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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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@ -1,165 +0,0 @@
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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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> 💡 **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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## 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.
|
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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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@ -1,215 +0,0 @@
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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?
|
||||
|
|
@ -1,266 +0,0 @@
|
|||
# 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?
|
||||
|
|
@ -1,199 +0,0 @@
|
|||
# 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?
|
||||
|
|
@ -1,260 +0,0 @@
|
|||
# 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?
|
||||
|
|
@ -1,225 +0,0 @@
|
|||
# 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?
|
||||
|
|
@ -1,211 +0,0 @@
|
|||
# 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?
|
||||
|
|
@ -1,221 +0,0 @@
|
|||
# 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.
|
||||
BIN
CSIS_1_COR.pdf
BIN
CSIS_1_COR.pdf
Binary file not shown.
|
|
@ -1,200 +0,0 @@
|
|||
# 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
|
||||
```
|
||||
69
README.md
69
README.md
|
|
@ -1,69 +0,0 @@
|
|||
# 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)
|
||||
|
|
@ -1,79 +0,0 @@
|
|||
# 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.
|
||||
|
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@ -1,73 +0,0 @@
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@ -1,275 +0,0 @@
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||||
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||||
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||||
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||||
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||||
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||||
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||||
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||||
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||||
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||||
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||||
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||||
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||||
<response_label ident="1485">
|
||||
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|
||||
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||||
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||||
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||||
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||||
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||||
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||||
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||||
<mattext texttype="text/plain">Excel</mattext>
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||||
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||||
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||||
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||||
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||||
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||||
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||||
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||||
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||||
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||||
<setvar action="Set" varname="SCORE">100</setvar>
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||||
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||||
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|
||||
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|
||||
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||||
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||||
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||||
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||||
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||||
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||||
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||||
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||||
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||||
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||||
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||||
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||||
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||||
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||||
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|
||||
<varequal respident="response1">5052</varequal>
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||||
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|
||||
<setvar action="Set" varname="SCORE">100</setvar>
|
||||
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||||
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||||
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||||
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||||
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@ -1,73 +0,0 @@
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||||
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@ -1,275 +0,0 @@
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||||
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||||
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||||
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||||
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||||
<mattext texttype="text/plain">T8r!9f@Qz2</mattext>
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||||
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||||
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||||
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|
||||
</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">7962</varequal>
|
||||
</conditionvar>
|
||||
<setvar action="Set" varname="SCORE">100</setvar>
|
||||
</respcondition>
|
||||
</resprocessing>
|
||||
</item>
|
||||
<item ident="ge7e409c29079002d0461014f67bf45c1" 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 device stores data even when the power is off?</span></p></div></mattext>
|
||||
</material>
|
||||
<response_lid ident="response1" rcardinality="Single">
|
||||
<render_choice>
|
||||
<response_label ident="4028">
|
||||
<material>
|
||||
<mattext texttype="text/plain">RAM</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="4807">
|
||||
<material>
|
||||
<mattext texttype="text/plain">Hard Drive</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="5248">
|
||||
<material>
|
||||
<mattext texttype="text/plain">CPU</mattext>
|
||||
</material>
|
||||
</response_label>
|
||||
<response_label ident="146">
|
||||
<material>
|
||||
<mattext texttype="text/plain">Router</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">4807</varequal>
|
||||
</conditionvar>
|
||||
<setvar action="Set" varname="SCORE">100</setvar>
|
||||
</respcondition>
|
||||
</resprocessing>
|
||||
</item>
|
||||
</section>
|
||||
</assessment>
|
||||
</questestinterop>
|
||||
|
|
@ -1,271 +0,0 @@
|
|||
# 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
|
||||
|
|
@ -1,46 +0,0 @@
|
|||
# 📝 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
|
||||
|
|
@ -1,46 +0,0 @@
|
|||
# 📝 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
|
||||
|
|
@ -1,46 +0,0 @@
|
|||
# 📝 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
|
||||
|
|
@ -1,46 +0,0 @@
|
|||
# 📝 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
|
||||
|
|
@ -1,46 +0,0 @@
|
|||
# 📝 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
|
||||
|
|
@ -1,46 +0,0 @@
|
|||
# 📝 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?
|
||||
|
||||
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<link_settings_json>null</link_settings_json>
|
||||
</item>
|
||||
<item identifier="g092f828b17a5d18408560c6b1ae5856a">
|
||||
<content_type>Quizzes::Quiz</content_type>
|
||||
<workflow_state>active</workflow_state>
|
||||
<title>📝 Quiz 4: Communication & Organization Tools</title>
|
||||
<identifierref>g55e12300463fc786de13f041871687cc</identifierref>
|
||||
<position>2</position>
|
||||
<new_tab/>
|
||||
<indent>0</indent>
|
||||
<link_settings_json>null</link_settings_json>
|
||||
</item>
|
||||
<item identifier="gde61fcbf980cc8cd8320dcaed9ec795d">
|
||||
<content_type>DiscussionTopic</content_type>
|
||||
<workflow_state>active</workflow_state>
|
||||
<title>💬 Discussion 4: What’s your biggest challenge staying organized digitally—or a tip that helps you?</title>
|
||||
<identifierref>gc6f00b2f1ef2a25bb0461a9e9b757164</identifierref>
|
||||
<position>3</position>
|
||||
<new_tab/>
|
||||
<indent>0</indent>
|
||||
<link_settings_json>null</link_settings_json>
|
||||
</item>
|
||||
<item identifier="g5e2ade2fc339ea6a61060d174fb52099">
|
||||
<content_type>Assignment</content_type>
|
||||
<workflow_state>active</workflow_state>
|
||||
<title>🛠 Real-World Task: Work & Life Digital Communication Simulation</title>
|
||||
<identifierref>g87208024851bc7774c9ff33c5f71cb73</identifierref>
|
||||
<position>4</position>
|
||||
<new_tab/>
|
||||
<indent>0</indent>
|
||||
<link_settings_json>null</link_settings_json>
|
||||
</item>
|
||||
</items>
|
||||
</module>
|
||||
<module identifier="g4aa43cdb7a3a59e5ea56f6c7f0c36e07">
|
||||
<title>Module 5 (July 14–20): Cloud Storage & AI</title>
|
||||
<workflow_state>active</workflow_state>
|
||||
<position>6</position>
|
||||
<require_sequential_progress>false</require_sequential_progress>
|
||||
<locked>false</locked>
|
||||
<items>
|
||||
<item identifier="g63f8cc811c294e16332ad216360be837">
|
||||
<content_type>WikiPage</content_type>
|
||||
<workflow_state>active</workflow_state>
|
||||
<title>📘 Reading: Chapters 9 & 10</title>
|
||||
<identifierref>ge37a009f5d3557dcde74bdecb02e0bcf</identifierref>
|
||||
<position>1</position>
|
||||
<new_tab/>
|
||||
<indent>0</indent>
|
||||
<link_settings_json>null</link_settings_json>
|
||||
</item>
|
||||
<item identifier="g13744ea3ba85800ab0a099bd715cad0b">
|
||||
<content_type>Quizzes::Quiz</content_type>
|
||||
<workflow_state>active</workflow_state>
|
||||
<title>📝 Quiz 5: Cloud Tools & Artificial Intelligence</title>
|
||||
<identifierref>g776056fb648f876aff392d3c9cc54c8a</identifierref>
|
||||
<position>2</position>
|
||||
<new_tab/>
|
||||
<indent>0</indent>
|
||||
<link_settings_json>null</link_settings_json>
|
||||
</item>
|
||||
<item identifier="g3d034df72550798f6f9ed23519db4160">
|
||||
<content_type>DiscussionTopic</content_type>
|
||||
<workflow_state>active</workflow_state>
|
||||
<title>💬 Discussion 5: What’s one AI tool you’ve used (or heard about)? How do you feel about it?</title>
|
||||
<identifierref>g5090ae485fd41cf1af997c15bfaaee19</identifierref>
|
||||
<position>3</position>
|
||||
<new_tab/>
|
||||
<indent>0</indent>
|
||||
<link_settings_json>null</link_settings_json>
|
||||
</item>
|
||||
<item identifier="g924d1541b2d9d230121b0a92854742ac">
|
||||
<content_type>Assignment</content_type>
|
||||
<workflow_state>active</workflow_state>
|
||||
<title>🛠 Real-World Task: Collaborative Cloud Workspace</title>
|
||||
<identifierref>gc0c95c405ebe46f213ee926f2a3cc1c3</identifierref>
|
||||
<position>4</position>
|
||||
<new_tab/>
|
||||
<indent>0</indent>
|
||||
<link_settings_json>null</link_settings_json>
|
||||
</item>
|
||||
</items>
|
||||
</module>
|
||||
<module identifier="gb0722ba739c512abcc57f9e26ebabbf1">
|
||||
<title>Module 6 (July 21–27): Data, Careers & Access</title>
|
||||
<workflow_state>active</workflow_state>
|
||||
<position>7</position>
|
||||
<require_sequential_progress>false</require_sequential_progress>
|
||||
<locked>false</locked>
|
||||
<items>
|
||||
<item identifier="ga0dc525c2125e94a437dfb31aa610ca8">
|
||||
<content_type>WikiPage</content_type>
|
||||
<workflow_state>active</workflow_state>
|
||||
<title>📘 Reading: Chapters 11, 12, 13, 14</title>
|
||||
<identifierref>g57083fc4f516cc8e09c72aaee1f6d17a</identifierref>
|
||||
<position>1</position>
|
||||
<new_tab/>
|
||||
<indent>0</indent>
|
||||
<link_settings_json>null</link_settings_json>
|
||||
</item>
|
||||
<item identifier="ga1167049b40cee3e8e84b1fafd38899d">
|
||||
<content_type>Quizzes::Quiz</content_type>
|
||||
<workflow_state>active</workflow_state>
|
||||
<title>📝 Quiz 6: Data, Careers & the Digital Divide</title>
|
||||
<identifierref>g160172ca328f1d3fd5f08cf1b2c3313f</identifierref>
|
||||
<position>2</position>
|
||||
<new_tab/>
|
||||
<indent>0</indent>
|
||||
<link_settings_json>null</link_settings_json>
|
||||
</item>
|
||||
<item identifier="ge70bfc615847ddefed357f8052bb75c4">
|
||||
<content_type>DiscussionTopic</content_type>
|
||||
<workflow_state>active</workflow_state>
|
||||
<title>💬 Discussion 6: What role do you think tech should play in creating access and opportunity?</title>
|
||||
<identifierref>gba942be960c15570eaf36cfad8f988fa</identifierref>
|
||||
<position>3</position>
|
||||
<new_tab/>
|
||||
<indent>0</indent>
|
||||
<link_settings_json>null</link_settings_json>
|
||||
</item>
|
||||
<item identifier="g53ffd76f9631c6aa896cc2ad96c6dd6e">
|
||||
<content_type>Assignment</content_type>
|
||||
<workflow_state>active</workflow_state>
|
||||
<title>🛠 Real-World Task: AI or Emerging Tech Use Case Report</title>
|
||||
<identifierref>gb01b7069541feaa20bac24232193d12c</identifierref>
|
||||
<position>4</position>
|
||||
<new_tab/>
|
||||
<indent>0</indent>
|
||||
<link_settings_json>null</link_settings_json>
|
||||
</item>
|
||||
</items>
|
||||
</module>
|
||||
</modules>
|
||||
|
|
@ -1,20 +0,0 @@
|
|||
<html>
|
||||
<head>
|
||||
<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>
|
||||
|
|
@ -1,20 +0,0 @@
|
|||
<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>
|
||||
|
|
@ -1,34 +0,0 @@
|
|||
<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>
|
||||
|
|
@ -1,50 +0,0 @@
|
|||
<html>
|
||||
<head>
|
||||
<meta http-equiv="Content-Type" content="text/html; charset=utf-8"/>
|
||||
<title>Assignment: 🛠 Real-World Task: Professional Document Build</title>
|
||||
</head>
|
||||
<body>
|
||||
<p><span>📄 </span><strong data-start="155" data-end="174">What to Submit:</strong><span> A clean, well-formatted document (Google Docs or Word) that demonstrates how to structure and format a real professional document. You’ll create a </span><strong data-start="322" data-end="369">basic résumé-style or letter-style document</strong><span> using tools introduced in this module (Docs, Word, formatting tools, etc.).</span></p>
|
||||
<p data-start="452" data-end="550">🧩 <strong data-start="455" data-end="485">Option A – Résumé Snapshot</strong><br data-start="485" data-end="488">Create a <strong data-start="497" data-end="519">1-page mock résumé</strong> with the following sections:</p>
|
||||
<ul>
|
||||
<li data-start="553" data-end="592">Name + Contact Info (top of the page)</li>
|
||||
<li data-start="595" data-end="624">Education (real or made-up)</li>
|
||||
<li data-start="627" data-end="666">Work/Volunteer Experience (1–2 roles)</li>
|
||||
<li data-start="669" data-end="729">Skills (tech tools, communication, anything you’re proud of)</li>
|
||||
</ul>
|
||||
<p data-start="731" data-end="753">🎯 <strong data-start="734" data-end="751">Must include:</strong></p>
