing Habits**
|
||||
- Check for HTTPS (padlock) before entering sensitive info
|
||||
- Don't click links in unsolicited emails — go directly to the website
|
||||
- Be cautious with public Wi-Fi (use VPN if possible)
|
||||
- Review app permissions — does a flashlight app need access to your contacts?
|
||||
- Log out of shared computers
|
||||
|
||||
### Privacy
|
||||
|
||||
**Your Digital Footprint**
|
||||
- Everything you do online leaves traces
|
||||
- **Active footprint:** Things you intentionally post (social media, comments, reviews)
|
||||
- **Passive footprint:** Data collected about you (browsing history, location, cookies)
|
||||
- Employers, colleges, and others DO search for you online
|
||||
|
||||
**Who's Collecting Your Data?**
|
||||
- Social media companies (Facebook, Instagram, TikTok)
|
||||
- Search engines (Google)
|
||||
- Advertisers (tracking cookies, targeted ads)
|
||||
- Apps (location, contacts, camera access)
|
||||
- ISPs (can see your browsing activity)
|
||||
- Government (varies by jurisdiction and legal authority)
|
||||
|
||||
**Protecting Privacy**
|
||||
- Review privacy settings on social media regularly
|
||||
- Use private/incognito browsing (limits local tracking, not ISP/network tracking)
|
||||
- Clear cookies periodically
|
||||
- Use a VPN for encrypted browsing (especially on public Wi-Fi)
|
||||
- Read permissions before installing apps
|
||||
- Think before posting: "Would I be comfortable if this were public forever?"
|
||||
|
||||
### Ethics & Legal Issues
|
||||
|
||||
**Intellectual Property**
|
||||
- **Copyright:** Automatic protection for creative works. You can't copy someone's work without permission.
|
||||
- **Fair Use:** Limited use for education, commentary, criticism, news (has limits)
|
||||
- **Creative Commons:** Licenses that let creators share work with specific permissions
|
||||
- **Plagiarism:** Presenting someone else's work as your own — academic dishonesty
|
||||
|
||||
**Software Licensing**
|
||||
- **Commercial:** Pay to use (Microsoft Office, Adobe CC)
|
||||
- **Freeware:** Free to use, but not open source (Zoom, Acrobat Reader)
|
||||
- **Open Source:** Free, source code available (LibreOffice, Firefox)
|
||||
- **Piracy:** Using software without proper licensing — illegal
|
||||
|
||||
**Digital Citizenship**
|
||||
- Treat others with respect online (cyberbullying is real and harmful)
|
||||
- Verify before sharing (misinformation spreads fast)
|
||||
- Protect others' privacy (don't share their photos/info without consent)
|
||||
|
||||
---
|
||||
|
||||
## Diagram Ideas
|
||||
1. **Types of Malware** — Icon grid: each malware type with a simple icon and one-line description.
|
||||
2. **Phishing Red Flags** — Annotated fake phishing email with callouts: suspicious sender, generic greeting, urgency, bad URL, grammar errors.
|
||||
3. **Password Strength Spectrum** — Visual scale from "Terrible" (123456) → "Weak" (Password1) → "Good" (Tr0ub4dor&3) → "Great" (Correct-Horse-Battery-Staple) with estimated crack times.
|
||||
4. **3-2-1 Backup Rule** — Simple visual: 3 copies, 2 media types, 1 offsite.
|
||||
5. **Digital Footprint** — Footprints leading across platforms: Google search, social media post, online purchase, email, app download.
|
||||
6. **MFA Explained** — Three locks: Know (password) + Have (phone) + Are (fingerprint).
|
||||
|
||||
---
|
||||
|
||||
## Slide Concepts
|
||||
| Slide | Content |
|
||||
|-------|---------|
|
||||
| 1 | Title: "Staying Safe in a Digital World" |
|
||||
| 2 | Malware Types — icon grid overview |
|
||||
| 3 | Ransomware — real-world case + how it works |
|
||||
| 4 | Phishing — annotated example email |
|
||||
| 5 | "Spot the Phish" — interactive: real vs fake |
|
||||
| 6 | Passwords — bad vs good, passphrases, managers |
|
||||
| 7 | Multi-Factor Authentication — what it is, enable it today |
|
||||
| 8 | Updates & Antivirus — why they matter |
|
||||
| 9 | The 3-2-1 Backup Rule |
|
||||
| 10 | Your Digital Footprint — who's watching |
|
||||
| 11 | Privacy Settings — quick wins |
|
||||
| 12 | Ethics: Copyright, Fair Use, Plagiarism |
|
||||
|
||||
---
|
||||
|
||||
## Vocabulary
|
||||
|
||||
| Term | Definition |
|
||||
|------|-----------|
|
||||
| **Malware** | Malicious software designed to harm, exploit, or infiltrate computer systems |
|
||||
| **Virus** | Malware that attaches to files and spreads when those files are opened |
|
||||
| **Worm** | Self-replicating malware that spreads across networks without user action |
|
||||
| **Trojan** | Malware disguised as legitimate software |
|
||||
| **Ransomware** | Malware that encrypts files and demands payment for decryption |
|
||||
| **Spyware** | Software that secretly monitors user activity |
|
||||
| **Phishing** | Fraudulent attempt to obtain sensitive information by disguising as a trustworthy source |
|
||||
| **Social Engineering** | Manipulating people into revealing confidential information or performing actions |
|
||||
| **Multi-Factor Authentication (MFA)** | Security requiring two or more forms of verification |
|
||||
| **Password Manager** | Software that generates, stores, and fills in unique passwords |
|
||||
| **Passphrase** | A longer password made of multiple words, easier to remember and harder to crack |
|
||||
| **Encryption** | Converting data into a coded form that can only be read with a key |
|
||||
| **VPN (Virtual Private Network)** | Encrypted tunnel between your device and the Internet, hiding your activity |
|
||||
| **Firewall** | Software or hardware that monitors and controls network traffic based on rules |
|
||||
| **Antivirus** | Software that detects and removes malware |
|
||||
| **Backup** | A copy of data stored separately in case the original is lost or damaged |
|
||||
| **3-2-1 Rule** | Backup strategy: 3 copies, 2 media types, 1 offsite |
|
||||
| **Digital Footprint** | The trail of data you leave behind from online activity |
|
||||
| **Cookie** | Small data file stored by a website on your computer to track activity or preferences |
|
||||
| **Copyright** | Legal protection giving creators exclusive rights to their work |
|
||||
| **Fair Use** | Limited use of copyrighted material without permission for education, criticism, etc. |
|
||||
| **Creative Commons** | Licenses that allow creators to specify how others may use their work |
|
||||
| **Plagiarism** | Presenting someone else's work or ideas as your own |
|
||||
| **Software Piracy** | Using, copying, or distributing software without proper authorization |
|
||||
|
||||
---
|
||||
|
||||
## Activities & Assignments
|
||||
|
||||
### In-Class
|
||||
1. **Spot the Phish:** Show 5-8 emails (mix of real and phishing). Students vote real/fake and identify the red flags.
|
||||
2. **Password Audit:** Students check one of their passwords at [haveibeenpwned.com](https://haveibeenpwned.com) (email only, not password). Discuss what a breach means and what to do.
|
||||
3. **Privacy Settings Walkthrough:** Guide students through checking privacy settings on one platform (Google, Instagram, or phone settings). They screenshot their changes.
|
||||
|
||||
### Homework
|
||||
1. **Security Action Plan (1 page):** Based on what they learned, students create a personal action plan with 5 specific steps they'll take to improve their digital security (e.g., enable MFA on email, start using a password manager, set up backups).
|
||||
2. **Phishing Analysis:** Find or create a phishing email example. Write a paragraph identifying every red flag and explaining how a victim could be tricked.
|
||||
3. **Digital Footprint Audit:** Google yourself. What comes up? Write a reflection on what's public, whether you're comfortable with it, and what you'd change.
|
||||
|
||||
---
|
||||
|
||||
## Discussion Questions
|
||||
1. "I have nothing to hide, so I don't need to worry about privacy." Do you agree or disagree? Why?
|
||||
2. Should companies be required to tell you exactly what data they collect about you? Should you be able to delete it?
|
||||
3. Your friend sends you a link to download a popular $60 software for free. What do you do?
|
||||
4. A hospital is hit by ransomware. Should they pay? What are the arguments for and against?
|
||||
5. Is it possible to be completely anonymous online? What would it take?
|
||||
|
|
@ -0,0 +1,221 @@
|
|||
# Week 18: Final Exam Review
|
||||
**Hours:** 2 (1 lecture — review session)
|
||||
|
||||
---
|
||||
|
||||
## Purpose
|
||||
This week is a cumulative review and final exam. No new content. The goal is to help students consolidate what they've learned across all 7 units and feel prepared.
|
||||
|
||||
---
|
||||
|
||||
## Review by Unit
|
||||
|
||||
### Unit 1: Computer Hardware & Peripherals (Weeks 1–2)
|
||||
**Key concepts to know:**
|
||||
- The IPOS cycle (Input → Processing → Output → Storage)
|
||||
- CPU: clock speed, cores, cache
|
||||
- RAM vs Storage (volatile vs non-volatile)
|
||||
- HDD vs SSD vs NVMe
|
||||
- GPU, motherboard, PSU
|
||||
- Input devices, output devices, I/O devices
|
||||
- Ports: USB (A, C), HDMI, Ethernet, Bluetooth
|
||||
- Types of computers: desktop, laptop, tablet, smartphone, server, embedded
|
||||
|
||||
**Sample questions:**
|
||||
1. Which component temporarily stores data for programs currently in use? → **RAM**
|
||||
2. True or False: An SSD has moving parts. → **False**
|
||||
3. A scanner is an example of a(n) ______ device. → **Input**
|
||||
4. What does the acronym IPOS stand for? → **Input, Processing, Output, Storage**
|
||||
5. Which is faster: HDD, SSD, or NVMe? → **NVMe**
|
||||
6. Name two devices that are both input AND output. → **Touchscreen, network adapter, USB drive**
|
||||
|
||||
---
|
||||
|
||||
### Unit 2: Software & Files (Week 3)
|
||||
**Key concepts to know:**
|
||||
- System software vs application software
|
||||
- What an operating system does
|
||||
- Open source vs proprietary software
|
||||
- File system: files, folders, paths
|
||||
- Common file extensions (.docx, .xlsx, .pdf, .exe, etc.)