|
||||
<ul>
|
||||
<li data-start="756" data-end="771">Bold headings</li>
|
||||
<li data-start="774" data-end="791">A bulleted list</li>
|
||||
<li data-start="794" data-end="842">Aligned spacing (left/right tabs or tables OK)</li>
|
||||
</ul>
|
||||
<p data-start="844" data-end="850"><strong data-start="844" data-end="850">OR</strong></p>
|
||||
<p data-start="852" data-end="1002">🧩 <strong data-start="855" data-end="892">Option B – Simple Business Letter</strong><br data-start="892" data-end="895">Write a <strong data-start="903" data-end="932">professional-style letter</strong> to a future employer, club leader, or instructor. Topic examples:</p>
|
||||
<ul>
|
||||
<li data-start="1005" data-end="1041">Introduction and interest in a job</li>
|
||||
<li data-start="1044" data-end="1069">Request for a reference</li>
|
||||
<li data-start="1072" data-end="1109">Thank-you for support or mentorship</li>
|
||||
</ul>
|
||||
<p data-start="1111" data-end="1133">🎯 <strong data-start="1114" data-end="1131">Must include:</strong></p>
|
||||
<ul>
|
||||
<li data-start="1136" data-end="1160">Date and address block</li>
|
||||
<li data-start="1163" data-end="1185">Greeting and closing</li>
|
||||
<li data-start="1188" data-end="1246">One body paragraph (6–8 sentences) with purpose and tone</li>
|
||||
</ul>
|
||||
<hr data-start="1248" data-end="1251">
|
||||
<p data-start="1253" data-end="1274">💡 <strong data-start="1256" data-end="1272">Format Tips:</strong></p>
|
||||
<ul>
|
||||
<li data-start="1277" data-end="1333">Use a readable font (Arial, Calibri, etc.), size 11–12</li>
|
||||
<li data-start="1336" data-end="1369">Submit as <strong data-start="1346" data-end="1367">.docx or PDF only</strong></li>
|
||||
<li data-start="1372" data-end="1402">Add your name to the file name</li>
|
||||
</ul>
|
||||
<hr data-start="1404" data-end="1407">
|
||||
<p data-start="1409" data-end="1445">✅ <strong data-start="1411" data-end="1443">Checklist Before You Submit:</strong></p>
|
||||
<ul>
|
||||
<li data-start="1448" data-end="1481">One document (resume OR letter)</li>
|
||||
<li data-start="1484" data-end="1515">Proper formatting and spacing</li>
|
||||
<li data-start="1518" data-end="1552">Real effort to look professional</li>
|
||||
<li data-start="1555" data-end="1585">Saved and uploaded correctly</li>
|
||||
</ul>
|
||||
</body>
|
||||
</html>
|
||||
|
|
@ -1,26 +0,0 @@
|
|||
<html>
|
||||
<head>
|
||||
<meta http-equiv="Content-Type" content="text/html; charset=utf-8"/>
|
||||
<title>Assignment: 🛠 Real-World Task: AI or Emerging Tech Use Case Report</title>
|
||||
</head>
|
||||
<body>
|
||||
<p data-start="2095" data-end="2211">🤖 <strong data-start="2098" data-end="2117">What to Submit:</strong> A brief report (250–300 words total) on a real or imagined use case of AI or emerging tech:</p>
|
||||
<p data-start="2213" data-end="2343"><strong data-start="2213" data-end="2224">Prompt:</strong><br data-start="2224" data-end="2227">Choose <strong data-start="2234" data-end="2252">one technology</strong> (from the reading or your own research)—AI, blockchain, robotics, VR, etc.—and describe:</p>
|
||||
<ul>
|
||||
<li data-start="2347" data-end="2371"><strong data-start="2347" data-end="2369">What the tech does</strong></li>
|
||||
<li data-start="2375" data-end="2473"><strong data-start="2375" data-end="2401">One real-life use case</strong> (or imagine a realistic scenario where it could help solve a problem)</li>
|
||||
<li data-start="2477" data-end="2533"><strong data-start="2477" data-end="2531">One benefit and one concern you see with this tech</strong></li>
|
||||
</ul>
|
||||
<p data-start="2535" data-end="2549">💡 <strong data-start="2538" data-end="2547">Tips:</strong></p>
|
||||
<ul>
|
||||
<li data-start="2552" data-end="2619">You can write in first person ("I think…" or "In my experience…")</li>
|
||||
<li data-start="2622" data-end="2675">Try to connect it to your life, goals, or interests</li>
|
||||
</ul>
|
||||
<p data-start="2677" data-end="2695">✅ <strong data-start="2679" data-end="2693">Checklist:</strong></p>
|
||||
<ul>
|
||||
<li data-start="2698" data-end="2718">At least 250 words</li>
|
||||
<li data-start="2721" data-end="2772">Tech, use case, benefit + concern clearly covered</li>
|
||||
<li data-start="2775" data-end="2822">Thoughtful, original response (not copy/pasted)</li>
|
||||
</ul>
|
||||
</body>
|
||||
</html>
|
||||
|
|
@ -1,34 +0,0 @@
|
|||
<html>
|
||||
<head>
|
||||
<meta http-equiv="Content-Type" content="text/html; charset=utf-8"/>
|
||||
<title>Assignment: 🛠 Real-World Task: Collaborative Cloud Workspace</title>
|
||||
</head>
|
||||
<body>
|
||||
<p data-start="1326" data-end="1375">📂 <strong data-start="1329" data-end="1348">What to Submit:</strong> A document with 2 parts:</p>
|
||||
<ul>
|
||||
<li data-start="1379" data-end="1423"><strong data-start="1379" data-end="1421">Screenshot of a Shared File or Folder:</strong>
|
||||
<ul>
|
||||
<li data-start="1429" data-end="1474">Upload any file to Google Drive or OneDrive</li>
|
||||
<li data-start="1480" data-end="1578">Share with a friend (or yourself on another account) and take a screenshot of the share settings</li>
|
||||
</ul>
|
||||
</li>
|
||||
<li data-start="1582" data-end="1621"><strong data-start="1582" data-end="1619">Brief Reflection (150–200 words):</strong>
|
||||
<ul>
|
||||
<li data-start="1627" data-end="1716">Describe what kind of project (school, family, job) you could manage in a shared folder</li>
|
||||
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<p data-start="1902" data-end="1920">✅ <strong data-start="1904" data-end="1918">Checklist:</strong></p>
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File diff suppressed because it is too large
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<mattext texttype="text/html"><div><p><span>Which device stores data even when the power is off?</span></p></div></mattext>
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<html>
|
||||
<head>
|
||||
<meta http-equiv="Content-Type" content="text/html; charset=utf-8"/>
|
||||
<title>⭐️ Course Syllabus - Summer 2025</title>
|
||||
<meta name="identifier" content="g6598a524469336cb1ba821b107f85382"/>
|
||||
<meta name="editing_roles" content="teachers"/>
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||||
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|
||||
</head>
|
||||
<body>
|
||||
<h2><span>🔑 Key Course Information</span></h2>
|
||||
<p data-pm-slice="1 1 []"><span><strong>Instructor:</strong></span><span> Dr. Corey Cason</span><br><span><strong>Contact:</strong></span> <span><a>ccason@gavilan.edu</a></span><span> • Text/Call: (720) 224-2447</span><br><span><strong>Office Hours:</strong></span><span> By appointment, weekdays 7:00 AM – 1:00 PM PT (Zoom or phone)</span><br><span><strong>Course Dates:</strong></span><span> June 16 – July 27, 2025</span><br><span><strong>Delivery Mode:</strong></span><span> Fully Online via iLearn</span></p>
|
||||
<h2><span>📅 Course Overview</span></h2>
|
||||
<p class="p1">An introduction to computer concepts, including the history of computing. Provides an overview of networking, security, the web, computer hardware, operating systems, and application software. The role of the computer in modern life, both personal and professional, and applications of popular productivity software are examined. This course has the option of a letter grade or pass/no pass. No prerequisites are required to enroll is this course.</p>
|
||||
<p><span><strong>Textbook:</strong></span> <span><em>Computer Literacy: Navigating the Digital Age</em></span><span> by Dr. Corey Cason</span><br><span><strong>Tools:</strong></span><span> Microsoft Office, Google Workspace, or Apple iWork</span></p>
|
||||
<div><hr></div>
|
||||
<h3><span>📚 Student Learning Outcomes</span></h3>
|
||||
<p>By the end of this course, you will be able to:</p>
|
||||
<ol>
|
||||
<li>Describe the role of technology in both the personal and the professional world, and identify appropriate technology to support personal productivity, learning, and future career growth.</li>
|
||||
<li>Describe the basic principles of computer safety, security, and ethics in an increasingly digital world.</li>
|
||||
<li>Demonstrate a working knowledge of operating system functions, installation of application software, and use of productivity suites.</li>
|
||||
</ol>
|
||||
<div><hr></div>
|
||||
<h3><span>📉 How This Course Works</span></h3>
|
||||
<ul>
|
||||
<li><span>Weekly structure with 6 modules (one per week)</span></li>
|
||||
<li><span>Each module includes one reading assignment, one quiz, one discussion, and one real-world skill task.</span></li>
|
||||
<li><span>All assignments due Sundays by 11:59 PM PT.</span></li>
|
||||
</ul>
|
||||
<div><hr></div>
|
||||
<h3><span>📆 Weekly Module Breakdown</span></h3>
|
||||
<table>
|
||||
<tbody>
|
||||
<tr>
|
||||
<th><span>Week</span></th>
|
||||
<th><span>Dates</span></th>
|
||||
<th><span>Module Title</span></th>
|
||||
<th><span>Readings</span></th>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><span>1</span></td>
|
||||
<td><span>Jun 16–22</span></td>
|
||||
<td><span>Computer Basics & Digital Citizenship</span></td>
|
||||
<td><span>Chapters 1 & 2</span></td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><span>2</span></td>
|
||||
<td><span>Jun 23–29</span></td>
|
||||
<td><span>Cybersecurity & Social Media</span></td>
|
||||
<td><span>Chapters 3 & 4</span></td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><span>3</span></td>
|
||||
<td><span>Jun 30–Jul 6</span></td>
|
||||
<td><span>Operating Systems & Docs</span></td>
|
||||
<td><span>Chapter 5 & 6</span></td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><span>4</span></td>
|
||||
<td><span>Jul 7–13</span></td>
|
||||
<td><span>Email, Calendars & Notes</span></td>
|
||||
<td><span>Chapters 7 & 8</span></td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><span>5</span></td>
|
||||
<td><span>Jul 14–20</span></td>
|
||||
<td><span>Cloud Storage & AI</span></td>
|
||||
<td><span>Chapters 9 & 10</span></td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><span>6</span></td>
|
||||
<td><span>Jul 21–27</span></td>
|
||||
<td><span>Data, Careers & Access</span></td>
|
||||
<td><span>Chapters 12–14</span></td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
<div><hr></div>
|
||||
<h3><span>📈 Assignments & Grading</span></h3>
|
||||
<table>
|
||||
<tbody>
|
||||
<tr>
|
||||
<td><span>Type</span></td>
|
||||
<td><span>Description</span></td>
|
||||
<td><span>Frequency</span></td>
|
||||
<td><span>Points Each</span></td>
|
||||
<td><span>Total</span></td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><span>Quiz</span></td>
|
||||
<td><span>Multiple-choice check on reading</span></td>
|
||||
<td><span>6</span></td>
|
||||
<td><span>5 pts</span></td>
|
||||
<td><span>30 pts</span></td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><span>Discussion</span></td>
|
||||
<td><span>Main post (150+ words) + 1 reply (50+ words)</span></td>
|
||||
<td><span>6</span></td>
|
||||
<td><span>10 pts</span></td>
|
||||
<td><span>60 pts</span></td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td><span>Real World Task</span></td>
|
||||
<td><span>Real-world tech application</span></td>
|
||||
<td><span>6</span></td>
|
||||
<td><span>15 pts</span></td>
|
||||
<td><span>90 pts</span></td>
|
||||
</tr>
|
||||
<tr>
|
||||
<td></td>
|
||||
<td></td>
|
||||
<td><span><strong>TOTAL</strong></span></td>
|
||||
<td></td>
|
||||
<td><span><strong>180 pts</strong></span></td>
|
||||
</tr>
|
||||
</tbody>
|
||||
</table>
|
||||
<p><span><strong>Grading Scale:</strong></span><br><span>A = 162+ • B = 144–161 • C = 126–143</span><br><span>D = 108–125 • F = Below 108</span><br><span><strong>Pass/No Pass:</strong></span><span> Pass = 126+ pts</span></p>
|
||||
<div><hr></div>
|
||||
<h3><span>🔗 Course Policies</span></h3>
|
||||
<ol>
|
||||
<li>
|
||||
<p><strong>Due Date Policy:</strong> Assignments are due on the scheduled due date and will not be accepted late unless your absence has been excused.</p>
|
||||
</li>
|
||||
<li>
|
||||
<p><strong>Attendance Policy:</strong> The college policy on attendance, as stated in the catalog, is: “Students missing one more class hour than the unit value for a particular course, without making prior arrangements, may, at the instructor’s option, be dropped without the possibility of credit.” In this asynchronous course, if you fail to submit work for 2+ weeks without prior arrangement, you will be dropped.</p>
|
||||
</li>
|
||||
<li>
|
||||
<p><strong>Student Honesty Policy:</strong> Students are expected to exercise academic honesty and integrity. Violations such as plagiarism will result in disciplinary action, which may include a recommendation for dismissal.</p>
|
||||
</li>
|
||||
</ol>
|
||||
<div><hr></div>
|
||||
<h3><span>🌎 Inclusive, Accessible, Supported</span></h3>
|
||||
<p><span>This course welcomes all students and strives to support your unique needs. </span><span> We are committed to maintaining an inclusive, respectful learning environment. Please contact me if there is anything I can do to help you succeed in this course.</span></p>
|
||||
<h4>ADA Accommodation Statement</h4>
|
||||
<p>Students requiring special services or arrangements because of hearing, visual, or other disabilities should contact their instructor, counselor, or the Accessible Education Center.</p>
|
||||
<h4>Occupational/Vocational Statement</h4>
|
||||
<p>Occupational/Vocational students: Limited English skills will not be a barrier to admittance to and participation in Vocational Educational Programs.</p>
|
||||
<div><hr></div>
|
||||
<h3><span>📖 Support Resources</span></h3>
|
||||
<p><span>Gavilan offers many student services:</span></p>
|
||||
<ul data-spread="false">
|
||||
<li>
|
||||
<p><span><strong>Accessible Education Center</strong></span><span>: </span><a href="http://www.gavilan.edu/student/aec"><span>gavilan.edu/student/aec</span></a></p>
|
||||
</li>
|
||||
<li>
|
||||
<p><span><strong>Learning Commons & Writing Center</strong></span><span>: </span><a href="http://www.gavilan.edu/student/learningcommons"><span>gavilan.edu/student/learningcommons</span></a></p>
|
||||
</li>
|
||||
<li>
|
||||
<p><span><strong>CalWORKs, EOPS, Food Pantry, Veterans, Undocumented Student Services</strong></span><span>, and more at </span><a href="http://www.gavilan.edu/student"><span>gavilan.edu/student</span></a></p>
|
||||
</li>
|
||||
</ul>
|
||||
<div><hr></div>
|
||||
<h3><span>✨ Let's Make Tech Work for You</span></h3>
|
||||
<p><span>I’m here to help you feel more confident using technology in school, work, and life. Don’t hesitate to reach out—you’re not expected to know everything right away. We’ll build your skills, together.</span></p>
|
||||
</body>
|
||||
</html>
|
||||
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|
|
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|
|||
<html>
|
||||
<head>
|
||||
<meta http-equiv="Content-Type" content="text/html; charset=utf-8"/>
|
||||
<title>📘 Reading: Chapters 1 & 2</title>
|
||||
<meta name="identifier" content="ge84bf8ef5fcfb9e8bc83c36c23f2bf75"/>
|
||||
<meta name="editing_roles" content="teachers"/>
|
||||
<meta name="workflow_state" content="active"/>
|
||||
</head>
|
||||
<body>
|
||||
<p data-start="329" data-end="558">This week, you’ll read Chapters 1 and 2 to build a strong foundation.<br data-start="398" data-end="401">Chapter 1 introduces core tech terms and the parts of a computer.<br data-start="466" data-end="469">Chapter 2 covers online behavior, netiquette, and how to be a respectful digital citizen.</p>
|
||||
<p data-start="560" data-end="579">✅ <strong data-start="562" data-end="577">What to Do:</strong></p>
|
||||
<ul>
|
||||
<li data-start="582" data-end="644">Read both chapters before completing the quiz and discussion</li>
|
||||
<li data-start="647" data-end="701">Take notes on any terms or tools that are new to you</li>
|
||||
<li data-start="704" data-end="765">Be ready to share how you use tech and where you want to grow</li>
|
||||
</ul>
|
||||
</body>
|
||||
</html>
|
||||
|
|
@ -1,18 +0,0 @@
|
|||
<html>
|
||||
<head>
|
||||
<meta http-equiv="Content-Type" content="text/html; charset=utf-8"/>
|
||||
<title>📘 Reading: Chapters 11, 12, 13, 14</title>
|
||||
<meta name="identifier" content="g57083fc4f516cc8e09c72aaee1f6d17a"/>
|
||||
<meta name="editing_roles" content="teachers"/>
|
||||
<meta name="workflow_state" content="active"/>
|
||||
</head>
|
||||
<body>
|
||||
<p data-start="2743" data-end="2902">In our final module, we look ahead.<br data-start="2778" data-end="2781">Chapter 11 introduces basic data skills.<br data-start="2821" data-end="2824">Chapters 12–14 explore careers in tech, future trends, and the digital divide.</p>
|
||||
<p data-start="2904" data-end="2923">✅ <strong data-start="2906" data-end="2921">What to Do:</strong></p>
|
||||
<ul>
|
||||
<li data-start="2926" data-end="2985">Skim all four chapters and go deeper where you're curious</li>
|
||||
<li data-start="2988" data-end="3058">Pick one tech career, trend, or access issue that resonates with you</li>
|
||||
<li data-start="3061" data-end="3113">Use it to shape your final discussion and skill task</li>
|
||||
</ul>
|
||||
</body>
|
||||
</html>
|
||||
|
|
@ -1,18 +0,0 @@
|
|||
<html>
|
||||
<head>
|
||||
<meta http-equiv="Content-Type" content="text/html; charset=utf-8"/>
|
||||
<title>📘 Reading: Chapters 3 & 4</title>
|
||||
<meta name="identifier" content="g4d99964a1b1c7b8f3318c8777aa26b61"/>
|
||||
<meta name="editing_roles" content="teachers"/>
|
||||
<meta name="workflow_state" content="active"/>
|
||||
</head>
|
||||
<body>
|
||||
<p data-start="840" data-end="1015">Chapters 3 and 4 dive into staying safe online and navigating social platforms.<br data-start="919" data-end="922">We’ll talk passwords, scams, privacy settings, and what it means to have a digital footprint.</p>
|
||||
<p data-start="1017" data-end="1036">✅ <strong data-start="1019" data-end="1034">What to Do:</strong></p>
|
||||
<ul>
|
||||
<li data-start="1039" data-end="1097">Read both chapters and reflect on your own online habits</li>
|
||||
<li data-start="1100" data-end="1160">Pay close attention to safety tips and real-world examples</li>
|
||||
<li data-start="1163" data-end="1223">You’ll apply this directly in your skill task and discussion</li>
|
||||
</ul>
|
||||
</body>
|
||||
</html>
|
||||
|
|
@ -1,18 +0,0 @@
|
|||
<html>
|
||||
<head>
|
||||
<meta http-equiv="Content-Type" content="text/html; charset=utf-8"/>
|
||||
<title>📘 Reading: Chapters 5 & 6</title>
|
||||
<meta name="identifier" content="ge0d581c7fd6833598f28b87f252bbedf"/>
|
||||
<meta name="editing_roles" content="teachers"/>
|
||||
<meta name="workflow_state" content="active"/>
|
||||
</head>
|
||||
<body>
|
||||
<p data-start="1308" data-end="1487">Time to get practical. Chapter 5 explains how operating systems work.<br data-start="1377" data-end="1380">Chapter 6 walks you through creating documents and slides—tools you’ll use in every job, class, or project.</p>
|
||||
<p data-start="1489" data-end="1508">✅ <strong data-start="1491" data-end="1506">What to Do:</strong></p>
|
||||
<ul>
|
||||
<li data-start="1511" data-end="1577">Read both chapters closely—you’ll be using these tools this week</li>
|
||||
<li data-start="1580" data-end="1636">Jot down key shortcuts or features that are new to you</li>
|
||||
<li data-start="1639" data-end="1686">These tools show up in your skill task and quiz</li>
|
||||
</ul>
|
||||
</body>
|
||||
</html>
|
||||
|
|
@ -1,18 +0,0 @@
|
|||
<html>
|
||||
<head>
|
||||
<meta http-equiv="Content-Type" content="text/html; charset=utf-8"/>
|
||||
<title>📘 Reading: Chapters 7 & 8</title>
|
||||
<meta name="identifier" content="g892e81ae80fee2262200e8a123f83744"/>
|
||||
<meta name="editing_roles" content="teachers"/>
|
||||
<meta name="workflow_state" content="active"/>
|
||||
</head>
|
||||
<body>
|
||||
<p data-start="1764" data-end="1979">This week is all about staying organized and communicating clearly.<br data-start="1831" data-end="1834">Chapter 7 covers professional email and calendar use.<br data-start="1887" data-end="1890">Chapter 8 is all about capturing and organizing info—notes, screenshots, links, and more.</p>
|
||||
<p data-start="1981" data-end="2000">✅ <strong data-start="1983" data-end="1998">What to Do:</strong></p>
|
||||
<ul>
|
||||
<li data-start="2003" data-end="2060">Read both chapters and test out one new tool or feature</li>
|
||||
<li data-start="2063" data-end="2124">Think about what’s helped you stay organized—or what hasn’t</li>
|
||||
<li data-start="2127" data-end="2188">You’ll practice writing a real email and organizing your week</li>
|
||||
</ul>
|
||||
</body>
|
||||
</html>
|
||||
|
|
@ -1,18 +0,0 @@
|
|||
<html>
|
||||
<head>
|
||||
<meta http-equiv="Content-Type" content="text/html; charset=utf-8"/>
|
||||
<title>📘 Reading: Chapters 9 & 10</title>
|
||||
<meta name="identifier" content="ge37a009f5d3557dcde74bdecb02e0bcf"/>
|
||||
<meta name="editing_roles" content="teachers"/>
|
||||
<meta name="workflow_state" content="active"/>
|
||||
</head>
|
||||
<body>
|
||||
<p data-start="2275" data-end="2436">Chapter 9 introduces cloud tools for saving, sharing, and collaborating.<br data-start="2347" data-end="2350">Chapter 10 breaks down AI—what it is, how it works, and how it’s already in your life.</p>
|
||||
<p data-start="2438" data-end="2457">✅ <strong data-start="2440" data-end="2455">What to Do:</strong></p>
|
||||
<ul>
|
||||
<li data-start="2460" data-end="2538">Read both chapters and try out one cloud tool (Google Drive, OneDrive, etc.)</li>
|
||||
<li data-start="2541" data-end="2605">Think critically about how AI is changing how we work and live</li>
|
||||
<li data-start="2608" data-end="2664">You’ll reflect on this in your skill task and discussion</li>
|
||||
</ul>
|
||||
</body>
|
||||
</html>
|
||||
|
|
@ -1,66 +0,0 @@
|
|||
<html>
|
||||
<head>
|
||||
<meta http-equiv="Content-Type" content="text/html; charset=utf-8"/>
|
||||
<title>📚 Required Book, Tools & Software</title>
|
||||
<meta name="identifier" content="g9686747ce3beb5cca74ff5d8bcfb8e6d"/>
|
||||
<meta name="editing_roles" content="teachers"/>
|
||||
<meta name="workflow_state" content="active"/>
|
||||
</head>
|
||||
<body>
|
||||
<h3 data-start="188" data-end="205">📘 Textbook</h3>
|
||||
<p data-start="206" data-end="447"><a class="inline_disabled" title="Link" href="https://he.kendallhunt.com/product/computer-literacy-navigating-digital-age" target="_blank">Computer Literacy: Navigating the Digital Age</a> by <strong data-start="261" data-end="280">Dr. Corey Cason</strong><br data-start="280" data-end="283">We’ll follow this book throughout the course. It’s your go-to guide for everything from basic tech skills to understanding AI, cybersecurity, and digital careers.</p>
|
||||
<hr data-start="449" data-end="452">
|
||||
<h3 data-start="454" data-end="480">🧰 Required Software</h3>
|
||||
<p data-start="481" data-end="616">You’ll need access to a <strong data-start="505" data-end="527">productivity suite</strong> for creating documents, spreadsheets, and presentations. Any of the following will work:</p>
|
||||
<ul data-start="618" data-end="776">
|
||||
<li data-start="618" data-end="668">
|
||||
<p data-start="620" data-end="668"><strong data-start="620" data-end="640">Microsoft Office</strong> (Word, Excel, PowerPoint)</p>
|
||||
</li>
|
||||
<li data-start="669" data-end="716">
|
||||
<p data-start="671" data-end="716"><strong data-start="671" data-end="691">Google Workspace</strong> (Docs, Sheets, Slides)</p>
|
||||
</li>
|
||||
<li data-start="717" data-end="776">
|
||||
<p data-start="719" data-end="776"><strong data-start="719" data-end="734">Apple iWork</strong> (Pages, Numbers, Keynote – for Mac users)</p>
|
||||
</li>
|
||||
</ul>
|
||||
<hr data-start="778" data-end="781">
|
||||
<h3 data-start="783" data-end="811">💡 Free Access Options</h3>
|
||||
<p data-start="812" data-end="873">No need to buy software—these tools are available at no cost:</p>
|
||||
<p data-start="875" data-end="904">🔹 <strong data-start="878" data-end="902">Microsoft Office 365</strong></p>
|
||||
<ul data-start="905" data-end="1004">
|
||||
<li data-start="905" data-end="1004">
|
||||
<p data-start="907" data-end="1004">Free for students! Check your Gavilan email or contact the IT help desk to activate your account.</p>
|
||||
</li>
|
||||
</ul>
|
||||
<p data-start="1006" data-end="1042">🔹 <strong data-start="1009" data-end="1040">Google Docs, Sheets, Slides</strong></p>
|
||||
<ul data-start="1043" data-end="1096">
|
||||
<li data-start="1043" data-end="1096">
|
||||
<p data-start="1045" data-end="1096">Free with any Google account. Works on all devices.</p>
|
||||
</li>
|
||||
</ul>
|
||||
<p data-start="1098" data-end="1118">🔹 <strong data-start="1101" data-end="1116">Apple iWork</strong></p>
|
||||
<ul data-start="1119" data-end="1181">
|
||||
<li data-start="1119" data-end="1181">
|
||||
<p data-start="1121" data-end="1181">Pages, Numbers, and Keynote are free on Mac and iOS devices.</p>
|
||||
</li>
|
||||
</ul>
|
||||
<hr data-start="1183" data-end="1186">
|
||||
<h3 data-start="1188" data-end="1228">🌐 Browser & Internet Requirements</h3>
|
||||
<p data-start="1229" data-end="1267">To make sure everything runs smoothly:</p>
|
||||
<ul data-start="1269" data-end="1464">
|
||||
<li data-start="1269" data-end="1333">
|
||||
<p data-start="1271" data-end="1333">✅ Use <strong data-start="1277" data-end="1294">Google Chrome</strong> or <strong data-start="1298" data-end="1317">Mozilla Firefox</strong> (recommended)</p>
|
||||
</li>
|
||||
<li data-start="1334" data-end="1386">
|
||||
<p data-start="1336" data-end="1386">⚠️ <strong data-start="1339" data-end="1373">Avoid Safari or Microsoft Edge</strong> for iLearn</p>
|
||||
</li>
|
||||
<li data-start="1387" data-end="1464">
|
||||
<p data-start="1389" data-end="1464">📶 Use a stable internet connection for quizzes, uploads, and video content</p>
|
||||
</li>
|
||||
</ul>
|
||||
<hr data-start="1466" data-end="1469">
|
||||
<h3 data-start="1471" data-end="1495">🆘 Need Tech Help?</h3>
|
||||
<p data-start="1496" data-end="1679">If you’re having trouble accessing software or navigating iLearn:<br data-start="1561" data-end="1564">📧 Email me directly — I’m here to help.<br data-start="1604" data-end="1607">🖥️ Or contact Gavilan College IT Support for login and software issues.</p>
|
||||
<p data-start="1681" data-end="1762" data-is-last-node="" data-is-only-node="">Let’s make sure tech isn’t a barrier—reach out early so we can keep you on track.</p>
|
||||
</body>
|
||||
</html>
|
||||
|
|
@ -1,47 +0,0 @@
|
|||
<html>
|
||||
<head>
|
||||
<meta http-equiv="Content-Type" content="text/html; charset=utf-8"/>
|
||||
<title>👋🏼 Welcome to CSIS 1!</title>
|
||||
<meta name="identifier" content="gef8134489a2a836e35973358397d485f"/>
|
||||
<meta name="editing_roles" content="teachers"/>
|
||||
<meta name="workflow_state" content="active"/>
|
||||
<meta name="unlock_at" content="2025-06-16 07:00:00 UTC"/>
|
||||
</head>
|
||||
<body>
|
||||
<p data-start="185" data-end="240"><strong data-start="185" data-end="240">Computer Literacy | Summer 2025 | June 16 – July 27, 2025</strong></p>
|
||||
<p data-start="242" data-end="254">Hi everyone,</p>
|
||||
<p data-start="256" data-end="316">Welcome to CSIS 1 – Computer Literacy. I’m glad you’re here.</p>
|
||||
<p data-start="318" data-end="581">This course is about building confidence with the digital tools and systems that shape our daily lives. Whether you’re here to meet a requirement or get more comfortable with technology, we’ll keep things practical, grounded, and connected to the real world. </p>
|
||||
<h3 data-start="588" data-end="610">👩🏻🏫 About Me</h3>
|
||||
<p data-start="611" data-end="877">I’m Dr. Corey Cason, and I’ll be guiding you through the next six weeks. My background is in IT project management, business, and digital strategy—and I’ve worked across both corporate and educational spaces. I also run a small business and teach project management.</p>
|
||||
<p data-start="879" data-end="1029">I care about making tech feel more accessible, more useful, and less overwhelming. I'm not looking for perfection—just effort, curiosity, and honesty.</p>
|
||||
<h3 data-start="1207" data-end="1230">📚 What to Expect</h3>
|
||||
<p data-start="578" data-end="601">Each week will include:</p>
|
||||
<ul>
|
||||
<li data-start="604" data-end="628">📘 Readings</li>
|
||||
<li data-start="631" data-end="659">💬 Discussion Posts</li>
|
||||
<li data-start="662" data-end="703">📝 Reading Quiz </li>
|
||||
<li data-start="706" data-end="758">🛠 Practical Assignment</li>
|
||||
</ul>
|
||||
<p><span>All items are due Sundays at 11:59 PM</span></p>
|
||||
<h3 data-start="1615" data-end="1669">✅ Week 1: What to Do First (Due Sunday, June 22)</h3>
|
||||
<ul>
|
||||
<li data-start="1672" data-end="1691">Read the Course Syllabus</li>
|
||||
<li data-start="1672" data-end="1691">Purchase the course textbook </li>
|
||||
<li data-start="1732" data-end="1774">Read Chapters 1 & 2 of <em>Computer Literacy: Navigating the Digital Age</em></li>
|
||||
<li data-start="1777" data-end="1812">Take the quiz over Chapters 1 & 2 (in Module 1)</li>
|
||||
<li data-start="1815" data-end="1852">Post in the Digital Citizenship discussion forum</li>
|
||||
<li data-start="1815" data-end="1852">Complete your real-world exercise for Module 1</li>
|
||||
</ul>
|
||||
<h3 data-start="1859" data-end="1883">📩 How to Reach Me</h3>
|
||||
<p>Need help or have a question? Reach out anytime:<br data-start="1932" data-end="1935">📧 <strong data-start="1938" data-end="1948">Email:</strong> <a class="cursor-pointer" data-start="1949" data-end="1967">ccason@gavilan.edu</a><br data-start="1967" data-end="1970">💬 <strong data-start="1973" data-end="1992">Canvas Messages</strong> are totally fine<br data-start="2009" data-end="2012">📞 <strong data-start="2015" data-end="2032">Office hours:</strong> By appointment—Zoom or phone, just let me know what works for you</p>
|
||||
<h3 data-start="2105" data-end="2141">🧭 A Few Tips to Stay on Track</h3>
|
||||
<ul>
|
||||
<li data-start="2144" data-end="2195">Check Canvas and your email a couple times a week</li>
|
||||
<li data-start="2198" data-end="2263">Don’t wait until the last minute—this 6-week session moves fast</li>
|
||||
<li data-start="2266" data-end="2323">If you fall behind, don’t ghost. Reach out. The sooner we talk about it the sooner we can get you back on track.</li>
|
||||
</ul>
|
||||
<p data-start="2424" data-end="2434">Looking forward to learning with you this term,</p>
|
||||
<p data-start="2424" data-end="2434">Dr. Corey Cason</p>
|
||||
</body>
|
||||
</html>
|
||||
|
|
@ -1,68 +0,0 @@
|
|||
# Week 1 Announcements
|
||||
|
||||
## Monday: This Week in CSIS 1 — Hardware, Software & Operating Systems
|
||||
|
||||
Hey everyone -
|
||||
|
||||
Welcome to Week 1. We're jumping right in with the fundamentals — what computers actually are, how they work, and what all the pieces do.