|
||||
- File operations: save, save as, copy, move, rename, delete
|
||||
- Cloud storage basics
|
||||
|
||||
**Sample questions:**
|
||||
1. Which type of software manages hardware and provides a platform for applications? → **Operating system**
|
||||
2. Linux is an example of ______ software. → **Open source**
|
||||
3. What file extension indicates a Word document? → **.docx**
|
||||
4. What is the difference between Save and Save As? → **Save overwrites the current file; Save As creates a new copy with a new name or location**
|
||||
5. True or False: Deleting a file permanently removes it immediately. → **False (goes to Recycle Bin first)**
|
||||
6. Name the three components of a file path. → **Drive, folder(s), filename.extension**
|
||||
|
||||
---
|
||||
|
||||
### Unit 3: Word Processing (Weeks 4–6)
|
||||
**Key concepts to know:**
|
||||
- The Ribbon, Quick Access Toolbar, views
|
||||
- Character formatting: font, size, bold, italic, underline, Format Painter
|
||||
- Paragraph formatting: alignment, spacing, indentation, lists
|
||||
- Styles and why they matter
|
||||
- Page layout: margins, orientation, columns
|
||||
- Inserting images, tables, headers/footers, page numbers
|
||||
- Text wrapping options
|
||||
- Spelling/grammar check, Find & Replace
|
||||
- Track Changes and Comments
|
||||
- Exporting to PDF
|
||||
|
||||
**Sample questions:**
|
||||
1. What keyboard shortcut saves a document? → **Ctrl+S**
|
||||
2. What is the Format Painter used for? → **Copying formatting from one selection to another**
|
||||
3. Name the four paragraph alignment options. → **Left, Center, Right, Justify**
|
||||
4. Why should you use Styles instead of manual formatting? → **Consistency, easy to change, enables Table of Contents, improves accessibility**
|
||||
5. What does Track Changes do? → **Records all edits so they can be reviewed, accepted, or rejected**
|
||||
6. What is the advantage of exporting as PDF? → **Preserves layout across all devices; can't be easily edited; professional standard**
|
||||
|
||||
---
|
||||
|
||||
### Unit 4: Spreadsheets (Weeks 7–9)
|
||||
**Key concepts to know:**
|
||||
- Workbook, worksheet, cell, cell reference, range
|
||||
- Entering data, AutoFill
|
||||
- Formulas with cell references and arithmetic operators
|
||||
- Order of operations (PEMDAS)
|
||||
- Functions: SUM, AVERAGE, MAX, MIN, COUNT, IF
|
||||
- Relative vs absolute references ($)
|
||||
- Cell formatting: number formats, borders, fill, merge & center
|
||||
- Conditional formatting
|
||||
- Charts: column, line, pie, scatter — when to use each
|
||||
- Chart elements: title, axes, legend, data labels
|
||||
- Sorting and filtering
|
||||
- Printing: page layout, print titles, print area
|
||||
|
||||
**Sample questions:**
|
||||
1. What does the formula `=SUM(A1:A10)` do? → **Adds all values in cells A1 through A10**
|
||||
2. What is the result of `=2+3*4`? → **14** (multiplication before addition)
|
||||
3. What symbol makes a cell reference absolute? → **$ (dollar sign)**
|
||||
4. When would you use an absolute reference? → **When a formula references a constant (like a tax rate) that shouldn't change when copied**
|
||||
5. Which chart type is best for showing trends over time? → **Line chart**
|
||||
6. What does `=IF(B2>=60,"Pass","Fail")` return if B2 is 55? → **"Fail"**
|
||||
7. What is conditional formatting? → **Rules that automatically change cell appearance based on values**
|
||||
8. What's the difference between sorting and filtering? → **Sorting rearranges rows; filtering hides rows that don't match criteria**
|
||||
|
||||
---
|
||||
|
||||
### Unit 5: Presentations (Weeks 10–11)
|
||||
**Key concepts to know:**
|
||||
- Slides, layouts, placeholders
|
||||
- Adding text, images, shapes, SmartArt, icons
|
||||
- Themes and Slide Master
|
||||
- Speaker Notes and Presenter View
|
||||
- Transitions (between slides) vs Animations (within a slide)
|
||||
- Four animation types: Entrance, Emphasis, Exit, Motion Path
|
||||
- Design principles: 6×6 rule, font sizes, white space, consistency
|
||||
- Exporting and sharing
|
||||
|
||||
**Sample questions:**
|
||||
1. What is the difference between a transition and an animation? → **Transition = between slides; Animation = to objects within a slide**
|
||||
2. What is Presenter View? → **Shows current slide, next slide, notes, and timer — only visible to the presenter**
|
||||
3. What is the 6×6 rule? → **No more than 6 bullets per slide, no more than 6 words per bullet**
|
||||
4. What is SmartArt used for? → **Creating pre-designed diagrams (lists, processes, hierarchies, cycles)**
|
||||
5. True or False: You should use a different transition on every slide. → **False — use one consistent transition**
|
||||
6. What minimum font size is recommended for body text in presentations? → **28pt+**
|
||||
|
||||
---
|
||||
|
||||
### Unit 6: Databases (Weeks 12–14)
|
||||
**Key concepts to know:**
|
||||
- What a database is and why it's better than a spreadsheet for complex data
|
||||
- Flat file vs relational database
|
||||
- Tables, records (rows), fields (columns)
|
||||
- Primary key — unique identifier
|
||||
- Data types: Short Text, Number, Currency, Date/Time, Yes/No, AutoNumber
|
||||
- Relationships (one-to-many) and referential integrity
|
||||
- Forms — user-friendly data entry
|
||||
- Queries — asking questions of data, criteria, wildcards, calculated fields
|
||||
- Reports — formatted printable output, grouping, totals
|
||||
|
||||
**Sample questions:**
|
||||
1. What is a primary key? → **A unique identifier for each record in a table**
|
||||
2. Why use a database instead of a spreadsheet? → **Reduces redundancy, enforces data integrity, handles complex relationships**
|
||||
3. What data type automatically generates a unique number for each new record? → **AutoNumber**
|
||||
4. In a query, what does the criteria `Like "S*"` do? → **Returns records where the field starts with "S"**
|
||||
5. What is the purpose of a form? → **User-friendly interface for entering and viewing data**
|
||||
6. Why should phone numbers be stored as Text, not Number? → **To preserve leading zeros and formatting characters**
|
||||
7. What is a one-to-many relationship? → **One record in Table A relates to multiple records in Table B**
|
||||
|
||||
---
|
||||
|
||||
### Unit 7: Networks, Email, Web & Security (Weeks 15–17)
|
||||
**Key concepts to know:**
|
||||
- Network types: PAN, LAN, WAN, Internet
|
||||
- Hardware: modem, router, switch, NIC
|
||||
- IP addresses, DNS, HTTP vs HTTPS, packets
|
||||
- Wired (Ethernet) vs wireless (Wi-Fi)
|
||||
- Email components, CC vs BCC, professional etiquette
|
||||
- URL anatomy, web browsers vs search engines
|
||||
- CRAAP test for evaluating sources
|
||||
- Malware types: virus, worm, trojan, ransomware, spyware, phishing
|
||||
- Passwords, passphrases, password managers
|
||||
- Multi-factor authentication (MFA)
|
||||
- Software updates, antivirus, 3-2-1 backup rule
|
||||
- Digital footprint, privacy, cookies
|
||||
- Copyright, fair use, Creative Commons, plagiarism
|
||||
|
||||
**Sample questions:**
|
||||
1. What does DNS do? → **Translates domain names (like google.com) into IP addresses**
|
||||
2. What is the difference between HTTP and HTTPS? → **HTTPS encrypts data in transit; HTTP does not**
|
||||
3. What does BCC stand for and when should you use it? → **Blind Carbon Copy — use for mass emails to protect recipients' privacy**
|
||||
4. What is phishing? → **Fraudulent attempt to obtain sensitive information by impersonating a trustworthy source**
|
||||
5. What is the 3-2-1 backup rule? → **3 copies, 2 different media, 1 offsite**
|
||||
6. What does MFA add to password protection? → **A second factor (something you have or are) so a stolen password alone isn't enough**
|
||||
7. What is ransomware? → **Malware that encrypts your files and demands payment for the decryption key**
|
||||
8. Name two red flags of a phishing email. → **Urgency, generic greeting, suspicious sender, bad grammar, mismatched URLs**
|
||||
|
||||
---
|
||||
|
||||
## Study Checklist
|
||||
|
||||
Students should be able to:
|
||||
|
||||
- [ ] Explain the IPOS cycle
|
||||
- [ ] Identify internal components and peripherals
|
||||
- [ ] Distinguish system software from application software
|
||||
- [ ] Navigate the file system and recognize file extensions
|
||||
- [ ] Create, format, and finalize a Word document using styles
|
||||
- [ ] Build formulas and use SUM, AVERAGE, MAX, MIN, COUNT, IF in Excel
|
||||
- [ ] Explain relative vs absolute cell references
|
||||
- [ ] Create and interpret basic charts
|
||||
- [ ] Build a presentation following design principles
|
||||
- [ ] Explain the difference between transitions and animations
|
||||
- [ ] Define database terms: table, record, field, primary key
|
||||
- [ ] Create a query with criteria
|
||||
- [ ] Describe how the Internet works (IP, DNS, packets)
|
||||
- [ ] Write a professional email
|
||||
- [ ] Evaluate sources using the CRAAP test
|
||||
- [ ] Identify common malware types and phishing red flags
|
||||
- [ ] Describe best practices for passwords, MFA, backups, and privacy
|
||||
|
||||
---
|
||||
|
||||
## Exam Format (Suggested)
|
||||
|
||||
Based on the COR evaluation weights:
|
||||
|
||||
| Component | Weight | Format |
|
||||
|-----------|--------|--------|
|
||||
| Multiple choice / True-false / Matching | 50% | ~40-50 questions covering all units |
|
||||
| Skill demonstration | 20% | Practical task: create/format a document, spreadsheet, or presentation |
|
||||
| Problem-solving | 15% | Scenario-based questions requiring applied thinking |
|
||||
| Short answer / Written | 15% | Brief explanations of concepts, comparisons, or recommendations |
|
||||
|
||||
**Total time:** 2 hours
|
||||
|
||||
---
|
||||
|
||||
## Review Session Ideas
|
||||
|
||||
1. **Jeopardy-style Review Game:** Categories = the 7 units. Point values by difficulty. Teams compete. (Free templates online for PowerPoint Jeopardy.)
|
||||
2. **Kahoot Quiz:** Quick-fire multiple choice. Students play on their phones. Instant feedback and energy.
|
||||
3. **Study Guide Swap:** Students write 5 questions each (with answers). Swap with a partner and answer each other's questions.
|
||||
4. **"One Minute Expert":** Each student gets a random topic card. They have 1 minute to explain it to the class. Tests understanding, not memorization.
|
||||
5. **Vocabulary Bingo:** Create bingo cards with terms. Read definitions aloud. Students mark the matching term.
|
||||
Binary file not shown.
|
|
@ -0,0 +1,200 @@
|
|||
# CSIS 1 Summer 2026 — Research-Backed Implementation Plan
|
||||
|
||||
Source: `projects/gav-outreach/research/student-success-proposal.md` (Ranks 1–9)
|
||||
|
||||
This plan applies the top 9 evidence-based practices to CSIS 1, a 6-week compressed summer course. The course is fully online, asynchronous, with Monday evening Zoom demos.
|
||||
|
||||
---
|
||||
|
||||
## Practice → CSIS 1 Application Map
|
||||
|
||||
### Rank 1: Structured Weekly Modules with Consistent Layout
|
||||
**Evidence:** DFW dropped 48% → 24% with consistent module structure.
|
||||
|
||||
**CSIS 1 Implementation:**
|
||||
Every week follows the exact same sequence:
|
||||
1. **Welcome Announcement** (Monday morning) — what's this week about, what to do first
|
||||
2. **Learning Objectives** — 3–5 measurable outcomes per week
|
||||
3. **Readings** — OpenStax chapters + supplementary links (already in syllabus)
|
||||
4. **Monday Demo Recording** — posted Tuesday if students miss live session
|
||||
5. **Practice Quiz** (low-stakes, 10 questions, unlimited attempts)
|
||||
6. **Discussion** — one prompt per week, metacognitive where possible
|
||||
7. **Real-World Task** — hands-on assignment due Sunday 11:59 PM
|
||||
8. **Weekly Check-In Quiz** (graded, 10 questions, 2 attempts)
|
||||
9. **Friday Wrap-Up Announcement** — what went well, common mistakes, preview of next week
|
||||
|
||||
Module prerequisites: must complete Week N quiz before Week N+1 unlocks.
|
||||
|
||||
---
|
||||
|
||||
### Rank 2: Frequent Low-Stakes Quizzing (Retrieval Practice)
|
||||
**Evidence:** Meta-analysis d=0.42–0.51 effect size. Quiz submission rate predicts lower DFW.
|
||||
|
||||
**CSIS 1 Implementation:**
|
||||
- **Practice Quiz** (per week): 10 questions, unlimited attempts, not graded (or 5% total). Purpose: retrieval practice before graded quiz.
|
||||
- **Weekly Check-In Quiz** (per week): 10 questions, 2 attempts, graded. Mix of factual recall and applied scenarios.
|
||||
- **Final Exam**: 30 questions drawn from a bank of 60+ (all weekly questions reshuffled + new synthesis questions).
|
||||
- Questions drawn from OpenStax chapter content, GCFGlobal modules, and the imported Summer 2025 course quiz bank.
|
||||
- Target: students encounter 20+ quiz questions per week across practice + graded.