|
||||
|
||||
**This week you'll be able to:**
|
||||
- Identify the main hardware components of a computer (CPU, RAM, storage, I/O devices)
|
||||
- Explain the difference between system software and application software
|
||||
- Navigate your computer's file system — create folders, move files, find things
|
||||
- Convert between units of digital storage (bits, bytes, KB, MB, GB)
|
||||
- Describe what an operating system does and name the major ones
|
||||
|
||||
**What's due this week (all due Sunday 11:59 PM):**
|
||||
- Practice Quiz (unlimited attempts, ungraded — do this first)
|
||||
- Discussion: "What does being 'digitally literate' mean to you?"
|
||||
- Real-World Task: Hardware & software identification
|
||||
- Weekly Check-In Quiz (2 attempts, graded)
|
||||
|
||||
**Where to start:** Open Module 1 in Canvas. Read the OpenStax chapters first (Ch. 1 and 2), then watch the GCFGlobal Computer Basics tutorials if you want extra help.
|
||||
|
||||
**Monday Demo tonight on Zoom** — I'll be taking apart a computer (well, showing you what's inside one) and walking through the OS basics. These are optional but I really recommend them, especially in Week 1 when everything is new. Link is in the Module 1 page.
|
||||
|
||||
If anything's confusing, message me on Canvas. I'm here.
|
||||
|
||||
-peter h
|
||||
|
||||
---
|
||||
|
||||
## Wednesday: Mid-Week Check-In
|
||||
|
||||
Hey everyone -
|
||||
|
||||
A couple things I want to flag:
|
||||
|
||||
**Tip: Know where your files go.** When you download something, do you know where it ends up? On most computers it's a "Downloads" folder. Get in the habit of saving things to a specific folder you create — not just dumping everything on the desktop. This sounds basic but it'll save you headaches all semester.
|
||||
|
||||
**Keyboard shortcut of the week:** Ctrl+Z (undo). Messed something up? Ctrl+Z. Changed your mind? Ctrl+Z. It works in almost every program. Start building that muscle memory now.
|
||||
|
||||
**Common question I'm getting:** "Do I need Microsoft Office?" Nope. Google Docs/Sheets/Slides works fine for everything in this course. So does LibreOffice (free). The textbook covers both Microsoft and Google — use whatever you have.
|
||||
|
||||
Don't forget the discussion post is due soon. It's a low-pressure intro — just share what you already know and what you're hoping to learn.
|
||||
|
||||
-peter
|
||||
|
||||
---
|
||||
|
||||
## Friday: Week Wrap-Up
|
||||
|
||||
Hey everyone -
|
||||
|
||||
Quick reminders as we wrap up Week 1:
|
||||
|
||||
**Everything is due Sunday at 11:59 PM.** Quiz, discussion, and the hardware/software task. Don't wait until 11:55 — Canvas doesn't care about your internet connection dying.
|
||||
|
||||
**Mistakes I'm seeing on the practice quiz:**
|
||||
- Mixing up RAM and storage. RAM is temporary (wiped when you shut down). Storage is permanent (your hard drive or SSD). Think of RAM as your desk and storage as your filing cabinet.
|
||||
- Confusing the operating system with applications. Windows is the OS. Word is an application that runs on it.
|
||||
|
||||
**Make sure you did the practice quiz first** — it's unlimited attempts and ungraded. It's there to help you figure out what you know before the real quiz.
|
||||
|
||||
**Next week:** We're getting hands-on with Word and Excel (or Google Docs and Sheets). You'll build a formatted document and a budget spreadsheet. If you haven't used a spreadsheet before, don't panic — we'll start from zero.
|
||||
|
||||
Have a good weekend. See you Monday.
|
||||
|
||||
-peter h
|
||||
|
|
@ -1,66 +0,0 @@
|
|||
# Week 2 Announcements
|
||||
|
||||
## Monday: This Week in CSIS 1 — Word Processing & Spreadsheets
|
||||
|
||||
Hey everyone -
|
||||
|
||||
Week 2. This is the hands-on week — you're going to build things.
|
||||
|
||||
**This week you'll be able to:**
|
||||
- Create, format, and save a document with proper paragraph styles, headers, and page layout
|
||||
- Use Find & Replace, spell check, and basic editing tools
|
||||
- Build a spreadsheet with formulas (SUM, AVERAGE, COUNT, IF)
|
||||
- Explain the difference between relative and absolute cell references
|
||||
- Create a chart from spreadsheet data
|
||||
|
||||
**What's due this week (all due Sunday 11:59 PM):**
|
||||
- Practice Quiz (unlimited attempts)
|
||||
- Discussion: "What was hardest this week? What strategy did you use to figure it out?"
|
||||
- Real-World Task #1: Create a formatted document (letter or resume)
|
||||
- Real-World Task #2: Build a personal budget spreadsheet with formulas and a chart
|
||||
- Weekly Check-In Quiz (2 attempts)
|
||||
|
||||
Two assignments this week — start early. The spreadsheet one takes longer than you think.
|
||||
|
||||
**Readings:** OpenStax Ch. 3 (Creating Documents), Ch. 4 (Document Preparation), and Ch. 9 (Spreadsheets). Links are in the Module 2 page.
|
||||
|
||||
**Monday Demo tonight** — I'll build a document and a spreadsheet from scratch, live. This is probably the most useful demo of the whole course. Zoom link in Module 2.
|
||||
|
||||
-peter h
|
||||
|
||||
---
|
||||
|
||||
## Wednesday: Mid-Week Check-In
|
||||
|
||||
Hey everyone -
|
||||
|
||||
Two tips for this week:
|
||||
|
||||
**The #1 document formatting mistake:** Using the spacebar or Enter key to position things on the page. If you're hitting Enter 15 times to get to a new page, use a Page Break instead (Ctrl+Enter). If you're using spaces to line up columns, use tab stops. The document will look right on your screen but break on someone else's — or when you change one thing and everything shifts.
|
||||
|
||||
**Spreadsheet formulas:** Start every formula with `=`. If you type `SUM(A1:A5)` without the equals sign, it's just text. Also — when your formula isn't working, check for typos in cell references. `A1` is not the same as `A 1`.
|
||||
|
||||
**Question I keep getting:** "Can I use Google Docs instead of Word?" Yes. Absolutely. Either one works. The concepts are the same — just the menus look a little different.
|
||||
|
||||
Start the budget spreadsheet soon if you haven't. It takes a bit of setup and the formulas can be tricky the first time.
|
||||
|
||||
-peter
|
||||
|
||||
---
|
||||
|
||||
## Friday: Week Wrap-Up
|
||||
|
||||
Hey everyone -
|
||||
|
||||
Week 2 wrap-up:
|
||||
|
||||
**Due Sunday 11:59 PM:** Both assignments (document + spreadsheet), the discussion, and the quiz.
|
||||
|
||||
**Common mistakes I'm seeing:**
|
||||
- On the document: not using paragraph styles (Heading 1, Heading 2, etc.). Manually making text big and bold isn't the same thing — styles give your document structure.
|
||||
- On the spreadsheet: using a calculator to get the answer and then typing it into the cell. The whole point is letting the spreadsheet do the math. Use `=SUM(B2:B10)`, not `=247`.
|
||||
- On the quiz: people are confusing "Save" with "Save As." Save overwrites the current file. Save As lets you create a new copy with a different name or format.
|
||||
|
||||
**Next week:** Presentations, databases, and networking. You'll build a short presentation, learn what databases actually are (spoiler: they're everywhere), and find out how your computer talks to the internet. Also — heads up — July 4th is Friday, so enjoy the holiday.
|
||||
|
||||
-peter h
|
||||
|
|
@ -1,64 +0,0 @@
|
|||
# Week 3 Announcements
|
||||
|
||||
## Monday: This Week in CSIS 1 — Presentations, Databases & Networks
|
||||
|
||||
Hey everyone -
|
||||
|
||||
We're at the halfway point. This week covers three different topics, so it moves fast — but none of them go super deep.
|
||||
|
||||
**This week you'll be able to:**
|
||||
- Design a presentation that works as a visual aid (not a wall of text)
|
||||
- Explain what a database is and how it differs from a spreadsheet
|
||||
- Describe the basics of computer networking: LAN, WAN, IP addresses, DNS
|
||||
- Identify common network hardware (router, modem, switch)
|
||||
|
||||
**What's due this week (all due Sunday 11:59 PM):**
|
||||
- Practice Quiz (unlimited attempts)
|
||||
- Discussion: "Look at your quiz scores so far. What do you feel confident about? What needs more work?"
|
||||
- Real-World Task: Create a short presentation on a topic of your choice
|
||||
- Weekly Check-In Quiz (2 attempts)
|
||||
|
||||
**Readings:** OpenStax Ch. 6 (Presentations), Ch. 13 (Databases — skim for concepts), and re-read Ch. 1 Sec. 1.2 (Networks). All linked in Module 3.
|
||||
|
||||
**Monday Demo tonight** — I'll show good vs. bad presentations side by side (the bad ones are fun), and we'll do a live network demo. I'll run a traceroute so you can see your data hopping across the country. Zoom link in Module 3.
|
||||
|
||||
**Note:** Friday is July 4th. Happy Independence Day. I'll still post the Friday wrap-up, but take some time off if you can. Just make sure everything's submitted by Sunday night.
|
||||
|
||||
-peter h
|
||||
|
||||
---
|
||||
|
||||
## Wednesday: Mid-Week Check-In
|
||||
|
||||
Hey everyone -
|
||||
|
||||
**Presentation tip:** The biggest mistake people make is putting too much text on a slide. Your slides aren't a script — they're a visual aid. If your audience is reading your slides, they're not listening to you. Aim for 5 items or fewer per slide. Use images. Leave white space.
|
||||
|
||||
Also: go easy on the animations. A slide transition is fine. Having every bullet point fly in from a different direction is... not fine.
|
||||
|
||||
**On databases:** Don't overthink this one. You don't need to build a database. You just need to understand what they are (organized collections of data in tables), where they're used (Amazon, Netflix, your bank, your phone's contacts), and how they're different from spreadsheets (databases handle relationships between tables; spreadsheets are flat). That's it.
|
||||
|
||||
Enjoy the holiday weekend. Get your work done before the fireworks start.
|
||||
|
||||
-peter
|
||||
|
||||
---
|
||||
|
||||
## Friday: Week Wrap-Up
|
||||
|
||||
Happy 4th of July 🇺🇸
|
||||
|
||||
Quick wrap-up:
|
||||
|
||||
**Due Sunday 11:59 PM:** Presentation assignment, discussion, and quiz. Don't let the holiday sneak up on you.
|
||||
|
||||
**Common mistakes so far:**
|
||||
- Presentations with paragraphs of text on every slide. Less is more. Seriously.
|
||||
- On the quiz: confusing a modem and a router. Your modem connects you to your ISP (the internet). Your router shares that connection with your devices. Most people have a combo box from their ISP that does both — but they're different jobs.