|
||||
|
||||
**Quiz Design Principles:**
|
||||
- Mix question types: factual recall (30%), applied scenarios (40%), "which of these is the best practice" (30%)
|
||||
- Include "all of the above" and "none of the above" sparingly
|
||||
- Write wrong answers that are plausible (common misconceptions), not absurd
|
||||
- For security/scam questions: use real-world scenarios
|
||||
|
||||
---
|
||||
|
||||
### Rank 3: Regular Announcements (2–3 per Week)
|
||||
**Evidence:** Optimal frequency 2–3/week. Beyond 3/week shows diminishing returns.
|
||||
|
||||
**CSIS 1 Implementation:**
|
||||
3 announcements per week, consistent schedule:
|
||||
- **Monday AM: "This Week in CSIS 1"** — overview, objectives, what to do first, Zoom demo reminder
|
||||
- **Wednesday: Mid-Week Check-In** — tips, common questions from Canvas inbox, encouragement, "here's what I'm seeing so far"
|
||||
- **Friday: Week Wrap-Up** — what to finish by Sunday, common mistakes on the quiz, preview of next week
|
||||
|
||||
Plus situational announcements: assignment clarifications, demo recording posted, grade updates.
|
||||
|
||||
**Tone:** Conversational, not corporate. Short paragraphs. Direct. Peter's voice.
|
||||
|
||||
---
|
||||
|
||||
### Rank 4: Transparent Gradebook with Visible Rubrics
|
||||
**Evidence:** Gradebook use correlated with lower DFW (F=7.7, p=0.005).
|
||||
|
||||
**CSIS 1 Implementation:**
|
||||
- Rubrics attached and visible on every Real-World Task assignment
|
||||
- Simple 4-level rubrics: Excellent / Good / Needs Work / Missing
|
||||
- Criteria categories: Completeness, Accuracy, Formatting/Presentation, Critical Thinking
|
||||
- Gradebook updated within 48 hours of due date (see Rank 5)
|
||||
- Grade breakdown visible in syllabus: Quizzes 30%, Discussions 15%, Real-World Tasks 30%, Final 20%, Participation/Practice 5%
|
||||
|
||||
---
|
||||
|
||||
### Rank 5: Prompt Feedback Turnaround (≤48h Communication, ≤7 Days Grading)
|
||||
**Evidence:** Slow grading is consistently cited as a withdrawal driver.
|
||||
|
||||
**CSIS 1 Implementation:**
|
||||
- Canvas messages answered within 24 hours (weekdays), 48 hours (weekends)
|
||||
- Weekly quizzes auto-graded immediately
|
||||
- Discussion posts graded within 3 days
|
||||
- Real-World Tasks graded within 5 days (before next week's task is due)
|
||||
- Stated in syllabus as a commitment, not just a goal
|
||||
|
||||
---
|
||||
|
||||
### Rank 6: Embedded Metacognitive Prompts
|
||||
**Evidence:** +6.1 and +4.2 points on successive exams. Explains 25.3% of variance in final exam scores.
|
||||
|
||||
**CSIS 1 Implementation:**
|
||||
Metacognition woven into discussions and assignments:
|
||||
- **Week 1 Discussion:** "What does being 'digitally literate' mean to you? What do you already know vs. what feels unfamiliar?" (self-assessment)
|
||||
- **Week 2 Discussion:** "What was hardest about the document/spreadsheet work this week? What strategy did you use to figure it out?" (process reflection)
|
||||
- **Week 3 Discussion:** "Look at your quiz scores so far. What topics do you feel confident about? What do you need to review?" (self-monitoring)
|
||||
- **Week 4 Discussion:** "How do you decide if a website is trustworthy? Walk us through your actual process." (metacognitive modeling)
|
||||
- **Week 5 Discussion:** "After the security audit, what surprised you most about your own digital habits? What will you change?" (transfer)
|
||||
- **Week 6 Discussion:** "You just used an AI tool. How did you decide what to trust and what to verify? What would you do differently next time?" (critical evaluation)
|
||||
|
||||
Every Real-World Task includes a short reflection paragraph: "What was the hardest part? What would you do differently?"
|
||||
|
||||
---
|
||||
|
||||
### Rank 7: Proactive Early Alert Outreach
|
||||
**Evidence:** RCT: +0.33 GPA, 80% higher persistence.
|
||||
|
||||
**CSIS 1 Implementation:**
|
||||
- After Week 1: personal Canvas message to anyone who hasn't submitted the quiz or discussion
|
||||
- After Week 2: message to anyone with <60% quiz average — offer help, Zoom office hours
|
||||
- After Week 3 (midpoint): mid-course check-in to entire class; personal outreach to anyone missing 2+ assignments
|
||||
- Template messages drafted in advance, personalized with name and specific missing items
|
||||
- Tone: "I noticed you haven't turned in X yet — I want to make sure you're okay. Can I help?"
|
||||
|
||||
---
|
||||
|
||||
### Rank 8: Authentic Engagement Over Performative Discussion Boards
|
||||
**Evidence:** "Post once, reply twice" universally despised. Instructor must participate visibly.
|
||||
|
||||
**CSIS 1 Implementation:**
|
||||
- NO "post once, reply twice" requirement
|
||||
- Instead: "Post your response (150–250 words). Then read at least 2 classmates' posts and leave a meaningful comment — ask a question, share a related experience, or respectfully disagree."
|
||||
- Instructor (Peter) replies to 3–5 posts per discussion with substantive comments
|
||||
- Prompts designed to invite genuine sharing, not regurgitation (see metacognitive prompts above)
|
||||
- Some discussions are scenario-based: "Your grandmother calls and says Microsoft told her to buy gift cards. What do you say?"
|
||||
- Grading: Complete/Incomplete based on effort and substance, not word count
|
||||
|
||||
---
|
||||
|
||||
### Rank 9: Multimedia Integration with Chunked Content
|
||||
**Evidence:** Chunked content with interactive elements: DFW 16% → 7% in developmental math.
|
||||
|
||||
**CSIS 1 Implementation:**
|
||||
- Monday demo recordings chunked into segments (≤15 min each) with chapter markers
|
||||
- Reading assignments broken into specific sections (not "read chapters 1–2" but specific URLs to sections)
|
||||
- GCFGlobal tutorials used as interactive supplements (they're already chunked and interactive)
|
||||
- Code.org video series (Week 4) is 6 short videos — naturally chunked
|
||||
- Each module page lists content in order with time estimates: "📖 Reading (~30 min) → 🎥 Video (~15 min) → ✅ Practice Quiz (~10 min)"
|
||||
|
||||
---
|
||||
|
||||
## Deliverables to Build
|
||||
|
||||
| Deliverable | Agent | Output Location |
|
||||
|-------------|-------|-----------------|
|
||||
| Weekly quiz questions (practice + graded, 6 weeks × 20 Qs) | Agent 1: Quiz Writer | `projects/csis1/content/quizzes/` |
|
||||
| Weekly announcements (3 per week × 6 weeks = 18) | Agent 2: Announcement Writer | `projects/csis1/content/announcements/` |
|
||||
| Discussion prompts with rubrics (6 weeks) | Agent 3: Discussion Writer | `projects/csis1/content/discussions/` |
|
||||
| Early alert message templates | Charlie (inline) | `projects/csis1/content/early-alerts.md` |
|
||||
| Assignment rubrics (6 Real-World Tasks) | Agent 3 (or Charlie) | `projects/csis1/content/rubrics/` |
|
||||
|
||||
---
|
||||
|
||||
## Grade Breakdown
|
||||
|
||||
| Category | Weight | Items |
|
||||
|----------|--------|-------|
|
||||
| Weekly Check-In Quizzes (graded) | 30% | 6 quizzes, drop lowest |
|
||||
| Discussions | 15% | 6 discussions, complete/incomplete |
|
||||
| Real-World Tasks | 30% | 6 assignments with rubrics |
|
||||
| Final Exam | 20% | 30 questions from bank |
|
||||
| Practice Quizzes + Participation | 5% | Completion credit |
|
||||
|
||||
---
|
||||
|
||||
## Module Template (Every Week)
|
||||
|
||||
```
|
||||
Module N: [Topic] (Date Range)
|
||||
|
||||
📋 Learning Objectives
|
||||
- Students will be able to...
|
||||
- Students will be able to...
|
||||
- Students will be able to...
|
||||
|
||||
📖 Readings & Resources
|
||||
- [OpenStax chapter link]
|
||||
- [Supplementary resource]
|
||||
- Estimated time: X minutes
|
||||
|
||||
🎥 Monday Demo
|
||||
- Recording link (posted Tuesday)
|
||||
- Segments: [topic 1] (0:00–12:00), [topic 2] (12:00–25:00)
|
||||
|
||||
✅ Practice Quiz (unlimited attempts)
|
||||
- 10 questions, not graded
|
||||
- Purpose: check your understanding before the real quiz
|
||||
|
||||
💬 Discussion
|
||||
- [Prompt]
|
||||
- Due: Wednesday 11:59 PM (post) / Friday 11:59 PM (replies)
|
||||
|
||||
🛠 Real-World Task
|
||||
- [Assignment description]
|
||||
- Rubric attached
|
||||
- Due: Sunday 11:59 PM
|
||||
|
||||
📝 Weekly Check-In Quiz (2 attempts)
|
||||
- 10 questions, graded
|
||||
- Covers this week's readings + demo
|
||||
- Due: Sunday 11:59 PM
|
||||
```
|
||||
|
|
@ -0,0 +1,69 @@
|
|||
# CSIS 1 — Computer Literacy (MS Office)
|
||||
|
||||
## Course Overview
|
||||
- **Units:** 2 (Lecture only)
|
||||
- **Contact Hours:** 2/week × 18 weeks = 36 total
|
||||
- **Outside Hours:** 72 (2:1 ratio)
|
||||
- **Grading:** Letter grade or Pass/No Pass
|
||||
- **Delivery:** In-person, hybrid, online sync/async
|
||||
- **Textbook:** *New Perspectives Collection: Technology for Success* (Cengage, 2020)
|
||||
|
||||
## Student Learning Outcomes
|
||||
1. Describe the role of technology in personal and professional life; identify appropriate technology to support productivity, learning, and career growth.
|
||||
2. Describe basic principles of computer safety and security in a networked world. Demonstrate working knowledge of OS functions, software installation, and productivity suites.
|
||||
|
||||
## Weekly Schedule (from COR)
|
||||
| Week | Hours | Topic |
|
||||
|------|-------|-------|
|
||||
| 1-2 | 4 | Computer Hardware & Peripheral Devices |
|
||||
| 3 | 2 | Software, Working with Files, Getting Started with Apps |
|
||||
| 4-6 | 6 | Word Processing (Creating, Formatting, Finalizing Documents) |
|
||||
| 7-9 | 6 | Spreadsheets (Creating, Formatting, Finalizing Worksheets) |
|
||||
| 10-11 | 4 | Presentations (Creating & Finalizing) |
|
||||
| 12-14 | 6 | Databases (Creating & Finalizing) |
|
||||
| 15-16 | 4 | Networks, Email, Browsing the Web |
|
||||
| 17 | 2 | Safety, Privacy, and Security |
|
||||
| 18 | 2 | Final Exam |
|
||||
|
||||
## Evaluation
|
||||
- Objective exams: 50%
|
||||
- Skill demonstrations: 20%
|
||||
- Writing assignments: 15-20%
|
||||
- Problem-solving: 15-20%
|
||||
|
||||
## File Structure
|
||||
One markdown file per week (or topic block):
|
||||
- `week-01-02-hardware.md` — Computer Hardware & Peripherals
|
||||
- `week-03-software.md` — Software & Files
|
||||
- `week-04-06-word.md` — Word Processing
|
||||
- `week-07-09-spreadsheets.md` — Spreadsheets
|
||||
- `week-10-11-presentations.md` — Presentations
|
||||
- `week-12-14-databases.md` — Databases
|
||||
- `week-15-16-networks.md` — Networks, Email, Web
|
||||
- `week-17-security.md` — Safety, Privacy, Security
|
||||
- `week-18-final.md` — Final Exam Review
|
||||
|
||||
## 6-Week Compressed Schedule (Online Async)
|
||||
|
||||
Same content and contact hours (36), compressed into 6 weeks at 6 hours/week. Designed for online asynchronous delivery — each week has a heavier workload but covers complete topic blocks so students finish one subject before moving to the next.