|
||||
- Mixing up LAN and WAN. LAN = your home or office network. WAN = the big network connecting everything (the internet is the biggest WAN).
|
||||
|
||||
**Next week:** The Internet, email, and the web. How does a website actually get to your screen? What happens when you type a URL? What's the deal with cookies? And we'll talk about email — specifically, how to spot the shady stuff in your inbox. This is where things start to get really practical.
|
||||
|
||||
Have a great weekend. Eat something off a grill for me.
|
||||
|
||||
-peter h
|
||||
|
|
@ -1,62 +0,0 @@
|
|||
# Week 4 Announcements
|
||||
|
||||
## Monday: This Week in CSIS 1 — Internet, Email & The Web
|
||||
|
||||
Hey everyone -
|
||||
|
||||
Week 4. We're talking about the thing you use every day but probably haven't thought much about — the internet. How it works, how the web works, how email works, and what "the cloud" actually means.
|
||||
|
||||
**This week you'll be able to:**
|
||||
- Explain how a web request travels from your browser to a server and back
|
||||
- Identify common internet protocols (HTTP, HTTPS, SMTP, DNS)
|
||||
- Evaluate a website's credibility using specific criteria
|
||||
- Describe cloud computing and name common cloud services
|
||||
- Spot the signs of a phishing email
|
||||
|
||||
**What's due this week (all due Sunday 11:59 PM):**
|
||||
- Practice Quiz (unlimited attempts)
|
||||
- Discussion: "How do you decide if a website is trustworthy? Walk us through your actual process."
|
||||
- Real-World Task #1: Internet & web concepts quiz
|
||||
- Real-World Task #2: Evaluate 3 websites for credibility
|
||||
- Weekly Check-In Quiz (2 attempts)
|
||||
|
||||
**Readings:** OpenStax Ch. 1 Sec. 1.3 (Internet & Cloud), Ch. 8 (CMS & Social Media). Also watch the Code.org "How the Internet Works" videos — they're short (about 5 min each) and really well done. Links in Module 4.
|
||||
|
||||
**Monday Demo tonight** — I'll trace a web request from browser to server and back so you can see all the steps. Then we'll look at the actual source code of a web page. It's not as scary as it sounds. Zoom link in Module 4.
|
||||
|
||||
-peter h
|
||||
|
||||
---
|
||||
|
||||
## Wednesday: Mid-Week Check-In
|
||||
|
||||
Hey everyone -
|
||||
|
||||
**Tip: Check the URL before you trust a website.** The domain name tells you who owns the site. `bankofamerica.com` is legit. `bankofamerica.secure-login.xyz` is not — look at what comes right before the `.xyz`. That's the real domain. Scammers rely on you not noticing.
|
||||
|
||||
Also: HTTPS (the lock icon) means your connection is encrypted. It does NOT mean the site is safe. A phishing site can have HTTPS too. The lock just means nobody can eavesdrop on the data between you and the site — it doesn't tell you whether the site itself is trustworthy.
|
||||
|
||||
**On the website evaluation assignment:** Don't just say "it looks professional." That's not a reason to trust a site. Look at who wrote it, when it was last updated, whether it cites sources, and whether you can verify the claims elsewhere. Three of these, due Sunday.
|
||||
|
||||
-peter
|
||||
|
||||
---
|
||||
|
||||
## Friday: Week Wrap-Up
|
||||
|
||||
Hey everyone -
|
||||
|
||||
Week 4 wrap-up:
|
||||
|
||||
**Due Sunday 11:59 PM:** Website evaluation, internet quiz, discussion, and the weekly quiz.
|
||||
|
||||
**Mistakes I'm seeing:**
|
||||
- On the quiz: people saying HTTP and HTTPS are the same thing. They're not. The S stands for Secure — it means your data is encrypted in transit. Always look for HTTPS, especially when entering passwords or payment info.
|
||||
- On the website evaluation: "The site looks professional" isn't evidence of credibility. A scam site can look beautiful. Look for author credentials, date of publication, cited sources, and whether other reputable sites say the same thing.
|
||||
- Confusing "the internet" and "the web." The internet is the network (the pipes). The web is one thing that runs on it (websites, accessed via browsers using HTTP). Email, streaming, and gaming also use the internet — they're not "the web."
|
||||
|
||||
**Next week:** Security, scams, and protecting yourself. This is the week that might actually save you money someday. We're covering phishing, malware, social engineering, AI-powered threats, password managers, 2FA — all of it. I'll show you real scam examples and we'll tear apart a phishing email live in the demo.
|
||||
|
||||
This is my favorite week to teach. See you Monday.
|
||||
|
||||
-peter h
|
||||
|
|
@ -1,70 +0,0 @@
|
|||
# Week 5 Announcements
|
||||
|
||||
## Monday: This Week in CSIS 1 — Security, Scams & Protecting Yourself
|
||||
|
||||
Hey everyone -
|
||||
|
||||
This is the week I think about all year. If you only pay attention to one week of this course, make it this one.
|
||||
|
||||
We're covering cybersecurity, phishing, scams, malware, AI-generated threats, and what you can actually do to protect yourself. This stuff is real and it's happening to people every day.
|
||||
|
||||
**This week you'll be able to:**
|
||||
- Identify common types of malware and how they spread
|
||||
- Spot phishing emails, texts, and phone scams using specific red flags
|
||||
- Explain how AI is being used to create more convincing scams (deepfakes, voice cloning, AI-written phishing)
|
||||
- Set up multi-factor authentication and understand why it matters
|
||||
- Evaluate your own digital security and create a plan to improve it
|
||||
|
||||
**What's due this week (all due Sunday 11:59 PM):**
|
||||
- Practice Quiz (unlimited attempts)
|
||||
- Discussion: "After the security audit, what surprised you most about your own digital habits?"
|
||||
- Real-World Task #1: Security audit — evaluate your own digital security and make an action plan
|
||||
- Real-World Task #2: Scam identification — analyze 5 real-world scam examples
|
||||
- Weekly Check-In Quiz (2 attempts)
|
||||
|
||||
**Readings:** Intro to CS Ch. 14 (Cybersecurity), WSS Ch. 1 Sec. 1.4 (Ethics & Security), plus the GCFGlobal Internet Safety module. Also — go to haveibeenpwned.com and check your email address. Yes, really. You'll probably be surprised.
|
||||
|
||||
**Monday Demo tonight** — Live phishing teardown, deepfake examples, and I'll walk through setting up a password manager and 2FA. If you do nothing else, do those two things. Zoom link in Module 5.
|
||||
|
||||
-peter h
|
||||
|
||||
---
|
||||
|
||||
## Wednesday: Mid-Week Check-In
|
||||
|
||||
Hey everyone -
|
||||
|
||||
Two things from this week that I want to make sure land:
|
||||
|
||||
**1. Your password is probably terrible.** I'm not trying to be rude — almost everyone's is. If you're using the same password on multiple sites, or if your password is shorter than 12 characters, you're at risk. Get a password manager (Bitwarden is free and good). Let it generate random passwords for everything. You only have to remember one master password. Do this today.
|
||||
|
||||
**2. If someone contacts you urgently asking for money or gift cards — stop.** It doesn't matter if it sounds like your boss, your grandkid, or your bank. Scammers create urgency on purpose so you don't think. Hang up. Call the person back on a number you already have. Never use the number they give you.
|
||||
|
||||
AI makes this worse now. A 3-second clip of someone's voice is enough to clone it. So "it sounded just like them" isn't proof of anything anymore. Verify before you trust.
|
||||
|
||||
Check haveibeenpwned.com if you haven't yet. It's part of the assignment but it's also just a good thing to know.
|
||||
|
||||
-peter
|
||||
|
||||
---
|
||||
|
||||
## Friday: Week Wrap-Up
|
||||
|
||||
Hey everyone -
|
||||
|
||||
Week 5 wrap-up:
|
||||
|
||||
**Due Sunday 11:59 PM:** Security audit, scam identification, discussion, and quiz.
|
||||
|
||||
**Mistakes I'm seeing:**
|
||||
- On the quiz: people think antivirus software makes you safe. It helps, but it's one layer. Updates, strong passwords, 2FA, and not clicking sketchy links matter just as much — probably more.
|
||||
- On the scam identification: some of you are saying "I would never fall for this." Respectful pushback — the people who get scammed also thought that. The whole point of social engineering is that it works on smart people who are busy, distracted, or emotional. Stay humble about this.
|
||||
- Confusing encryption with security. Encryption protects data in transit or at rest. It doesn't mean a service is trustworthy. A criminal can encrypt their files too.
|
||||
|
||||
**The security audit assignment:** If doing the audit made you realize you need to change some passwords or turn on 2FA — do it. For real. Don't just write about it and move on. This is the one assignment where the real-world payoff is immediate.
|
||||
|
||||
**Next week (our last week):** AI, emerging tech, information literacy, and the final exam. We'll talk about ChatGPT, deepfakes, misinformation, and how to think critically when you can't trust your eyes or ears anymore. Plus you'll get to use an AI tool and then fact-check it — which is honestly kind of fun.
|
||||
|
||||
Almost done. One more week. Let's finish strong.
|
||||
|
||||
-peter h
|
||||
|
|
@ -1,75 +0,0 @@
|
|||
# Week 6 Announcements
|
||||
|
||||
## Monday: This Week in CSIS 1 — AI, Emerging Tech, Info Literacy & Final Exam
|
||||
|
||||
Hey everyone -
|
||||
|
||||
Last week. You made it.
|
||||
|
||||
This week we're talking about AI, emerging technology, and information literacy — basically, how to navigate a world where computers can write essays, clone voices, and generate fake photos that look completely real. We'll also cover blockchain, IoT, and other buzzwords you've probably heard but maybe couldn't explain.
|
||||
|
||||
**This week you'll be able to:**
|
||||
- Explain what AI and machine learning are in plain language
|
||||
- Use an AI tool (ChatGPT, Gemini, Claude, etc.) and critically evaluate its output
|
||||
- Identify misinformation, disinformation, and AI-generated content
|
||||
- Describe emerging technologies (IoT, blockchain, VR/AR) at a high level
|
||||
- Reflect on your own digital literacy and what you've learned
|
||||
|
||||
**What's due this week:**
|
||||
- Practice Quiz (unlimited attempts)
|
||||
- Discussion: "You just used an AI tool. How did you decide what to trust?"
|
||||
- Real-World Task: Use an AI tool to research a topic, then fact-check its output
|
||||
- Weekly Check-In Quiz (2 attempts)
|
||||
- **Final Exam** — opens Wednesday, due Sunday 11:59 PM
|
||||
|
||||
**All due Sunday 11:59 PM.** No extensions on the final.
|
||||
|
||||
**Readings:** WSS Ch. 15 (selected sections) and the GCFGlobal Digital Media Literacy module. Links in Module 6.
|
||||
|
||||
**Monday Demo tonight** — We're going hands-on with AI tools live. I'll ask them questions, we'll see what they get right and wrong, and I'll show you how to fact-check the output. This one's fun. Zoom link in Module 6.
|
||||
|
||||
-peter h
|
||||
|
||||
---
|
||||
|
||||
## Wednesday: Mid-Week Check-In
|
||||
|
||||
Hey everyone -
|
||||
|
||||
**On the AI assignment:** The point isn't to prove that AI is bad or good. It's to use it and then think critically about the output. Ask it something you already know about and see what it gets wrong. Ask it for sources and check if they're real (sometimes they're completely made up). Ask it the same question twice and see if you get different answers.
|
||||
|
||||
The skill here isn't using the AI — that part's easy. The skill is knowing when to trust it and when not to.
|
||||
|
||||
**Reminder: The final exam opens today.** It's 30 questions, comprehensive, covering all 6 weeks. You can start it any time between now and Sunday 11:59 PM. Once you start, you'll have a time limit (check the exam page for details). Don't start it at 11:30 PM Sunday.
|
||||
|
||||
**Quick study tip:** Go back through your practice quizzes. The questions on the final come from similar material. If there's a topic you struggled with earlier in the course, now's the time to review it.
|
||||
|
||||
You're almost there.
|
||||
|
||||
-peter
|
||||
|
||||
---
|
||||
|
||||
## Friday: Week Wrap-Up
|
||||
|
||||
Hey everyone -
|
||||
|
||||
That's it. We're done.
|
||||
|
||||
**Final exam is due Sunday at 11:59 PM.** If you haven't started it, do it this weekend. Don't wait until the last hour.
|
||||
|
||||
Also due Sunday: the AI assignment, discussion, and weekly quiz. Get everything in.
|
||||
|
||||
**A few things before we go:**
|
||||
|
||||
Six weeks ago, most of you walked in knowing how to use a computer but not necessarily understanding how it works. Now you know what's inside the machine, how files and software work, how the internet moves data around the planet, how to build documents and spreadsheets, how to spot a scam, and how to think critically about AI-generated content. That's a lot.
|
||||
|
||||
The security stuff from Week 5 — password managers, 2FA, spotting phishing — that's going to matter for the rest of your life. Keep using it.
|
||||
|
||||
The critical thinking from this week — questioning sources, verifying claims, not trusting something just because it sounds confident — that matters even more. Especially now.
|
||||
|
||||
If you need to reach me after the course ends, phowell@gavilan.edu still works.
|
||||
|
||||
Thanks for a great six weeks. I mean it.
|
||||
|
||||
-peter h
|
||||
|
|
@ -1,112 +0,0 @@
|
|||
# CSIS 1 — Discussion Prompts (Summer 2026)
|
||||
|
||||
All discussions follow the same structure and grading. See the **Discussion Rubric** at the end of this document.
|
||||
|
||||
**Standard Instructions (included with every discussion):**
|
||||
|
||||
> Post your response (150–250 words) by **Wednesday at 11:59 PM**. Then read at least 2 classmates' posts and leave a meaningful comment by **Friday at 11:59 PM** — ask a question, share a related experience, or respectfully disagree. "I agree!" by itself doesn't count.
|
||||
|
||||
**Grading:** Complete/Incomplete based on effort and substance (see rubric below).
|
||||
|
||||
**Instructor participation:** Peter will reply to 3–5 posts per discussion.
|
||||
|
||||
---
|
||||
|
||||
## Week 1: What Do You Already Know?
|
||||
**Theme:** Hardware/Software — Self-Assessment + Digital Literacy *(Metacognitive)*
|
||||
|
||||
**Prompt:**
|
||||
|
||||
Before we get into the material this week, let's figure out where you're starting from. Think about everything you do with technology on a normal day — texting, streaming, schoolwork, gaming, work, whatever. Now honestly ask yourself: how much do you actually understand about *how* it works? There's no wrong answer here. Some people can build a PC from parts; some people couldn't tell you the difference between RAM and a hard drive. Both are fine — the point is knowing where you stand so you can track your own progress.