|
||||
|
||||
| Week | Hours | Topics | Files | Notes |
|
||||
|------|-------|--------|-------|-------|
|
||||
| 1 | 6 | Hardware, Peripherals, Software & Files | `week-01-02`, `week-03` | Foundation week. Concepts only — no Office apps yet. Combine the hardware + software content. Assign "My Computer Inventory" + file organization exercise. |
|
||||
| 2 | 6 | Word Processing (full unit) | `week-04-06` | All 3 Word lectures in one week. Works well async — students can pace themselves through creating, formatting, and finalizing. Major deliverable: Professional Letter or Resume. |
|
||||
| 3 | 6 | Spreadsheets (full unit) | `week-07-09` | All 3 Excel lectures. Heaviest skill-building week. Assign the Personal Budget project as the capstone. Midterm exam at end of week (covers Weeks 1–3). |
|
||||
| 4 | 6 | Presentations + Databases (intro) | `week-10-11`, `week-12-14` (Lecture 12 only) | PowerPoint is lighter — 2 lectures fit in ~3 hours, leaving room to introduce database concepts (what/why, tables, data types). Assign the 5-Minute Presentation project. |
|
||||
| 5 | 6 | Databases (forms, queries, reports) + Networks & Web | `week-12-14` (Lectures 13–14), `week-15-16` | Finish databases with hands-on queries and reports. Transition to networks/email/web — these are conceptual and read well async. Assign the Mini-Database Project. |
|
||||
| 6 | 6 | Security & Privacy + Final Review + Final Exam | `week-17`, `week-18` | Security content (~2 hrs) + cumulative review (~2 hrs) + Final Exam (~2 hrs). Security pairs naturally with the networks material from Week 5. |
|
||||
|
||||
### Compressed Schedule Notes
|
||||
- **Pacing:** Each week maps to roughly 3 full-length lectures of content. In async, students replace lecture time with recorded video modules (15–20 min each) + readings + hands-on practice.
|
||||
- **Assessments:** Consider a midterm after Week 3 and final after Week 6 instead of one big final. Keeps students accountable in a compressed format.
|
||||
- **Discussion boards:** Replace in-class discussions with weekly discussion posts. The discussion questions in each file work well for this.
|
||||
- **Due dates:** Set mid-week check-ins (e.g., discussion post due Wednesday, assignment due Sunday) to prevent students from falling behind.
|
||||
- **Office hours:** Offer 2–3 live Zoom drop-in sessions per week. Compressed courses need more support touchpoints.
|
||||
- **Late policy:** Be explicit up front — 6 weeks leaves zero room for catching up. Consider a "1 free late day" policy rather than open-ended extensions.
|
||||
|
||||
## Source
|
||||
- [COR PDF](https://www.gavilan.edu/committee/curriculum/docs/cor/CSIS/CSIS_1.pdf) (August 2021)
|
||||
- [Gavilan Catalog](https://gavilan.cc/catalog/course.php?course=csis1)
|
||||
|
|
@ -0,0 +1,79 @@
|
|||
# CSIS 1 — Canvas Course Export (Summer 2025)
|
||||
|
||||
Unpacked from `csis1-computer-literacy-su25-80966-export.imscc` on 2026-03-16.
|
||||
|
||||
## How to Browse
|
||||
|
||||
| Folder | What's in it |
|
||||
|--------|-------------|
|
||||
| `pages/` | Course pages (HTML) — syllabus, welcome, reading guides, support hub |
|
||||
| `assignments/` | Real-world task instructions (HTML) — 6 assignments |
|
||||
| `quizzes/readable/` | Quizzes in markdown — 6 weekly + 30-question final exam bank |
|
||||
| `quizzes/` | Raw QTI XML quiz files (for Canvas re-import) |
|
||||
| `settings/` | Course config, module structure, assignment groups |
|
||||
| `images/` | Course header image |
|
||||
|
||||
Raw unpacked IMSCC is in `../raw/` if you need it.
|
||||
|
||||
---
|
||||
|
||||
## Course Structure
|
||||
|
||||
### 👉🏼 Start Here
|
||||
- 👋🏼 [Welcome to CSIS 1!](pages/welcome-to-csis-1.html)
|
||||
- ⭐️ [Course Syllabus - Summer 2025](pages/course-syllabus-summer-2025.html)
|
||||
- 📚 [Required Book, Tools & Software](pages/required-book-tools-and-software.html)
|
||||
- 🚨 [Online Student Support Hub](pages/online-student-support-hub.html)
|
||||
|
||||
### Module 1 (June 16–22): Computer Basics & Digital Citizenship
|
||||
- 📘 [Reading: Chapters 1 & 2](pages/reading-chapters-1-and-2.html)
|
||||
- 📝 [Quiz 1: Computer Basics & Citizenship](quizzes/readable/quiz-1-computer-basics--citizenship.md) (5 questions)
|
||||
- 💬 Discussion 1: What does being "digitally literate" mean to you today?
|
||||
- 🛠 [Real-World Task: Tech Self-Audit + Risk Assessment](assignments/real-world-task-tech-self-audit-+-risk-assessment.html)
|
||||
|
||||
### Module 2 (June 23–29): Cybersecurity & Social Media
|
||||
- 📘 [Reading: Chapters 3 & 4](pages/reading-chapters-3-and-4.html)
|
||||
- 📝 [Quiz 2: Online Safety & Social Media](quizzes/readable/quiz-2-online-safety--social-media.md) (5 questions)
|
||||
- 💬 Discussion 2: Share an experience or concern about online safety or social media boundaries
|
||||
- 🛠 [Real-World Task: Online Safety & Reputation Report](assignments/real-world-task-online-safety-and-reputation-report.html)
|
||||
|
||||
### Module 3 (June 30–July 6): Operating Systems & Docs
|
||||
- 📘 [Reading: Chapters 5 & 6](pages/reading-chapters-5-and-6.html)
|
||||
- 📝 [Quiz 3: OS Navigation & Document Tools](quizzes/readable/quiz-3-os-navigation--document-tools.md) (5 questions)
|
||||
- 💬 Discussion 3: What tools (if any) have you used for writing or presentations? What's new for you here?
|
||||
- 🛠 [Real-World Task: Professional Document Build](assignments/real-world-task-professional-document-build.html)
|
||||
|
||||
### Module 4 (July 7–13): Email, Calendars & Notes
|
||||
- 📘 [Reading: Chapters 7 & 8](pages/reading-chapters-7-and-8.html)
|
||||
- 📝 [Quiz 4: Communication & Organization Tools](quizzes/readable/quiz-4-communication--organization-tools.md) (5 questions)
|
||||
- 💬 Discussion 4: What's your biggest challenge staying organized digitally—or a tip that helps you?
|
||||
- 🛠 [Real-World Task: Work & Life Digital Communication Simulation](assignments/real-world-task-work-and-life-digital-communication-simulation.html)
|
||||
|
||||
### Module 5 (July 14–20): Cloud Storage & AI
|
||||
- 📘 [Reading: Chapters 9 & 10](pages/reading-chapters-9-and-10.html)
|
||||
- 📝 [Quiz 5: Cloud Tools & Artificial Intelligence](quizzes/readable/quiz-5-cloud-tools--artificial-intelligence.md) (5 questions)
|
||||
- 💬 Discussion 5: What's one AI tool you've used (or heard about)? How do you feel about it?
|
||||
- 🛠 [Real-World Task: Collaborative Cloud Workspace](assignments/real-world-task-collaborative-cloud-workspace.html)
|
||||
|
||||
### Module 6 (July 21–27): Data, Careers & Access
|
||||
- 📘 [Reading: Chapters 11, 12, 13, 14](pages/reading-chapters-11-12-13-14.html)
|
||||
- 📝 [Quiz 6: Data, Careers & the Digital Divide](quizzes/readable/quiz-6-data-careers--the-digital-divide.md) (5 questions)
|
||||
- 💬 Discussion 6: What role do you think tech should play in creating access and opportunity?
|
||||
- 🛠 [Real-World Task: AI or Emerging Tech Use Case Report](assignments/real-world-task-ai-or-emerging-tech-use-case-report.html)
|
||||
|
||||
### Final Exam
|
||||
- 📝 [Question Bank](quizzes/readable/final-exam-question-bank.md) (30 questions, multiple choice)
|
||||
|
||||
---
|
||||
|
||||
## Textbook Reference
|
||||
|
||||
The "chapters" referenced in the reading pages refer to a **different textbook** than what we selected for our Summer 2026 syllabus. This export uses a textbook organized as:
|
||||
- Ch 1-2: Computer basics, digital citizenship
|
||||
- Ch 3-4: Cybersecurity, social media
|
||||
- Ch 5-6: Operating systems, documents
|
||||
- Ch 7-8: Email, calendars, notes
|
||||
- Ch 9-10: Cloud storage, AI
|
||||
- Ch 11-14: Data, careers, digital divide, access
|
||||
|
||||
Our Summer 2026 syllabus uses **OpenStax Workplace Software and Skills** + **OpenStax Intro to CS**. The topic coverage overlaps significantly but chapter numbers won't match.
|
||||
|
Before Width: | Height: | Size: 685 KiB After Width: | Height: | Size: 685 KiB |
|
|
@ -0,0 +1,271 @@
|
|||
# Final Exam Question Bank (30 questions)
|
||||
|
||||
## Question 1
|
||||
|
||||
What does the CPU in a computer do?
|
||||
|
||||
A. Stores data permanently
|
||||
B. Sends documents to the printer
|
||||
C. Processes instructions and runs programs
|
||||
D. Connects to the internet
|
||||
|
||||
## Question 2
|
||||
|
||||
Which of the following is an example of input hardware?
|
||||
|
||||
A. Printer
|
||||
B. Monitor
|
||||
C. Mouse
|
||||
D. Speaker
|
||||
|
||||
## Question 3
|
||||
|
||||
What is “netiquette”?
|
||||
|
||||
A. Antivirus software
|
||||
B. Digital note-taking
|
||||
C. Rules for using email attachments
|
||||
D. Guidelines for respectful online behavior
|
||||
|
||||
## Question 4
|
||||
|
||||
Which is a safe password practice?
|
||||
|
||||
A. Using “password123” for convenience
|
||||
B. Writing your password on a sticky note
|
||||
C. Creating a strong, unique password for each account
|
||||
D. Sharing your password with trusted friends
|
||||
|
||||
## Question 5
|
||||
|
||||
Which device stores data even when the power is off?
|
||||
|
||||
A. RAM
|
||||
B. Hard Drive
|
||||
C. CPU
|
||||
D. Router
|
||||
|
||||
## Question 6
|
||||
|
||||
What is phishing?
|
||||
|
||||
A. Installing malware
|
||||
B. Searching on Google
|
||||
C. Sending fake messages to trick people into giving personal info
|
||||
D. Using social media for marketing
|
||||
|
||||
## Question 7
|
||||
|
||||
Which is a strong password?
|
||||
|
||||
A. Summer2024
|
||||
B. ilovedogs
|
||||
C. T8r!9f@Qz2
|
||||
D. 123456
|
||||
|
||||
## Question 8
|
||||
|
||||
What is a digital footprint?
|
||||
|
||||
A. A trail of personal data left online
|
||||
B. Your browser history
|
||||
C. Your shoe size
|
||||
D. Internet usage fees
|
||||
|
||||
## Question 9
|
||||
|
||||
What setting should you check on social media to protect your privacy?
|
||||
|
||||
A. Sound settings
|
||||
B. Storage options
|
||||
C. Profile visibility
|
||||
D. Notification tones
|
||||
|
||||
## Question 10
|
||||
|
||||
Which behavior is risky online?
|
||||
|
||||
A. Ignoring messages from unknown senders
|
||||
B. Clicking unknown links in DMs
|
||||
C. Using two-factor authentication
|
||||
D. Using two-factor authentication
|
||||
|
||||
## Question 11
|
||||
|
||||
Which of these is an operating system?
|
||||
|
||||
A. PowerPoint
|
||||
B. Windows 11
|
||||
C. Adobe Acrobat
|
||||
D. Excel
|
||||
|
||||
## Question 12
|
||||
|
||||
What is the purpose of a file extension (like .docx or .pptx)?
|
||||
|
||||
A. It controls the speed of the file
|
||||
B. It makes the file more secure
|
||||
C. It tells you what kind of file it is
|
||||
D. It keeps the file hidden
|
||||
|
||||
## Question 13
|
||||
|
||||
Which tool would you use to create a slideshow?
|
||||
|
||||
A. Word
|
||||
B. Excel
|
||||
C. PowerPoint
|
||||
D. Notepad
|
||||
|
||||
## Question 14
|
||||
|
||||
What does “Save As” do?
|
||||
|
||||
A. Deletes the file
|
||||
B. Saves over your original file
|
||||
C. Creates a new copy of the file
|
||||
D. Sends the file to someone
|
||||
|
||||
## Question 15
|
||||
|
||||
Which feature helps organize text in a Word document?
|
||||
|
||||
A. Filters
|
||||
B. Transitions
|
||||
C. Bullets and numbering
|
||||
D. Pivot tables
|
||||
|
||||
## Question 16
|
||||
|
||||
What is the subject line in an email used for?
|
||||
|
||||
A. To write a long message
|
||||
B. To format attachments
|
||||
C. To summarize the email topic
|
||||
D. To add emojis
|
||||
|
||||
## Question 17
|
||||
|
||||
What does CC stand for in email?
|
||||
|
||||
A. Copy Creator
|
||||
B. Collaborative Contact
|
||||
C. Carbon Copy
|
||||
D. Calendar Contact
|
||||
|
||||
## Question 18
|
||||
|
||||
Which is a best practice for professional email?
|
||||
|
||||
A. Use all caps to show urgency
|
||||
B. Leave the subject line blank
|
||||
C. Use polite greetings and clear language
|
||||
D. Leave the subject line blank
|
||||
|
||||
## Question 19
|
||||
|
||||
Which tool is best for setting reminders for meetings?
|
||||
|
||||
A. Notepad
|
||||
B. Calendar app
|
||||
C. Calculator
|
||||
D. Stopwatch
|
||||
|
||||
## Question 20
|
||||
|
||||
What is one benefit of digital note-taking?
|
||||
|
||||
A. It increases your typing speed
|
||||
B. It guarantees perfect recall
|
||||
C. Notes can be easily edited, searched, and shared
|
||||
D. It eliminates the need to study
|
||||
|
||||
## Question 21
|
||||
|
||||
What is cloud storage?
|
||||
|
||||
A. Data saved on your desktop
|
||||
B. Data stored on paper
|
||||
C. Data stored on remote internet servers
|
||||
D. A backup USB drive
|
||||
|
||||
## Question 22
|
||||
|
||||
Which of these is a cloud storage service?
|
||||
|
||||
A. Photoshop
|
||||
B. Google Drive
|
||||
C. Excel
|
||||
D. VLC Player
|
||||
|
||||
## Question 23
|
||||
|
||||
What is a key benefit of using cloud storage?
|
||||
|
||||
A. It slows down your device
|
||||
B. You can only access it from home
|
||||
C. Files are accessible from multiple devices
|
||||
D. It deletes your files automatically
|
||||
|
||||
## Question 24
|
||||
|
||||
What does AI stand for?
|
||||
|
||||
A. Automated Interaction
|
||||
B. Artificial Intelligence
|
||||
C. Auto Information
|
||||
D. Auto Information
|
||||
|
||||
## Question 25
|
||||
|
||||
Which of these is an example of AI?
|
||||
|
||||
A. WordArt
|
||||
B. Spell check
|
||||
C. ChatGPT
|
||||
D. Disk Cleanup
|
||||
|
||||
## Question 26
|
||||
|
||||
What is data visualization?
|
||||
|
||||
A. A fancy font
|
||||
B. A type of password protection
|
||||
C. A way to show data using charts and graphs
|
||||
D. A method of hiding files
|
||||
|
||||
## Question 27
|
||||
|
||||
What is one use of spreadsheets like Excel or Google Sheets?
|
||||
|
||||
A. Editing video
|
||||
B. Making memes
|
||||
C. Organizing and calculating data
|
||||
D. Designing logos
|
||||
|
||||
## Question 28
|
||||
|
||||
What’s a benefit of a career in tech?
|
||||
|
||||
A. Limited job variety
|
||||
B. Inflexible work environments
|
||||
C. Fast-changing industry with many opportunities
|
||||
D. No need for digital skills
|
||||
|
||||
## Question 29
|
||||
|
||||
What is the digital divide?
|
||||
|
||||
A. A type of network cable
|
||||
B. A problem in routers
|
||||
C. Unequal access to technology and internet
|
||||
D. A math concept
|
||||
|
||||
## Question 30
|
||||
|
||||
Which of the following helps bridge the digital divide?
|
||||
|
||||
A. Ignoring tech issues
|
||||
B. Offering free public Wi-Fi and training
|
||||
C. Selling expensive devices
|
||||
D. Reducing education funding
|
||||
|
|
@ -0,0 +1,46 @@
|
|||
# 📝 Quiz 1: Computer Basics & Citizenship
|
||||
|
||||
## Question 1: Question
|
||||
|
||||
What does the CPU in a computer do?
|
||||
|
||||
A. Stores data permanently
|
||||
B. Sends documents to the printer
|
||||
C. Processes instructions and runs programs
|
||||
D. Connects to the internet
|
||||
|
||||
## Question 2: Question
|
||||
|
||||
Which of the following is an example of input hardware?
|
||||
|
||||
A. Printer
|
||||
B. Monitor
|
||||
C. Mouse
|
||||
D. Speaker
|
||||
|
||||
## Question 3: Question
|
||||
|
||||
What is “netiquette”?
|
||||
|
||||
A. Antivirus software
|
||||
B. Digital note-taking
|
||||
C. Rules for using email attachments
|
||||
D. Guidelines for respectful online behavior
|
||||
|
||||
## Question 4: Question
|
||||
|
||||
Which is a safe password practice?
|
||||
|
||||
A. Using “password123” for convenience
|
||||
B. Writing your password on a sticky note
|
||||
C. Creating a strong, unique password for each account
|
||||
D. Sharing your password with trusted friends
|
||||
|
||||
## Question 5: Question
|
||||
|
||||
Which device stores data even when the power is off?
|
||||
|
||||
A. RAM
|
||||
B. Hard Drive
|
||||
C. CPU
|
||||
D. Router
|
||||
|
|
@ -0,0 +1,46 @@
|
|||
# 📝 Quiz 2: Online Safety & Social Media
|
||||
|
||||
## Question 1: Question
|
||||
|
||||
What is phishing?
|
||||
|
||||
A. Installing malware
|
||||
B. Searching on Google
|
||||
C. Sending fake messages to trick people into giving personal info
|
||||
D. Using social media for marketing
|
||||
|
||||
## Question 2: Question
|
||||
|
||||
Which is a strong password?
|
||||
|
||||
A. Summer2024
|
||||
B. ilovedogs
|
||||
C. T8r!9f@Qz2
|
||||
D. 123456
|
||||
|
||||
## Question 3: Question
|
||||
|
||||
What is a digital footprint?
|
||||
|
||||
A. A trail of personal data left online
|
||||
B. Your browser history
|
||||
C. Your shoe size
|
||||
D. Internet usage fees
|
||||
|
||||
## Question 4: Question
|
||||
|
||||
What setting should you check on social media to protect your privacy?
|
||||
|
||||
A. Sound settings
|
||||
B. Storage options
|
||||
C. Profile visibility
|
||||
D. Notification tones
|
||||
|
||||
## Question 5: Question
|
||||
|
||||
Which behavior is risky online?
|
||||
|
||||
A. Ignoring messages from unknown senders
|
||||
B. Clicking unknown links in DMs
|
||||
C. Using two-factor authentication
|
||||
D. Using two-factor authentication
|
||||
|
|
@ -0,0 +1,46 @@
|
|||
# 📝 Quiz 3: OS Navigation & Document Tools
|
||||
|
||||
## Question 1: Question
|
||||
|
||||
Which of these is an operating system?
|
||||
|
||||
A. PowerPoint
|
||||
B. Windows 11
|
||||
C. Adobe Acrobat
|
||||
D. Excel
|
||||
|
||||
## Question 2: Question
|
||||
|
||||
What is the purpose of a file extension (like .docx or .pptx)?
|
||||
|
||||
A. It controls the speed of the file
|
||||
B. It makes the file more secure
|
||||
C. It tells you what kind of file it is
|
||||
D. It keeps the file hidden
|
||||
|
||||
## Question 3: Question
|
||||
|
||||
Which tool would you use to create a slideshow?
|
||||
|
||||
A. Word
|
||||
B. Excel
|
||||
C. PowerPoint
|
||||
D. Notepad
|
||||
|
||||
## Question 4: Question
|
||||
|
||||
What does “Save As” do?
|
||||
|
||||
A. Deletes the file
|
||||
B. Saves over your original file
|
||||
C. Creates a new copy of the file
|
||||
D. Sends the file to someone
|
||||
|
||||
## Question 5: Question
|
||||
|
||||
Which feature helps organize text in a Word document?
|
||||
|
||||
A. Filters
|
||||
B. Transitions
|
||||
C. Bullets and numbering
|
||||
D. Pivot tables
|
||||
|
|
@ -0,0 +1,46 @@
|
|||
# 📝 Quiz 4: Communication & Organization Tools
|
||||
|
||||
## Question 1: Question
|
||||
|
||||
What is the subject line in an email used for?
|
||||
|
||||
A. To write a long message
|
||||
B. To format attachments
|
||||
C. To summarize the email topic
|
||||
D. To add emojis
|
||||
|
||||
## Question 2: Question
|
||||
|
||||
What does CC stand for in email?
|
||||
|
||||
A. Copy Creator
|
||||
B. Collaborative Contact
|
||||
C. Carbon Copy
|
||||
D. Calendar Contact
|
||||
|
||||
## Question 3: Question
|
||||
|
||||
Which is a best practice for professional email?
|
||||
|
||||
A. Use all caps to show urgency
|
||||
B. Leave the subject line blank
|
||||
C. Use polite greetings and clear language
|
||||
D. Leave the subject line blank
|
||||
|
||||
## Question 4: Question
|
||||
|
||||
Which tool is best for setting reminders for meetings?
|
||||
|
||||
A. Notepad
|
||||
B. Calendar app
|
||||
C. Calculator
|
||||
D. Stopwatch
|
||||
|
||||
## Question 5: Question
|
||||
|
||||
What is one benefit of digital note-taking?
|
||||
|
||||
A. It increases your typing speed
|
||||
B. It guarantees perfect recall
|
||||
C. Notes can be easily edited, searched, and shared
|
||||
D. It eliminates the need to study
|
||||
|
|
@ -0,0 +1,46 @@
|
|||
# 📝 Quiz 5: Cloud Tools & Artificial Intelligence
|
||||
|
||||
## Question 1: Question
|
||||
|
||||
What is cloud storage?
|
||||
|
||||
A. Data saved on your desktop
|
||||
B. Data stored on paper
|
||||
C. Data stored on remote internet servers
|
||||
D. A backup USB drive
|
||||
|
||||
## Question 2: Question
|
||||
|
||||
Which of these is a cloud storage service?
|
||||
|
||||
A. Photoshop
|
||||
B. Google Drive
|
||||
C. Excel
|
||||
D. VLC Player
|
||||
|
||||
## Question 3: Question
|
||||
|
||||
What is a key benefit of using cloud storage?