|
||||
|
||||
**In your post, answer these three things:**
|
||||
1. What's one thing about computers or technology you already feel confident about?
|
||||
2. What's one thing from this week's reading or lecture that was genuinely new to you?
|
||||
3. When you don't understand something technical, what do you usually do — Google it, ask someone, skip it, mess around until it works? Be honest.
|
||||
|
||||
---
|
||||
|
||||
## Week 2: How Did You Figure It Out?
|
||||
**Theme:** Documents/Spreadsheets — Process Reflection *(Metacognitive)*
|
||||
|
||||
**Prompt:**
|
||||
|
||||
This week you built a professional document and a budget spreadsheet. Some of that probably felt straightforward, and some of it probably made you want to throw your laptop. That's normal — formatting and formulas have a learning curve. What I'm interested in isn't whether you nailed it on the first try, but how you worked through the parts that tripped you up.
|
||||
|
||||
**In your post, answer these three things:**
|
||||
1. What was the single hardest part of this week's assignment — the document, the spreadsheet, or something specific within one of them?
|
||||
2. Walk me through what you actually did when you got stuck. Did you re-read instructions? Watch a YouTube video? Try random things? Ask someone? There's no judgment here — I want to know your real process.
|
||||
3. Did your strategy work? Would you do something different next time?
|
||||
|
||||
---
|
||||
|
||||
## Week 3: Checking In With Yourself
|
||||
**Theme:** Presentations/Networks — Self-Monitoring *(Metacognitive)*
|
||||
|
||||
**Prompt:**
|
||||
|
||||
We're halfway through the course. Take a minute and look at your grades so far — your quiz scores, your assignment feedback, your discussion participation. Not to stress about them, but to actually *notice* patterns. Are there topics where you breezed through? Areas where you lost points and aren't sure why? This kind of self-check is something most students skip, but the ones who do it consistently tend to finish stronger.
|
||||
|
||||
**In your post, answer these three things:**
|
||||
1. What topic or skill from the first three weeks do you feel most solid on? Why do you think that is — was it familiar, did you study more, did it just click?
|
||||
2. What's one area where your quiz scores or assignment feedback surprised you (either better or worse than expected)?
|
||||
3. What's one specific thing you'll do differently in the second half of the course? Be concrete — "study harder" doesn't count. Something like "I'll actually read the chapter before the quiz instead of skimming after" counts.
|
||||
|
||||
---
|
||||
|
||||
## Week 4: How Do You Know What's Real Online?
|
||||
**Theme:** Internet/Web — Applied Critical Thinking
|
||||
|
||||
**Prompt:**
|
||||
|
||||
You evaluate websites and online information every single day, whether you realize it or not. Every time you Google a health question, read a news article someone shared, or look up a product review, you're making a judgment call: *Can I trust this?* Most of us have some gut instinct about it, but we rarely stop to think about what that instinct is actually based on.
|
||||
|
||||
**In your post, walk us through your real process:**
|
||||
1. Pick a specific example — a website, article, social media post, or search result you saw recently. What was it about?
|
||||
2. How did you decide whether to trust it? Be specific. Did you check who wrote it? Look at the URL? See if other sources said the same thing? Just go with your gut?
|
||||
3. After this week's material on web credibility, would you evaluate that same source differently now? What would you add to your process?
|
||||
|
||||
---
|
||||
|
||||
## Week 5: "Grandma, Don't Buy Those Gift Cards"
|
||||
**Theme:** Security/Scams — Scenario-Based
|
||||
|
||||
**Prompt:**
|
||||
|
||||
Here's the situation: Your grandmother calls you, upset. She says someone from "Microsoft Support" called her and told her that her computer has been hacked. They said she needs to buy $500 in gift cards from Target and read them the numbers over the phone to "secure her account." She hasn't done it yet, but she's about to drive to the store. She trusts these people because they "knew her name and her computer type."
|
||||
|
||||
**In your post:**
|
||||
1. What do you actually say to her? Don't just say "it's a scam" — walk through how you'd explain it in a way that a non-technical person would understand and believe. Remember, she thinks these people are legit.
|
||||
2. What specific red flags in this scenario would you point out?
|
||||
3. What would you help her do *after* the call to protect herself going forward? Think about concrete steps, not just "be more careful."
|
||||
|
||||
---
|
||||
|
||||
## Week 6: Did the AI Get It Right?
|
||||
**Theme:** AI/Emerging Tech — Critical Evaluation *(Metacognitive)*
|
||||
|
||||
**Prompt:**
|
||||
|
||||
You just used an AI tool to research a topic and fact-checked what it told you. That experience is the prompt for this discussion. AI tools like ChatGPT, Gemini, and Copilot are confident — they'll give you a polished answer whether they're right or completely making things up. The skill isn't using AI; it's knowing when to trust it and when to push back.
|
||||
|
||||
**In your post:**
|
||||
1. What topic did you ask the AI about, and what did it get right vs. wrong? (Even one small error counts.)
|
||||
2. How did you figure out what was accurate and what wasn't? What sources did you check it against?
|
||||
3. Thinking about how you approached this: what would you do differently next time you use an AI tool? Did this assignment change how much you trust AI output?
|
||||
|
||||
---
|
||||
|
||||
## Discussion Rubric (All Weeks)
|
||||
|
||||
This single rubric applies to every weekly discussion.
|
||||
|
||||
| Level | Criteria |
|
||||
|---|---|
|
||||
| **Complete** (full credit) | Substantive post of 150+ words that directly and thoughtfully addresses the prompt. Shows genuine thinking — not just restating the question or giving a surface-level answer. Plus 2 replies to classmates that engage with their ideas (ask a follow-up question, share a related experience, offer a different perspective, or respectfully push back). |
|
||||
| **Incomplete** (half credit) | Post is under 150 words, only loosely related to the prompt, or lacks substance (e.g., vague generalizations without specific examples). OR replies are superficial — "Great post!", "I agree!", or one-sentence responses that don't move the conversation forward. |
|
||||
| **Missing** (0) | No post submitted, or post is a single sentence / clearly off-topic. No meaningful participation. |
|
||||
|
||||
**Notes for students:**
|
||||
- You don't need to be a great writer. Effort, honesty, and specifics matter more than polish.
|
||||
- Replies should feel like a real conversation. If you wouldn't say it to someone's face in a study group, rethink it.
|
||||
- Late posts (after Friday) may receive Incomplete at the instructor's discretion.
|
||||
|
|
@ -1,96 +0,0 @@
|
|||
# Early Alert Message Templates — CSIS 1 Summer 2026
|
||||
|
||||
## After Week 1: Missing Quiz or Discussion
|
||||
|
||||
Subject: Checking in — CSIS 1
|
||||
|
||||
Hi [Name] -
|
||||
|
||||
I noticed you haven't submitted [the Week 1 quiz / your Week 1 discussion post] yet. I just want to make sure everything is okay and you're able to access the course.
|
||||
|
||||
Summer classes move fast — we cover a full week of material every 6 days, so falling behind even a little can snowball quickly.
|
||||
|
||||
If you're having trouble with Canvas, the readings, or anything else, let me know. I'm here to help. You can also drop into my Zoom office hours — times are posted in the Start Here module.
|
||||
|
||||
-peter h
|
||||
|
||||
---
|
||||
|
||||
## After Week 2: Low Quiz Scores (<60%)
|
||||
|
||||
Subject: Quick note about your quizzes — CSIS 1
|
||||
|
||||
Hi [Name] -
|
||||
|
||||
I'm looking at quiz scores from the first two weeks and wanted to reach out. Your scores are a bit lower than I'd like to see, and I want to make sure you have what you need to do well in this class.
|
||||
|
||||
A couple of things that might help:
|
||||
- The **Practice Quizzes** have unlimited attempts — use them to test yourself before the graded quiz
|
||||
- Re-read the specific OpenStax sections the questions come from (they're linked in each module)
|
||||
- Come to the Monday demo — seeing the material demonstrated live makes a big difference
|
||||
- Message me with specific questions — I'll get back to you within 24 hours
|
||||
|
||||
You're not behind yet. A few adjustments now can make the rest of the course much smoother.
|
||||
|
||||
-peter h
|
||||
|
||||
---
|
||||
|
||||
## After Week 3 (Midpoint): Missing 2+ Assignments
|
||||
|
||||
Subject: Midpoint check-in — CSIS 1
|
||||
|
||||
Hi [Name] -
|
||||
|
||||
We're at the halfway point of the semester, and I see you're missing [specific items: Quiz 2, Discussion 3, etc.]. I want to be straight with you — in a 6-week class, missing two or more assignments puts you in a tough spot for passing.
|
||||
|
||||
Here's where things stand:
|
||||
- Your current grade: approximately [X]%
|
||||
- To pass with a C, you'll need to [complete all remaining work / score at least X on remaining items]
|
||||
|
||||
I'd rather help you catch up than see you withdraw. If something came up — life happens, especially in summer — let's talk about it. I have some flexibility on late work if you communicate with me.
|
||||
|
||||
Can you message me back or come to office hours this week? Even a quick "I'm still here" helps.
|
||||
|
||||
-peter h
|
||||
|
||||
---
|
||||
|
||||
## Whole-Class Midpoint Announcement
|
||||
|
||||
Subject: Week 3 — Halfway there 🎉
|
||||
|
||||
Hey everyone -
|
||||
|
||||
We're at the midpoint. Three weeks done, three to go.
|
||||
|
||||
Quick status check — if you're current on everything, you're in great shape. If you're behind on an assignment or two, NOW is the time to catch up. The second half of the course (security, AI, and the final) builds on everything we've covered so far.
|
||||
|
||||
A few things:
|
||||
- If you're struggling, message me. I can help.
|
||||
- If life happened and you need a day or two extra on something, message me. I'm reasonable.
|
||||
- If you're thinking about dropping — message me first. Let's see if there's a path forward.
|
||||
|
||||
Office hours are [day/time]. The Monday demos are [time]. Both are there for you.
|
||||
|
||||
-peter h
|
||||
|
||||
---
|
||||
|
||||
## Week 5: At-Risk Students (Failing or Close to It)
|
||||
|
||||
Subject: Important — your grade in CSIS 1
|
||||
|
||||
Hi [Name] -
|
||||
|
||||
I want to give you an honest update on where you stand. With two weeks left, your current grade in CSIS 1 is approximately [X]%, which [is below passing / puts you at risk of not passing].
|
||||
|
||||
Here's what's missing: [list specific items]
|
||||
|
||||
To pass with a C (70%), you would need to [specific requirements — e.g., "score 80%+ on the remaining quiz, discussion, task, and the final exam"].
|
||||
|
||||
I'm not saying this to discourage you — I'm saying it because I'd rather you know now than be surprised at the end. If you want to push through, I'll help you. If you need to consider your options (late withdrawal deadline is [date]), I understand that too.
|
||||
|
||||
Either way, let me know what you're thinking.
|
||||
|
||||
-peter h
|
||||
|
|
@ -1,341 +0,0 @@
|
|||
# Final Exam Question Bank
|
||||
|
||||
30 questions: 10 new cross-topic synthesis questions + 20 selected from weekly graded quizzes.
|
||||
|
||||
---
|
||||
|
||||
## NEW SYNTHESIS QUESTIONS (Q1–Q10)
|
||||
|
||||
## Q1: Hardware Meets Security
|
||||
Jasmine's laptop is stolen from a coffee shop. She had full-disk encryption enabled, a strong login password, and her files backed up to cloud storage. Which statement BEST describes her situation?
|
||||
|
||||
A. She's lost everything — the thief has full access to all her data
|
||||
B. The thief has the hardware, but full-disk encryption prevents data access without the password; her files are safe in the cloud and she can restore them on a new device
|
||||
C. Full-disk encryption only works on desktop computers, not laptops
|
||||
D. Cloud backups are automatically deleted when a laptop is stolen
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** This combines hardware (Week 1), cloud storage (Week 4), and encryption (Week 5). Full-disk encryption renders the drive unreadable without the password, protecting her data even though the physical device is gone. Cloud backups ensure she can restore her work on a replacement device.
|
||||
|
||||
## Q2: Spreadsheets and Security
|
||||
Coach Williams shares his team's stats spreadsheet via a public Google Sheets link so parents can view game results. He doesn't realize the spreadsheet also contains a hidden tab with players' home addresses and phone numbers. What risks and concepts are involved?
|
||||
|
||||
A. No risk — hidden tabs can't be seen by anyone
|
||||
B. Anyone with the link can see ALL tabs including hidden ones; this is both a privacy violation and poor data management — sensitive data should be in a separate, access-controlled file
|
||||
C. Google Sheets automatically encrypts hidden tabs
|
||||
D. Only the visible tab is shared; hidden tabs are always private
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** This crosses spreadsheet skills (Week 2) and security/privacy (Week 5). Hidden tabs in shared spreadsheets can be unhidden by anyone with access. Sensitive personal data should never be in the same file as publicly shared information. Proper data management means separating public and private data.
|
||||
|
||||
## Q3: Phishing Meets Web Literacy
|
||||
Daniela receives an email appearing to be from her bank with the link "https://secure-mybank.account-verify.net/login." The email has perfect grammar, the bank's logo, and a professional layout. What combination of knowledge helps her identify this as phishing?
|
||||
|
||||
A. She should trust it because HTTPS makes it secure and the grammar is perfect
|
||||
B. URL analysis (the real domain is account-verify.net, not her bank), email skepticism (unexpected requests for login), and knowing that AI can generate flawless phishing emails — multiple literacy skills work together
|
||||
C. Perfect grammar proves it's legitimate since phishing always has typos
|
||||
D. Bank logos can only be used by the real bank, so it must be authentic
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** This synthesizes web literacy (Week 4 — URL structure, HTTPS misconceptions), security awareness (Week 5 — phishing identification), and AI awareness (Week 6 — AI-generated phishing no longer has telltale typos). Modern phishing requires layered critical thinking, not just looking for obvious red flags.
|
||||
|
||||
## Q4: Database Design for a Real Problem
|
||||
A small library wants to track its books, members, and checkouts. They currently use one giant spreadsheet with columns for book title, author, member name, member phone, checkout date, and return date — with the member's info repeated on every checkout row. What is the BEST improvement?