|
||||
|
||||
A. It slows down your device
|
||||
B. You can only access it from home
|
||||
C. Files are accessible from multiple devices
|
||||
D. It deletes your files automatically
|
||||
|
||||
## Question 4: Question
|
||||
|
||||
What does AI stand for?
|
||||
|
||||
A. Automated Interaction
|
||||
B. Artificial Intelligence
|
||||
C. Auto Information
|
||||
D. Auto Information
|
||||
|
||||
## Question 5: Question
|
||||
|
||||
Which of these is an example of AI?
|
||||
|
||||
A. WordArt
|
||||
B. Spell check
|
||||
C. ChatGPT
|
||||
D. Disk Cleanup
|
||||
|
|
@ -0,0 +1,46 @@
|
|||
# 📝 Quiz 6: Data, Careers & the Digital Divide
|
||||
|
||||
## Question 1: Question
|
||||
|
||||
What is data visualization?
|
||||
|
||||
A. A fancy font
|
||||
B. A type of password protection
|
||||
C. A way to show data using charts and graphs
|
||||
D. A method of hiding files
|
||||
|
||||
## Question 2: Question
|
||||
|
||||
What is one use of spreadsheets like Excel or Google Sheets?
|
||||
|
||||
A. Editing video
|
||||
B. Making memes
|
||||
C. Organizing and calculating data
|
||||
D. Designing logos
|
||||
|
||||
## Question 3: Question
|
||||
|
||||
What’s a benefit of a career in tech?
|
||||
|
||||
A. Limited job variety
|
||||
B. Inflexible work environments
|
||||
C. Fast-changing industry with many opportunities
|
||||
D. No need for digital skills
|
||||
|
||||
## Question 4: Question
|
||||
|
||||
What is the digital divide?
|
||||
|
||||
A. A type of network cable
|
||||
B. A problem in routers
|
||||
C. Unequal access to technology and internet
|
||||
D. A math concept
|
||||
|
||||
## Question 5: Question
|
||||
|
||||
Which of the following helps bridge the digital divide?
|
||||
|
||||
A. Ignoring tech issues
|
||||
B. Offering free public Wi-Fi and training
|
||||
C. Selling expensive devices
|
||||
D. Reducing education funding
|
||||
|
|
@ -0,0 +1,8 @@
|
|||
<?xml version="1.0" encoding="UTF-8"?>
|
||||
<assignmentGroups xmlns="http://canvas.instructure.com/xsd/cccv1p0" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://canvas.instructure.com/xsd/cccv1p0 https://canvas.instructure.com/xsd/cccv1p0.xsd">
|
||||
<assignmentGroup identifier="g3ccb70974bdf59d253685d37fd9f3669">
|
||||
<title>Assignments</title>
|
||||
<position>1</position>
|
||||
<group_weight>0.0</group_weight>
|
||||
</assignmentGroup>
|
||||
</assignmentGroups>
|
||||
|
|
@ -0,0 +1,2 @@
|
|||
Q: What did the panda say when he was forced out of his natural habitat?
|
||||
A: This is un-BEAR-able
|
||||
|
|
@ -0,0 +1,9 @@
|
|||
<?xml version="1.0" encoding="UTF-8"?>
|
||||
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<head>
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||||
<meta http-equiv="Content-Type" content="text/html; charset=utf-8"/>
|
||||
<title>Assignment: 🛠 Real-World Task: Online Safety & Reputation Report</title>
|
||||
</head>
|
||||
<body>
|
||||
<p data-start="1015" data-end="1062">📄 <strong data-start="1018" data-end="1037">What to Submit:</strong> A typed document with:</p>
|
||||
<ul>
|
||||
<li data-start="1066" data-end="1178"><strong data-start="1066" data-end="1098">Cyber Threat (50–100 words):</strong> Describe a scam, phishing attempt, or data risk you’ve seen or want to avoid.</li>
|
||||
<li data-start="1182" data-end="1304"><strong data-start="1182" data-end="1220">2 Safety Actions (list + explain):</strong> What steps have you taken (or will take)? E.g., updating passwords, enabling 2FA.</li>
|
||||
<li data-start="1308" data-end="1436"><strong data-start="1308" data-end="1342">Screenshot of Privacy Setting:</strong> Use a screenshot that you checked or changed a setting on email, a social media account, or your browser.</li>
|
||||
</ul>
|
||||
<p data-start="1438" data-end="1456">✅ <strong data-start="1440" data-end="1454">Checklist:</strong></p>
|
||||
<ul>
|
||||
<li data-start="1459" data-end="1507">File format: .docx </li>
|
||||
<li data-start="1510" data-end="1539">Image must show YOUR screen</li>
|
||||
<li data-start="1542" data-end="1586">Don’t include personal info (blur if needed)</li>
|
||||
</ul>
|
||||
</body>
|
||||
</html>
|
||||
|
|
@ -0,0 +1,20 @@
|
|||
<html>
|
||||
<head>
|
||||
<meta http-equiv="Content-Type" content="text/html; charset=utf-8"/>
|
||||
<title>Assignment: 🛠 Real-World Task: Tech Self-Audit + Risk Assessment</title>
|
||||
</head>
|
||||
<body>
|
||||
<p data-start="400" data-end="482">📄 <strong data-start="403" data-end="422">What to Submit:</strong> A typed document (Word or Google Doc) with the following:</p>
|
||||
<ul>
|
||||
<li data-start="486" data-end="604"><strong data-start="486" data-end="504">My Tech Setup:</strong> List the devices and platforms you use regularly (e.g., iPhone, Chromebook, Google Docs, Canvas).</li>
|
||||
<li data-start="608" data-end="692"><strong data-start="608" data-end="634">3 New Terms I Learned:</strong> Define 3 terms from the reading you didn’t know before.</li>
|
||||
<li data-start="696" data-end="833"><strong data-start="696" data-end="744">Digital Citizenship Example (100–150 words):</strong> Describe a time when someone did the <em data-start="782" data-end="789">right</em> or <em data-start="793" data-end="800">wrong</em> thing online. Why did it matter?</li>
|
||||
</ul>
|
||||
<p data-start="835" data-end="853">✅ <strong data-start="837" data-end="851">Checklist:</strong></p>
|
||||
<ul>
|
||||
<li data-start="856" data-end="880">Submit as .docx</li>
|
||||
<li data-start="883" data-end="913">Include your name at the top</li>
|
||||
<li data-start="916" data-end="951">Use headings to organize the document</li>
|
||||
</ul>
|
||||
</body>
|
||||
</html>
|
||||
|
|
@ -0,0 +1,73 @@
|
|||
<?xml version="1.0" encoding="UTF-8"?>
|
||||
<quiz identifier="g55e12300463fc786de13f041871687cc" xmlns="http://canvas.instructure.com/xsd/cccv1p0" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://canvas.instructure.com/xsd/cccv1p0 https://canvas.instructure.com/xsd/cccv1p0.xsd">
|
||||
<title>📝 Quiz 4: Communication & Organization Tools</title>
|
||||
<description></description>
|
||||
<due_at>2025-07-14T06:59:00</due_at>
|
||||
<shuffle_answers>false</shuffle_answers>
|
||||
<scoring_policy>keep_highest</scoring_policy>
|
||||
<hide_results></hide_results>
|
||||
<quiz_type>assignment</quiz_type>
|
||||
<points_possible>5.0</points_possible>
|
||||
<require_lockdown_browser>false</require_lockdown_browser>
|
||||
<require_lockdown_browser_for_results>false</require_lockdown_browser_for_results>
|
||||
<require_lockdown_browser_monitor>false</require_lockdown_browser_monitor>
|
||||
<lockdown_browser_monitor_data/>
|
||||
<show_correct_answers>true</show_correct_answers>
|
||||
<anonymous_submissions>false</anonymous_submissions>
|
||||
<could_be_locked>true</could_be_locked>
|
||||
<disable_timer_autosubmission>false</disable_timer_autosubmission>
|
||||
<allowed_attempts>1</allowed_attempts>
|
||||
<one_question_at_a_time>false</one_question_at_a_time>
|
||||
<cant_go_back>false</cant_go_back>
|
||||
<available>true</available>
|
||||
<one_time_results>false</one_time_results>
|
||||
<show_correct_answers_last_attempt>false</show_correct_answers_last_attempt>
|
||||
<only_visible_to_overrides>false</only_visible_to_overrides>
|
||||
<module_locked>false</module_locked>
|
||||
<assignment identifier="g4db1eb7beda31a10fc3adf9d8181c8e6">
|
||||
<title>📝 Quiz 4: Communication & Organization Tools</title>
|
||||
<due_at>2025-07-14T06:59:00</due_at>
|
||||
<lock_at/>
|
||||
<unlock_at/>
|
||||
<module_locked>false</module_locked>
|
||||
<all_day_date>2025-07-13</all_day_date>
|
||||
<assignment_group_identifierref>g3ccb70974bdf59d253685d37fd9f3669</assignment_group_identifierref>
|
||||
<workflow_state>published</workflow_state>
|
||||
<assignment_overrides>
|
||||
</assignment_overrides>
|
||||
<quiz_identifierref>g55e12300463fc786de13f041871687cc</quiz_identifierref>
|
||||
<allowed_extensions></allowed_extensions>
|
||||
<has_group_category>false</has_group_category>
|
||||
<points_possible>5.0</points_possible>
|
||||
<grading_type>points</grading_type>
|
||||
<all_day>true</all_day>
|
||||
<submission_types>online_quiz</submission_types>
|
||||
<position>10</position>
|
||||
<turnitin_enabled>false</turnitin_enabled>
|
||||
<vericite_enabled>false</vericite_enabled>
|
||||
<peer_review_count>0</peer_review_count>
|
||||
<peer_reviews>false</peer_reviews>
|
||||
<automatic_peer_reviews>false</automatic_peer_reviews>
|
||||
<anonymous_peer_reviews>false</anonymous_peer_reviews>
|
||||
<grade_group_students_individually>false</grade_group_students_individually>
|
||||
<freeze_on_copy>false</freeze_on_copy>
|
||||
<omit_from_final_grade>false</omit_from_final_grade>
|
||||
<hide_in_gradebook>false</hide_in_gradebook>
|
||||
<intra_group_peer_reviews>false</intra_group_peer_reviews>
|
||||
<only_visible_to_overrides>false</only_visible_to_overrides>
|
||||
<post_to_sis>false</post_to_sis>
|
||||
<moderated_grading>false</moderated_grading>
|
||||
<grader_count>0</grader_count>
|
||||
<grader_comments_visible_to_graders>true</grader_comments_visible_to_graders>
|
||||
<anonymous_grading>false</anonymous_grading>
|
||||
<graders_anonymous_to_graders>false</graders_anonymous_to_graders>
|
||||
<grader_names_visible_to_final_grader>true</grader_names_visible_to_final_grader>
|
||||
<anonymous_instructor_annotations>false</anonymous_instructor_annotations>
|
||||
<post_policy>
|
||||
<post_manually>false</post_manually>
|
||||
</post_policy>
|
||||
</assignment>
|
||||
<assignment_group_identifierref>g3ccb70974bdf59d253685d37fd9f3669</assignment_group_identifierref>
|
||||
<assignment_overrides>
|
||||
</assignment_overrides>
|
||||
</quiz>
|
||||
|
|
@ -0,0 +1,275 @@
|
|||
<?xml version="1.0" encoding="UTF-8"?>
|
||||
<questestinterop xmlns="http://www.imsglobal.org/xsd/ims_qtiasiv1p2" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.imsglobal.org/xsd/ims_qtiasiv1p2 http://www.imsglobal.org/profile/cc/ccv1p1/ccv1p1_qtiasiv1p2p1_v1p0.xsd">
|
||||
<assessment ident="g55e12300463fc786de13f041871687cc" title="📝 Quiz 4: Communication & Organization Tools">
|
||||
<qtimetadata>
|
||||
<qtimetadatafield>
|
||||
<fieldlabel>cc_profile</fieldlabel>
|
||||
<fieldentry>cc.exam.v0p1</fieldentry>
|
||||
</qtimetadatafield>
|
||||
<qtimetadatafield>
|
||||
<fieldlabel>qmd_assessmenttype</fieldlabel>
|
||||
<fieldentry>Examination</fieldentry>
|
||||
</qtimetadatafield>
|
||||
<qtimetadatafield>
|
||||
<fieldlabel>qmd_scoretype</fieldlabel>
|
||||
<fieldentry>Percentage</fieldentry>
|
||||
</qtimetadatafield>
|
||||
<qtimetadatafield>
|
||||
<fieldlabel>cc_maxattempts</fieldlabel>
|
||||
<fieldentry>1</fieldentry>
|
||||
</qtimetadatafield>
|
||||
</qtimetadata>
|
||||
<section ident="root_section">
|
||||
<item ident="gd972fd516faefb0da371ac21fdce176c" title="Question">
|
||||
<itemmetadata>
|
||||
<qtimetadata>
|
||||
<qtimetadatafield>
|
||||
<fieldlabel>cc_profile</fieldlabel>
|
||||
<fieldentry>cc.multiple_choice.v0p1</fieldentry>
|
||||
</qtimetadatafield>
|
||||
</qtimetadata>
|
||||
</itemmetadata>
|
||||
<presentation>
|
||||
<material>
|
||||
<mattext texttype="text/html"><div><p><span>What is the subject line in an email used for?</span></p></div></mattext>
|
||||
</material>
|
||||
<response_lid ident="response1" rcardinality="Single">
|
||||
<render_choice>
|
||||
<response_label ident="6094">
|
||||
<material>
|
||||
<mattext texttype="text/plain">To write a long message</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="6812">
|
||||
<material>
|
||||
<mattext texttype="text/plain">To format attachments</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="3559">
|
||||
<material>
|
||||
<mattext texttype="text/plain">To summarize the email topic</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="9937">
|
||||
<material>
|
||||
<mattext texttype="text/plain">To add emojis</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
</render_choice>
|
||||
</response_lid>
|
||||
</presentation>
|
||||
<resprocessing>
|
||||
<outcomes>
|
||||
<decvar maxvalue="100" minvalue="0" varname="SCORE" vartype="Decimal"/>
|
||||
</outcomes>
|
||||
<respcondition continue="No">
|
||||
<conditionvar>
|
||||
<varequal respident="response1">3559</varequal>
|
||||
</conditionvar>
|
||||
<setvar action="Set" varname="SCORE">100</setvar>
|
||||
</respcondition>
|
||||
</resprocessing>
|
||||
</item>
|
||||
<item ident="gbdda59574f24f6ea3506b32b167c68e2" title="Question">
|
||||
<itemmetadata>
|
||||
<qtimetadata>
|
||||
<qtimetadatafield>
|
||||
<fieldlabel>cc_profile</fieldlabel>
|
||||
<fieldentry>cc.multiple_choice.v0p1</fieldentry>
|
||||
</qtimetadatafield>
|
||||
</qtimetadata>
|
||||
</itemmetadata>
|
||||
<presentation>
|
||||
<material>
|
||||
<mattext texttype="text/html"><div><p><span>What does CC stand for in email?</span></p></div></mattext>
|
||||
</material>
|
||||
<response_lid ident="response1" rcardinality="Single">
|
||||
<render_choice>
|
||||
<response_label ident="8337">
|
||||
<material>
|
||||
<mattext texttype="text/plain">Copy Creator</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="7232">
|
||||
<material>
|
||||
<mattext texttype="text/plain">Collaborative Contact</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="5557">
|
||||
<material>
|
||||
<mattext texttype="text/plain">Carbon Copy</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="5892">
|
||||
<material>
|
||||
<mattext texttype="text/plain">Calendar Contact</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
</render_choice>
|
||||
</response_lid>
|
||||
</presentation>
|
||||
<resprocessing>
|
||||
<outcomes>
|
||||
<decvar maxvalue="100" minvalue="0" varname="SCORE" vartype="Decimal"/>
|
||||
</outcomes>
|
||||
<respcondition continue="No">
|
||||
<conditionvar>
|
||||
<varequal respident="response1">5557</varequal>
|
||||
</conditionvar>
|
||||
<setvar action="Set" varname="SCORE">100</setvar>
|
||||
</respcondition>
|
||||
</resprocessing>
|
||||
</item>
|
||||
<item ident="g7b80e0ce9ec931cf93bbb662a4be54e4" title="Question">
|
||||
<itemmetadata>
|
||||
<qtimetadata>
|
||||
<qtimetadatafield>
|
||||
<fieldlabel>cc_profile</fieldlabel>
|
||||
<fieldentry>cc.multiple_choice.v0p1</fieldentry>
|
||||
</qtimetadatafield>
|
||||
</qtimetadata>
|
||||
</itemmetadata>
|
||||
<presentation>
|
||||
<material>
|
||||
<mattext texttype="text/html"><div><p><span>Which is a best practice for professional email?</span></p></div></mattext>
|
||||
</material>
|
||||
<response_lid ident="response1" rcardinality="Single">
|
||||
<render_choice>
|
||||
<response_label ident="1208">
|
||||
<material>
|
||||
<mattext texttype="text/plain">Use all caps to show urgency</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="5913">
|
||||
<material>
|
||||
<mattext texttype="text/plain">Leave the subject line blank</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="6543">
|
||||
<material>
|
||||
<mattext texttype="text/plain">Use polite greetings and clear language</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="4872">
|
||||
<material>
|
||||
<mattext texttype="text/plain">Leave the subject line blank</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
</render_choice>
|
||||
</response_lid>
|
||||
</presentation>
|
||||
<resprocessing>
|
||||
<outcomes>
|
||||
<decvar maxvalue="100" minvalue="0" varname="SCORE" vartype="Decimal"/>
|
||||
</outcomes>
|
||||
<respcondition continue="No">
|
||||
<conditionvar>
|
||||
<varequal respident="response1">6543</varequal>
|
||||
</conditionvar>
|
||||
<setvar action="Set" varname="SCORE">100</setvar>
|
||||
</respcondition>
|
||||
</resprocessing>
|
||||
</item>
|
||||
<item ident="g4a181dbc18345db7d798649cb6f56402" title="Question">
|
||||
<itemmetadata>
|
||||
<qtimetadata>
|
||||
<qtimetadatafield>
|
||||
<fieldlabel>cc_profile</fieldlabel>
|
||||
<fieldentry>cc.multiple_choice.v0p1</fieldentry>
|
||||
</qtimetadatafield>
|
||||
</qtimetadata>
|
||||
</itemmetadata>
|
||||
<presentation>
|
||||
<material>
|
||||
<mattext texttype="text/html"><div><p><span>Which tool is best for setting reminders for meetings?</span></p></div></mattext>
|
||||
</material>
|
||||
<response_lid ident="response1" rcardinality="Single">
|
||||
<render_choice>
|
||||
<response_label ident="7373">
|
||||
<material>
|
||||
<mattext texttype="text/plain">Notepad</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="3095">
|
||||
<material>
|
||||
<mattext texttype="text/plain">Calendar app</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="5345">
|
||||
<material>
|
||||
<mattext texttype="text/plain">Calculator</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="419">
|
||||
<material>
|
||||
<mattext texttype="text/plain">Stopwatch</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
</render_choice>
|
||||
</response_lid>
|
||||
</presentation>
|
||||
<resprocessing>
|
||||
<outcomes>
|
||||
<decvar maxvalue="100" minvalue="0" varname="SCORE" vartype="Decimal"/>
|
||||
</outcomes>
|
||||
<respcondition continue="No">
|
||||
<conditionvar>
|
||||
<varequal respident="response1">3095</varequal>
|
||||
</conditionvar>
|
||||
<setvar action="Set" varname="SCORE">100</setvar>
|
||||
</respcondition>
|
||||
</resprocessing>
|
||||
</item>
|
||||
<item ident="ged46f3179a1111edafceaf9b044634e5" title="Question">
|
||||
<itemmetadata>
|
||||
<qtimetadata>
|
||||
<qtimetadatafield>
|
||||
<fieldlabel>cc_profile</fieldlabel>
|
||||
<fieldentry>cc.multiple_choice.v0p1</fieldentry>
|
||||
</qtimetadatafield>
|
||||
</qtimetadata>
|
||||
</itemmetadata>
|
||||
<presentation>
|
||||
<material>
|
||||
<mattext texttype="text/html"><div><p><span>What is one benefit of digital note-taking?</span></p></div></mattext>
|
||||
</material>
|
||||
<response_lid ident="response1" rcardinality="Single">
|
||||
<render_choice>
|
||||
<response_label ident="8094">
|
||||
<material>
|
||||
<mattext texttype="text/plain">It increases your typing speed</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="355">
|
||||
<material>
|
||||
<mattext texttype="text/plain">It guarantees perfect recall</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="4568">
|
||||
<material>
|
||||
<mattext texttype="text/plain">Notes can be easily edited, searched, and shared</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="9018">
|
||||
<material>
|
||||
<mattext texttype="text/plain">It eliminates the need to study</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
</render_choice>
|
||||
</response_lid>
|
||||
</presentation>
|
||||
<resprocessing>
|
||||
<outcomes>
|
||||
<decvar maxvalue="100" minvalue="0" varname="SCORE" vartype="Decimal"/>
|
||||
</outcomes>
|
||||
<respcondition continue="No">
|
||||
<conditionvar>
|
||||
<varequal respident="response1">4568</varequal>
|
||||
</conditionvar>
|
||||
<setvar action="Set" varname="SCORE">100</setvar>
|
||||
</respcondition>
|
||||
</resprocessing>
|
||||
</item>
|
||||
</section>
|
||||
</assessment>
|
||||
</questestinterop>
|
||||
|
|
@ -0,0 +1,73 @@
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<automatic_peer_reviews>false</automatic_peer_reviews>
|
||||
<anonymous_peer_reviews>false</anonymous_peer_reviews>
|
||||
<grade_group_students_individually>false</grade_group_students_individually>
|
||||
<freeze_on_copy>false</freeze_on_copy>
|
||||
<omit_from_final_grade>false</omit_from_final_grade>
|
||||
<hide_in_gradebook>false</hide_in_gradebook>
|
||||
<intra_group_peer_reviews>false</intra_group_peer_reviews>
|
||||
<only_visible_to_overrides>false</only_visible_to_overrides>
|
||||
<post_to_sis>false</post_to_sis>
|
||||
<moderated_grading>false</moderated_grading>
|
||||
<grader_count>0</grader_count>
|
||||
<grader_comments_visible_to_graders>true</grader_comments_visible_to_graders>
|
||||
<anonymous_grading>false</anonymous_grading>
|
||||
<graders_anonymous_to_graders>false</graders_anonymous_to_graders>
|
||||
<grader_names_visible_to_final_grader>true</grader_names_visible_to_final_grader>
|
||||
<anonymous_instructor_annotations>false</anonymous_instructor_annotations>
|
||||
<post_policy>
|
||||
<post_manually>false</post_manually>
|
||||
</post_policy>
|
||||
</assignment>
|
||||
<assignment_group_identifierref>g3ccb70974bdf59d253685d37fd9f3669</assignment_group_identifierref>
|
||||
<assignment_overrides>
|
||||
</assignment_overrides>
|
||||
</quiz>
|
||||
|
|
@ -0,0 +1,275 @@
|
|||
<?xml version="1.0" encoding="UTF-8"?>
|
||||
<questestinterop xmlns="http://www.imsglobal.org/xsd/ims_qtiasiv1p2" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.imsglobal.org/xsd/ims_qtiasiv1p2 http://www.imsglobal.org/profile/cc/ccv1p1/ccv1p1_qtiasiv1p2p1_v1p0.xsd">
|
||||
<assessment ident="g8683e6f662efce59c49f0727ebb08b8e" title="📝 Quiz 2: Online Safety & Social Media">
|
||||
<qtimetadata>
|
||||
<qtimetadatafield>
|
||||
<fieldlabel>cc_profile</fieldlabel>
|
||||
<fieldentry>cc.exam.v0p1</fieldentry>
|
||||
</qtimetadatafield>
|
||||
<qtimetadatafield>
|
||||
<fieldlabel>qmd_assessmenttype</fieldlabel>
|
||||
<fieldentry>Examination</fieldentry>
|
||||
</qtimetadatafield>
|
||||
<qtimetadatafield>
|
||||
<fieldlabel>qmd_scoretype</fieldlabel>
|
||||