|
||||
|
||||
A. Add more columns to the spreadsheet for additional member details
|
||||
B. Switch to a database with separate tables for Books, Members, and Checkouts — linked by IDs — to eliminate redundant data and improve searchability
|
||||
C. Create a separate spreadsheet for each member
|
||||
D. Delete the old checkout records to keep the spreadsheet small
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** This connects spreadsheet limitations (Week 2) with database concepts (Week 3). Repeating member info on every row is data redundancy — it wastes space and creates inconsistencies. A relational database with linked tables (Books, Members, Checkouts) stores each piece of data once and connects records through IDs.
|
||||
|
||||
## Q5: Network Security at Work
|
||||
A company's employee connects a personal smart speaker (IoT device) to the office WiFi network. The device has a default password and hasn't been updated since purchase. What layers of risk does this introduce?
|
||||
|
||||
A. No risk — personal devices can't affect a business network
|
||||
B. The IoT device with a default password is an easy entry point for attackers; once on the network, they could potentially access company resources, intercept data, or launch further attacks
|
||||
C. Smart speakers only connect to Bluetooth, not WiFi
|
||||
D. Default passwords are more secure than custom ones because they're random
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** This combines networking (Week 3 — LAN, device connectivity), security (Week 5 — authentication, default passwords), and IoT awareness (Week 6). An unsecured IoT device on a corporate network is a common real-world vulnerability. It demonstrates why network segmentation and device security policies matter.
|
||||
|
||||
## Q6: AI in the Productivity Suite
|
||||
A marketing manager uses AI to generate a first draft of a quarterly report, formats it in a word processor with heading styles, pulls sales data from a spreadsheet using formulas, and creates a presentation with key findings. Which statement BEST captures what she should verify?
|
||||
|
||||
A. Nothing — AI and software tools are always accurate
|
||||
B. She should fact-check the AI-generated content for hallucinations, verify the spreadsheet formulas produce correct results, and ensure the presentation distills complex data accurately without misleading simplifications
|
||||
C. She only needs to check the spelling and grammar
|
||||
D. She should re-do everything manually because AI tools can't be trusted at all
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** This integrates AI literacy (Week 6 — hallucinations), spreadsheets (Week 2 — formula accuracy), word processing (Week 2 — formatting), and presentations (Week 3 — clear communication). Each tool layer introduces potential errors. The human's job is verification and quality control across the entire workflow.
|
||||
|
||||
## Q7: Cloud Computing and File Management
|
||||
Ravi saves all his college work exclusively in Google Drive. His laptop breaks during finals week. Which statement is MOST accurate about his situation?
|
||||
|
||||
A. All his work is permanently lost because it was in the cloud
|
||||
B. He can access all his files from any device with internet access by logging into his Google account — cloud storage is independent of any single device
|
||||
C. He needs to buy the exact same laptop model to recover his files
|
||||
D. Google Drive only works on the device where files were first created
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** This connects file management (Week 1), cloud computing (Week 4), and backup strategy (Week 1). Cloud storage's key advantage is device independence — files live on remote servers, not on your hardware. However, this also means internet access is required, and relying solely on one cloud provider has its own risks.
|
||||
|
||||
## Q8: Evaluating AI-Generated News
|
||||
A news article about a local election goes viral on social media. It features a video of a candidate making controversial statements. You want to determine if the article and video are trustworthy. Which approach is MOST thorough?
|
||||
|
||||
A. If the article has many shares and comments, it's credible
|
||||
B. Check if the article comes from a recognized news outlet, verify the video hasn't been deepfaked (check official candidate channels, look for visual artifacts), use fact-checking sites, and consider whether the source has a bias or agenda
|
||||
C. Check only the article's publication date — if it's recent, it's accurate
|
||||
D. Ask ChatGPT if the article is true
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** This synthesizes information literacy (Week 6 — evaluating sources, detecting misinformation), AI awareness (Week 6 — deepfakes), web credibility (Week 4), and security mindset (Week 5 — skepticism toward unexpected claims). Thorough verification requires checking multiple angles: source credibility, media authenticity, and independent corroboration.
|
||||
|
||||
## Q9: Complete Security Scenario
|
||||
Maya is starting college. She gets a new laptop, creates accounts for email, Canvas, and social media, and connects to campus WiFi. What set of actions would BEST protect her digital life from the start?
|
||||
|
||||
A. Use one easy-to-remember password for everything so she doesn't get locked out
|
||||
B. Set up a password manager with unique passwords for each account, enable 2FA everywhere, install OS and software updates promptly, use HTTPS-only browsing, enable full-disk encryption, and be cautious with campus WiFi for sensitive transactions
|
||||
C. Avoid creating any online accounts to stay completely safe
|
||||
D. Only use her phone, never her laptop, because phones can't get viruses
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** This is a comprehensive security scenario drawing from passwords and 2FA (Week 5), encryption (Week 5), software updates (Week 5), HTTPS (Week 4), WiFi risks (Week 5), and general digital literacy. Layered security from day one is far easier than recovering from a breach later.
|
||||
|
||||
## Q10: Technology Choices
|
||||
A small nonprofit needs to: track 500 donors (names, addresses, donation history), send professional newsletters, manage a budget, and present annual results to its board. Which combination of tools is MOST appropriate?
|
||||
|
||||
A. Use a single Word document for everything
|
||||
B. A database or CRM for donor tracking, a word processor or email marketing tool for newsletters, a spreadsheet for the budget with formulas, and a presentation tool for the annual board report
|
||||
C. Print everything on paper — technology isn't necessary for nonprofits
|
||||
D. Use only a spreadsheet for all four tasks
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** This integrates knowledge across the entire course: databases for structured relational data (Week 3), word processing for documents (Week 2), spreadsheets with formulas for financial tracking (Week 2), and presentations for communicating results (Week 3). Choosing the right tool for each task is a core digital literacy skill.
|
||||
|
||||
---
|
||||
|
||||
## SELECTED FROM WEEKLY GRADED QUIZZES (Q11–Q30)
|
||||
|
||||
## Q11: Choosing the Right Component (Week 1)
|
||||
Maria's laptop is running slowly when she has multiple browser tabs and applications open. Which component upgrade would most directly help?
|
||||
|
||||
A. A larger SSD
|
||||
B. More RAM
|
||||
C. A better graphics card
|
||||
D. A faster internet connection
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** RAM handles data for active applications. When you run out of RAM, the computer uses slower storage as overflow (virtual memory), causing sluggish performance. More RAM lets you multitask smoothly.
|
||||
|
||||
## Q12: File Management Scenario (Week 1)
|
||||
Kenji downloads a file called "project_final_v2.docx.exe" from an email. What should concern him most?
|
||||
|
||||
A. The file has "v2" in the name, meaning it's outdated
|
||||
B. The .exe extension means it's actually a program, not a document — it could be malware
|
||||
C. Files with two extensions are always corrupted
|
||||
D. The .docx part means it can only be opened in Google Docs
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** The actual file type is determined by the last extension. A file ending in .exe is an executable program. Attackers often disguise malware with names like "document.docx.exe" to trick people into running it.
|
||||
|
||||
## Q13: Absolute vs Relative References (Week 2)
|
||||
Rosa has a spreadsheet where cell B1 contains a tax rate (8.5%). She wants every row to multiply the item price by this same tax rate. Which formula in C2 would work correctly when copied down?
|
||||
|
||||
A. =A2*B1
|
||||
B. =A2*$B$1
|
||||
C. =$A$2*$B$1
|
||||
D. =A2*B2
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** $B$1 is an absolute reference — the dollar signs lock it so it won't change when the formula is copied. A2 is relative and will update to A3, A4, etc. This way, each row multiplies its own price by the fixed tax rate in B1.
|
||||
|
||||
## Q14: IF Function (Week 2)
|
||||
What does the formula =IF(B2>=60, "Pass", "Fail") do?
|
||||
|
||||
A. It checks if B2 is greater than or equal to 60; if yes, it displays "Pass"; otherwise, "Fail"
|
||||
B. It adds 60 to the value in B2
|
||||
C. It counts how many cells contain the word "Pass"
|
||||
D. It changes the value in B2 to 60
|
||||
|
||||
**Answer:** A
|
||||
**Explanation:** The IF function has three parts: a condition (B2>=60), a value if true ("Pass"), and a value if false ("Fail"). It's one of the most useful spreadsheet functions for making decisions based on data.
|
||||
|
||||
## Q15: Slide Design Scenario (Week 3)
|
||||
Tomás has a slide with a bright red background, yellow text, and a 200-word paragraph. Which change would MOST improve this slide?
|
||||
|
||||
A. Change the text color to orange for better contrast
|
||||
B. Add an animation to each line of text so it appears one word at a time
|
||||
C. Reduce the text to 4–5 key bullet points and use a high-contrast color scheme
|
||||
D. Make the font smaller so more text fits on the slide
|
||||
|
||||
**Answer:** C
|
||||
**Explanation:** The slide has two problems: too much text and poor color contrast. Reducing to key bullet points keeps the audience engaged, and high-contrast colors ensure readability. Making text smaller or adding distracting animations would make things worse.
|
||||
|
||||
## Q16: Database Query Thinking (Week 3)
|
||||
An advisor wants to see all students enrolled in Biology 101 who have a GPA above 3.5. This is an example of:
|
||||
|
||||
A. A Delete operation
|
||||
B. A query — asking the database a specific question to filter and retrieve data
|
||||
C. A backup
|
||||
D. A Create operation
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** A query asks the database to find records matching specific criteria — filtering by course AND GPA. Queries are the "Read" part of CRUD and are how we extract useful information from large datasets.
|
||||
|
||||
## Q17: Cloud Service Models (Week 4)
|
||||
A startup wants to write their code and have someone else handle servers and infrastructure. Which cloud model fits?
|
||||
|
||||
A. SaaS
|
||||
B. IaaS
|
||||
C. PaaS — it provides a platform for developing and deploying apps without managing underlying infrastructure
|
||||
D. They must buy physical servers
|
||||
|
||||
**Answer:** C
|
||||
**Explanation:** PaaS (Platform as a Service) provides a development environment where you deploy your code without managing servers, operating systems, or networking. IaaS gives bare virtual machines; SaaS gives finished software.
|
||||
|
||||
## Q18: URL Analysis (Week 4)
|
||||
Mei receives a link to "https://secure-bankofamerica.login-verify.com/account." Should she trust it?
|
||||
|
||||
A. Yes — it says "secure" and "bankofamerica" in the URL
|
||||
B. Yes — it uses HTTPS
|
||||
C. No — the actual domain is "login-verify.com," not bankofamerica.com
|
||||
D. No — all bank emails are scams
|
||||
|
||||
**Answer:** C
|
||||
**Explanation:** The actual domain is determined by reading right-to-left from the first slash: "login-verify.com" is the real domain. "secure-bankofamerica" is just a subdomain anyone can create. HTTPS only means the connection is encrypted — it doesn't verify who owns the site.
|
||||
|
||||
## Q19: AI Voice Cloning (Week 5)
|
||||
Marcus receives a voicemail that sounds exactly like his boss, urgently requesting a $5,000 wire transfer. What should he do FIRST?
|
||||
|
||||
A. Wire the money immediately
|
||||
B. Reply to the voicemail number
|
||||
C. Contact his boss directly using a known, trusted phone number to verify the request
|
||||
D. Ignore it entirely
|
||||
|
||||
**Answer:** C
|
||||
**Explanation:** AI voice cloning can replicate someone's voice with just a few seconds of sample audio. Always verify unusual financial requests through a separate, trusted communication channel. Calling the voicemail number back could connect you to the scammer.
|
||||
|
||||
## Q20: Password Manager Justification (Week 5)
|
||||
Kai's friend uses the same password everywhere because they "can't remember different ones for 50 accounts." What is the BEST counter-argument?
|
||||
|
||||
A. Write each password on paper and keep it in a drawer
|
||||
B. A password manager generates and stores unique passwords — you only remember one master password
|
||||
C. Add a number to the end for each site (password1, password2)
|
||||
D. Browsers remember passwords, so don't worry about it
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Password managers securely store unique, complex passwords for every account. Reusing passwords means one breach compromises all your accounts. Sequential variations are easily guessed.
|
||||
|
||||
## Q21: Comprehensive Security (Week 5)
|
||||
Which set of practices represents the STRONGEST overall personal security posture?
|
||||
|
||||
A. Same strong password everywhere, no 2FA, weekly antivirus
|
||||
B. Unique passwords via password manager, 2FA on all important accounts, regular updates, encrypted 3-2-1 backups, and skepticism toward unexpected messages
|
||||
C. Avoiding the internet entirely
|
||||
D. 2FA but never updating software and clicking links freely
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Strong security is layered — no single measure is enough. Unique passwords prevent credential stuffing, 2FA adds a second barrier, updates patch vulnerabilities, backups protect against ransomware, and skepticism defends against social engineering.
|
||||
|
||||
## Q22: AI Hallucinations in Practice (Week 6)
|
||||
Amara asks ChatGPT for three academic sources on renewable energy. It returns three legitimate-looking citations. What should she do BEFORE using them?
|
||||
|
||||
A. Use them immediately
|
||||
B. Search for each citation in a library database or Google Scholar to verify they exist
|
||||
C. Ask ChatGPT if they're real
|
||||
D. Change the author names
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** LLMs frequently hallucinate citations — generating plausible but fabricated references. Always verify citations independently through library databases or Google Scholar.
|
||||
|
||||
## Q23: Echo Chambers (Week 6)
|
||||
Kevin only follows commentators he agrees with, and the algorithm keeps recommending similar content. Over time he becomes more extreme in his views. This is an example of:
|
||||
|
||||
A. Digital literacy
|
||||
B. An echo chamber — algorithmic curation reinforces beliefs and limits diverse perspectives
|
||||
C. Effective research
|
||||
D. Social engineering
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Echo chambers form when algorithms feed content matching existing views, creating a feedback loop. Actively seeking diverse, credible sources is the antidote.
|
||||
|
||||
## Q24: Backup Strategy (Week 1)
|
||||
Amir keeps all his college work on his laptop with no backup. His roommate suggests the 3-2-1 rule. What does it recommend?
|
||||
|
||||
A. Back up 3 times a day, to 2 drives, keeping 1 copy at school
|
||||
B. Keep 3 copies of data, on 2 different media types, with 1 copy off-site
|
||||
C. Use 3 cloud services, 2 flash drives, and 1 external hard drive
|
||||
D. Save files in 3 formats across 2 folders on 1 computer
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** The 3-2-1 rule: 3 total copies, 2 different media types (e.g., internal drive + external), 1 off-site (e.g., cloud). This protects against hardware failure, theft, and disasters.