<fieldentry>Percentage</fieldentry>
|
||||
</qtimetadatafield>
|
||||
<qtimetadatafield>
|
||||
<fieldlabel>cc_maxattempts</fieldlabel>
|
||||
<fieldentry>1</fieldentry>
|
||||
</qtimetadatafield>
|
||||
</qtimetadata>
|
||||
<section ident="root_section">
|
||||
<item ident="g18c7fcad724518a0a5a7e56827776468" title="Question">
|
||||
<itemmetadata>
|
||||
<qtimetadata>
|
||||
<qtimetadatafield>
|
||||
<fieldlabel>cc_profile</fieldlabel>
|
||||
<fieldentry>cc.multiple_choice.v0p1</fieldentry>
|
||||
</qtimetadatafield>
|
||||
</qtimetadata>
|
||||
</itemmetadata>
|
||||
<presentation>
|
||||
<material>
|
||||
<mattext texttype="text/html"><div><p><span>What is phishing?</span></p></div></mattext>
|
||||
</material>
|
||||
<response_lid ident="response1" rcardinality="Single">
|
||||
<render_choice>
|
||||
<response_label ident="8005">
|
||||
<material>
|
||||
<mattext texttype="text/plain">Installing malware</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="7641">
|
||||
<material>
|
||||
<mattext texttype="text/plain">Searching on Google</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="8673">
|
||||
<material>
|
||||
<mattext texttype="text/plain">Sending fake messages to trick people into giving personal info</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="9546">
|
||||
<material>
|
||||
<mattext texttype="text/plain">Using social media for marketing</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
</render_choice>
|
||||
</response_lid>
|
||||
</presentation>
|
||||
<resprocessing>
|
||||
<outcomes>
|
||||
<decvar maxvalue="100" minvalue="0" varname="SCORE" vartype="Decimal"/>
|
||||
</outcomes>
|
||||
<respcondition continue="No">
|
||||
<conditionvar>
|
||||
<varequal respident="response1">8673</varequal>
|
||||
</conditionvar>
|
||||
<setvar action="Set" varname="SCORE">100</setvar>
|
||||
</respcondition>
|
||||
</resprocessing>
|
||||
</item>
|
||||
<item ident="g851863e8bcc2520fdb5fe16fc1b49a8c" title="Question">
|
||||
<itemmetadata>
|
||||
<qtimetadata>
|
||||
<qtimetadatafield>
|
||||
<fieldlabel>cc_profile</fieldlabel>
|
||||
<fieldentry>cc.multiple_choice.v0p1</fieldentry>
|
||||
</qtimetadatafield>
|
||||
</qtimetadata>
|
||||
</itemmetadata>
|
||||
<presentation>
|
||||
<material>
|
||||
<mattext texttype="text/html"><div><p><span>Which is a strong password?</span></p></div></mattext>
|
||||
</material>
|
||||
<response_lid ident="response1" rcardinality="Single">
|
||||
<render_choice>
|
||||
<response_label ident="4021">
|
||||
<material>
|
||||
<mattext texttype="text/plain">Summer2024</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="4925">
|
||||
<material>
|
||||
<mattext texttype="text/plain">ilovedogs</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="88">
|
||||
<material>
|
||||
<mattext texttype="text/plain">T8r!9f@Qz2</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="9802">
|
||||
<material>
|
||||
<mattext texttype="text/plain">123456</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
</render_choice>
|
||||
</response_lid>
|
||||
</presentation>
|
||||
<resprocessing>
|
||||
<outcomes>
|
||||
<decvar maxvalue="100" minvalue="0" varname="SCORE" vartype="Decimal"/>
|
||||
</outcomes>
|
||||
<respcondition continue="No">
|
||||
<conditionvar>
|
||||
<varequal respident="response1">88</varequal>
|
||||
</conditionvar>
|
||||
<setvar action="Set" varname="SCORE">100</setvar>
|
||||
</respcondition>
|
||||
</resprocessing>
|
||||
</item>
|
||||
<item ident="g887faef50f3ef0aaea8e7256fa0da1b9" title="Question">
|
||||
<itemmetadata>
|
||||
<qtimetadata>
|
||||
<qtimetadatafield>
|
||||
<fieldlabel>cc_profile</fieldlabel>
|
||||
<fieldentry>cc.multiple_choice.v0p1</fieldentry>
|
||||
</qtimetadatafield>
|
||||
</qtimetadata>
|
||||
</itemmetadata>
|
||||
<presentation>
|
||||
<material>
|
||||
<mattext texttype="text/html"><div><p><span>What is a digital footprint?</span></p></div></mattext>
|
||||
</material>
|
||||
<response_lid ident="response1" rcardinality="Single">
|
||||
<render_choice>
|
||||
<response_label ident="3684">
|
||||
<material>
|
||||
<mattext texttype="text/plain">A trail of personal data left online</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="331">
|
||||
<material>
|
||||
<mattext texttype="text/plain">Your browser history</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="8808">
|
||||
<material>
|
||||
<mattext texttype="text/plain">Your shoe size</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="8874">
|
||||
<material>
|
||||
<mattext texttype="text/plain">Internet usage fees</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
</render_choice>
|
||||
</response_lid>
|
||||
</presentation>
|
||||
<resprocessing>
|
||||
<outcomes>
|
||||
<decvar maxvalue="100" minvalue="0" varname="SCORE" vartype="Decimal"/>
|
||||
</outcomes>
|
||||
<respcondition continue="No">
|
||||
<conditionvar>
|
||||
<varequal respident="response1">3684</varequal>
|
||||
</conditionvar>
|
||||
<setvar action="Set" varname="SCORE">100</setvar>
|
||||
</respcondition>
|
||||
</resprocessing>
|
||||
</item>
|
||||
<item ident="g3084b4c98b8acd5ac55ada89eb4fe8db" title="Question">
|
||||
<itemmetadata>
|
||||
<qtimetadata>
|
||||
<qtimetadatafield>
|
||||
<fieldlabel>cc_profile</fieldlabel>
|
||||
<fieldentry>cc.multiple_choice.v0p1</fieldentry>
|
||||
</qtimetadatafield>
|
||||
</qtimetadata>
|
||||
</itemmetadata>
|
||||
<presentation>
|
||||
<material>
|
||||
<mattext texttype="text/html"><div><p><span>What setting should you check on social media to protect your privacy?</span></p></div></mattext>
|
||||
</material>
|
||||
<response_lid ident="response1" rcardinality="Single">
|
||||
<render_choice>
|
||||
<response_label ident="470">
|
||||
<material>
|
||||
<mattext texttype="text/plain">Sound settings</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="5980">
|
||||
<material>
|
||||
<mattext texttype="text/plain">Storage options</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="2539">
|
||||
<material>
|
||||
<mattext texttype="text/plain">Profile visibility</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="2489">
|
||||
<material>
|
||||
<mattext texttype="text/plain">Notification tones</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
</render_choice>
|
||||
</response_lid>
|
||||
</presentation>
|
||||
<resprocessing>
|
||||
<outcomes>
|
||||
<decvar maxvalue="100" minvalue="0" varname="SCORE" vartype="Decimal"/>
|
||||
</outcomes>
|
||||
<respcondition continue="No">
|
||||
<conditionvar>
|
||||
<varequal respident="response1">2539</varequal>
|
||||
</conditionvar>
|
||||
<setvar action="Set" varname="SCORE">100</setvar>
|
||||
</respcondition>
|
||||
</resprocessing>
|
||||
</item>
|
||||
<item ident="ga9d64b67d140353f0f1777c0729386ca" title="Question">
|
||||
<itemmetadata>
|
||||
<qtimetadata>
|
||||
<qtimetadatafield>
|
||||
<fieldlabel>cc_profile</fieldlabel>
|
||||
<fieldentry>cc.multiple_choice.v0p1</fieldentry>
|
||||
</qtimetadatafield>
|
||||
</qtimetadata>
|
||||
</itemmetadata>
|
||||
<presentation>
|
||||
<material>
|
||||
<mattext texttype="text/html"><div><p><span>Which behavior is risky online?</span></p></div></mattext>
|
||||
</material>
|
||||
<response_lid ident="response1" rcardinality="Single">
|
||||
<render_choice>
|
||||
<response_label ident="3061">
|
||||
<material>
|
||||
<mattext texttype="text/plain">Ignoring messages from unknown senders</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="8039">
|
||||
<material>
|
||||
<mattext texttype="text/plain">Clicking unknown links in DMs</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="3725">
|
||||
<material>
|
||||
<mattext texttype="text/plain">Using two-factor authentication</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="5470">
|
||||
<material>
|
||||
<mattext texttype="text/plain">Using two-factor authentication</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
</render_choice>
|
||||
</response_lid>
|
||||
</presentation>
|
||||
<resprocessing>
|
||||
<outcomes>
|
||||
<decvar maxvalue="100" minvalue="0" varname="SCORE" vartype="Decimal"/>
|
||||
</outcomes>
|
||||
<respcondition continue="No">
|
||||
<conditionvar>
|
||||
<varequal respident="response1">8039</varequal>
|
||||
</conditionvar>
|
||||
<setvar action="Set" varname="SCORE">100</setvar>
|
||||
</respcondition>
|
||||
</resprocessing>
|
||||
</item>
|
||||
</section>
|
||||
</assessment>
|
||||
</questestinterop>
|
||||
|
|
@ -0,0 +1,34 @@
|
|||
<html>
|
||||
<head>
|
||||
<meta http-equiv="Content-Type" content="text/html; charset=utf-8"/>
|
||||
<title>Assignment: 🛠 Real-World Task: Work & Life Digital Communication Simulation</title>
|
||||
</head>
|
||||
<body>
|
||||
<p data-start="438" data-end="520">📄 <strong data-start="441" data-end="460">What to Submit:</strong> One typed document with <strong data-start="485" data-end="517">two simulated communications</strong>:</p>
|
||||
<ul>
|
||||
<li data-start="524" data-end="557"><strong data-start="524" data-end="555">Work Email (5–6 sentences):</strong>
|
||||
<ul>
|
||||
<li data-start="563" data-end="657">Write a professional email requesting time off, project clarification, or a schedule change.</li>
|
||||
<li data-start="663" data-end="748">Include: Subject line, polite greeting, clear body, appropriate tone, and sign-off.</li>
|
||||
</ul>
|
||||
</li>
|
||||
<li data-start="752" data-end="796"><strong data-start="752" data-end="794">Personal Text Message (3–4 sentences):</strong>
|
||||
<ul>
|
||||
<li data-start="802" data-end="879">Simulate texting a family member about a scheduling conflict or a reminder.</li>
|
||||
<li data-start="885" data-end="934">Use a friendly but clear tone (not too casual).</li>
|
||||
</ul>
|
||||
</li>
|
||||
</ul>
|
||||
<p data-start="936" data-end="957">💡 <strong data-start="939" data-end="955">Format Tips:</strong></p>
|
||||
<ul>
|
||||
<li data-start="960" data-end="1012">Label each part: “Work Email” / “Personal Message”</li>
|
||||
<li data-start="1015" data-end="1039">Submit as .docx</li>
|
||||
</ul>
|
||||
<p data-start="1114" data-end="1132">✅ <strong data-start="1116" data-end="1130">Checklist:</strong></p>
|
||||
<ul>
|
||||
<li data-start="1135" data-end="1171">Two communications written clearly</li>
|
||||
<li data-start="1174" data-end="1204">Appropriate tone and grammar</li>
|
||||
<li data-start="1207" data-end="1247">Separate formats for work vs. personal</li>
|
||||
</ul>
|
||||
</body>
|
||||
</html>
|
||||
Some files were not shown because too many files have changed in this diff Show More
Loading…
Reference in New Issue