|
||||
|
||||
## Q25: Formatting Strategy (Week 2)
|
||||
Tanya wants consistent headings in a 20-page paper and an automatic table of contents. What is the BEST approach?
|
||||
|
||||
A. Manually format each heading
|
||||
B. Use built-in heading styles (Heading 1, Heading 2) consistently
|
||||
C. Type all headings in ALL CAPS
|
||||
D. Bold every heading and hope the TOC generator finds them
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Built-in heading styles ensure consistent formatting AND enable automatic features like table of contents, navigation panes, and document outlines.
|
||||
|
||||
## Q26: Network Troubleshooting (Week 3)
|
||||
Jasmine can access other websites but can't reach one specific site. Her friend can access it from a different network. What's the MOST likely explanation?
|
||||
|
||||
A. Her computer doesn't have a browser
|
||||
B. The website is permanently deleted
|
||||
C. A DNS or routing issue between her network and that server
|
||||
D. She needs more RAM
|
||||
|
||||
**Answer:** C
|
||||
**Explanation:** If other sites work and someone else can reach the site, the issue is likely DNS resolution or routing between her specific network and that server.
|
||||
|
||||
## Q27: Cookie Privacy (Week 4)
|
||||
After searching for running shoes on one site, Elena sees shoe ads on unrelated websites. What explains this?
|
||||
|
||||
A. Her computer has a virus
|
||||
B. Third-party tracking cookies followed her browsing activity across websites
|
||||
C. The shoe company hacked those sites
|
||||
D. All websites show the same ads
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Third-party cookies from ad networks track browsing across sites to enable targeted advertising. This is why privacy tools like cookie blockers exist.
|
||||
|
||||
## Q28: Smishing Scenario (Week 5)
|
||||
Tyler gets a text: "USPS: Package undeliverable. Fee of $1.95 required. Pay here: bit.ly/usps-fee." He's not expecting a package. What's the BEST response?
|
||||
|
||||
A. Pay the $1.95 — it's small
|
||||
B. Click the link to check
|
||||
C. Delete it — it's smishing designed to steal payment info
|
||||
D. Reply "STOP" to unsubscribe
|
||||
|
||||
**Answer:** C
|
||||
**Explanation:** USPS doesn't request fees via text with shortened URLs. The small amount is intentional — the goal is capturing credit card information, not $1.95.
|
||||
|
||||
## Q29: Responsible AI Use (Week 6)
|
||||
Which scenario represents the BEST use of AI for a class assignment?
|
||||
|
||||
A. Having AI write your entire essay and submitting it
|
||||
B. Using AI to brainstorm ideas and outline arguments, then writing the essay yourself
|
||||
C. Asking AI for quiz answers and copying them
|
||||
D. Using AI to generate a fake bibliography
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** AI is most valuable as a thinking partner. The learning happens when YOU do the writing and critical thinking. Using AI to bypass learning defeats the purpose of education.
|
||||
|
||||
## Q30: Scam Recognition (Week 5)
|
||||
Rosa's grandmother receives a crying phone call from someone claiming to be Rosa, saying she needs $2,000 in gift cards for bail. What type of scam is this?
|
||||
|
||||
A. Tech support scam
|
||||
B. Impersonation / emergency scam ("grandparent scam")
|
||||
C. Romance scam
|
||||
D. Fake job offer
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** The "grandparent scam" exploits family bonds and urgency. The caller pretends to be a loved one in crisis, requesting untraceable payment (gift cards, wire transfers). The defense: hang up and call the real person directly.
|
||||
|
|
@ -1,111 +0,0 @@
|
|||
# Week 1 Graded Quiz: Hardware, Software & Operating Systems
|
||||
|
||||
## Q1: Choosing the Right Component
|
||||
Maria's laptop is running slowly when she has multiple browser tabs and applications open. Which component upgrade would most directly help?
|
||||
|
||||
A. A larger SSD
|
||||
B. More RAM
|
||||
C. A better graphics card
|
||||
D. A faster internet connection
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** RAM handles data for active applications. When you run out of RAM, the computer uses slower storage as overflow (virtual memory), causing sluggish performance. More RAM lets you multitask smoothly.
|
||||
|
||||
## Q2: Port Identification
|
||||
David needs to connect his laptop to a projector for a class presentation AND charge his laptop using a single cable. Which port type supports this?
|
||||
|
||||
A. USB Type-A
|
||||
B. HDMI
|
||||
C. USB-C / Thunderbolt
|
||||
D. Ethernet (RJ-45)
|
||||
|
||||
**Answer:** C
|
||||
**Explanation:** USB-C (especially with Thunderbolt) can carry video, data, and power simultaneously through a single cable. HDMI only carries audio/video, USB-A doesn't support video output, and Ethernet is for networking.
|
||||
|
||||
## Q3: System Software vs Application Software
|
||||
Which of the following is the BEST example of the relationship between system software and application software?
|
||||
|
||||
A. Google Chrome runs inside Microsoft Word
|
||||
B. Windows manages hardware resources so that Photoshop can use the camera and display
|
||||
C. Linux is a type of application that runs on top of Chrome OS
|
||||
D. The CPU is system software and RAM is application software
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** The operating system (system software) manages hardware resources and provides services that application software relies on. Photoshop doesn't talk to the camera directly — it asks the OS to do it.
|
||||
|
||||
## Q4: File Management Scenario
|
||||
Kenji downloads a file called "project_final_v2.docx.exe" from an email. What should concern him most?
|
||||
|
||||
A. The file has "v2" in the name, meaning it's outdated
|
||||
B. The .exe extension means it's actually a program, not a document — it could be malware
|
||||
C. Files with two extensions are always corrupted
|
||||
D. The .docx part means it can only be opened in Google Docs
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** The actual file type is determined by the last extension. A file ending in .exe is an executable program. Attackers often disguise malware with names like "document.docx.exe" to trick people into running it.
|
||||
|
||||
## Q5: Binary Conversion
|
||||
How many different values can be represented with 8 bits (1 byte)?
|
||||
|
||||
A. 8
|
||||
B. 16
|
||||
C. 128
|
||||
D. 256
|
||||
|
||||
**Answer:** D
|
||||
**Explanation:** Each bit has 2 possible values (0 or 1). With 8 bits, you can represent 2^8 = 256 different values (0 through 255). This is why one byte can store one of 256 characters in ASCII.
|
||||
|
||||
## Q6: Storage Technology
|
||||
A photographer is choosing between an HDD and an SSD for storing thousands of high-resolution photos while traveling. Which is the BEST reason to choose an SSD?
|
||||
|
||||
A. SSDs can store more data per dollar than HDDs
|
||||
B. SSDs have no moving parts, making them more durable for travel
|
||||
C. SSDs are the only type of drive that works with cameras
|
||||
D. HDDs cannot store image files
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** SSDs use flash memory with no moving parts, making them resistant to bumps and drops — ideal for travel. HDDs have spinning platters that can be damaged by movement. While SSDs are also faster, durability is the key advantage for a traveling photographer.
|
||||
|
||||
## Q7: Operating System Functions
|
||||
Fatima opens Task Manager on her Windows laptop and sees that one application is using 95% of her CPU. What is the BEST course of action?
|
||||
|
||||
A. Immediately uninstall Windows and reinstall it
|
||||
B. Use Task Manager to end the unresponsive application
|
||||
C. Remove the CPU and replace it with a faster one
|
||||
D. Delete all her files to free up processing power
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Task Manager lets you see which programs are using resources and end unresponsive applications. This is a core OS function — managing running processes. You don't need to reinstall the OS or replace hardware for a frozen app.
|
||||
|
||||
## Q8: Analog vs Digital
|
||||
Which statement BEST explains the difference between analog and digital data?
|
||||
|
||||
A. Analog data is newer and more accurate than digital data
|
||||
B. Digital data uses continuous signals while analog data uses discrete values
|
||||
C. Analog data uses continuous signals while digital data represents information as discrete values (0s and 1s)
|
||||
D. There is no practical difference — they are interchangeable terms
|
||||
|
||||
**Answer:** C
|
||||
**Explanation:** Analog signals are continuous (like a vinyl record's grooves or a mercury thermometer), while digital data is represented as discrete values using binary (0s and 1s). Computers convert analog information (sound, light) into digital form for processing.
|
||||
|
||||
## Q9: Backup Strategy
|
||||
Amir keeps all his college work on his laptop's internal SSD with no backup. His roommate suggests the 3-2-1 backup rule. What does this rule recommend?
|
||||
|
||||
A. Back up 3 times a day, to 2 drives, keeping 1 copy at school
|
||||
B. Keep 3 copies of your data, on 2 different types of media, with 1 copy off-site
|
||||
C. Use 3 cloud services, 2 flash drives, and 1 external hard drive
|
||||
D. Save every file in 3 different formats across 2 folders on 1 computer
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** The 3-2-1 rule means: 3 total copies of your data, stored on 2 different types of media (e.g., internal drive + external drive), with 1 copy stored off-site (e.g., cloud storage). This protects against hardware failure, theft, and disasters.
|
||||
|
||||
## Q10: Putting It All Together
|
||||
Sonia is buying a new computer for college. She plans to write papers, use spreadsheets, attend Zoom classes, and browse the web. She does NOT do gaming or video editing. Which configuration is the BEST fit for her needs?
|
||||
|
||||
A. High-end gaming GPU, 64 GB RAM, 256 GB HDD
|
||||
B. Basic integrated graphics, 8 GB RAM, 256 GB SSD
|
||||
C. No GPU, 2 GB RAM, 1 TB HDD
|
||||
D. Workstation CPU, 128 GB RAM, 4 TB SSD
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** For everyday college tasks (documents, spreadsheets, video calls, web browsing), 8 GB of RAM and integrated graphics are sufficient. An SSD provides fast boot and load times. Options C has too little RAM, while A and D are overpowered and expensive for basic tasks.
|
||||
|
|
@ -1,111 +0,0 @@
|
|||
# Week 1 Practice Quiz: Hardware, Software & Operating Systems
|
||||
|
||||
## Q1: What CPU Stands For
|
||||
What does CPU stand for?
|
||||
|
||||
A. Central Processing Unit
|
||||
B. Computer Personal Utility
|
||||
C. Central Program Updater
|
||||
D. Computer Power Unit
|
||||
|
||||
**Answer:** A
|
||||
**Explanation:** CPU stands for Central Processing Unit — it's the "brain" of the computer that executes instructions and processes data.
|
||||
|
||||
## Q2: RAM vs Storage
|
||||
What happens to the data stored in RAM when you shut down your computer?
|
||||
|
||||
A. It gets saved to the hard drive automatically
|
||||
B. It is erased — RAM is volatile memory
|
||||
C. It stays in RAM until you delete it manually
|
||||
D. It gets compressed and archived
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** RAM (Random Access Memory) is volatile, meaning it only holds data while the computer is powered on. When you shut down, everything in RAM is lost.
|
||||
|
||||
## Q3: Input Device Identification
|
||||
Which of the following is an input device?
|
||||
|
||||
A. Monitor
|
||||
B. Printer
|
||||
C. Keyboard
|
||||
D. Speakers
|
||||
|
||||
**Answer:** C
|
||||
**Explanation:** A keyboard sends data into the computer, making it an input device. Monitors, printers, and speakers are output devices — they receive data from the computer.
|
||||
|
||||
## Q4: Storage Comparison
|
||||
Carlos needs to transfer a 2 GB presentation file to a classmate who doesn't have internet access. Which device would work best?
|
||||
|
||||
A. A stick of RAM
|
||||
B. A USB flash drive
|
||||
C. An HDMI cable
|
||||
D. A CPU
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** A USB flash drive is portable storage that can hold files and be physically handed to someone. RAM is volatile memory, HDMI transfers video signals, and a CPU processes data — none of these transfer files.
|
||||
|
||||
## Q5: Operating System Purpose
|
||||
What is the main purpose of an operating system?
|
||||
|
||||
A. To create documents and spreadsheets
|
||||
B. To manage hardware and software resources on a computer
|
||||
C. To connect the computer to the internet
|
||||
D. To protect the computer from viruses
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** An operating system (like Windows, macOS, or Linux) manages hardware resources, runs applications, handles file storage, and acts as the intermediary between you and the computer's hardware.
|
||||
|
||||
## Q6: File Extensions
|
||||
Priya downloaded a file called "report.pdf" from her email. What does the .pdf extension tell her?
|
||||
|
||||
A. The file is a photo
|
||||
B. The file is a spreadsheet
|
||||
C. The file is a Portable Document Format file, typically for viewing and printing
|
||||
D. The file is an executable program
|
||||
|
||||
**Answer:** C
|
||||
**Explanation:** The .pdf extension indicates a Portable Document Format file, which is designed for sharing documents that look the same on any device. File extensions tell your computer (and you) what type of file it is.
|
||||
|
||||
## Q7: Binary Basics
|
||||
In computing, what is a "bit"?
|
||||
|
||||
A. A single binary digit — either 0 or 1
|
||||
B. A group of 8 bytes
|
||||
C. A measure of internet speed
|
||||
D. A type of computer virus
|
||||
|
||||
**Answer:** A
|
||||
**Explanation:** A bit (binary digit) is the smallest unit of data in computing, representing either a 0 or a 1. Eight bits make up one byte.
|
||||
|
||||
## Q8: HDD vs SSD
|
||||
Which type of storage has no moving parts and is generally faster?
|
||||
|
||||
A. HDD (Hard Disk Drive)
|
||||
B. SSD (Solid State Drive)
|
||||
C. Optical disc (CD/DVD)
|
||||
D. Floppy disk
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** SSDs use flash memory with no moving parts, making them faster, quieter, and more durable than HDDs, which use spinning magnetic platters to read and write data.
|
||||
|
||||
## Q9: System vs Application Software
|
||||
Which of the following is an example of system software?
|
||||
|
||||
A. Microsoft Word
|
||||
B. Google Chrome
|
||||
C. Windows 11
|
||||
D. Adobe Photoshop
|
||||
|
||||
**Answer:** C
|
||||
**Explanation:** System software includes operating systems like Windows 11 that manage hardware and run other programs. Word, Chrome, and Photoshop are all application software — programs you use to do specific tasks.
|
||||
|
||||
## Q10: Data Size Units
|
||||
Put these storage units in order from smallest to largest: GB, KB, TB, MB.
|
||||
|
||||
A. KB, MB, GB, TB
|
||||
B. MB, KB, GB, TB
|
||||
C. KB, GB, MB, TB
|
||||
D. TB, GB, MB, KB
|
||||
|
||||
**Answer:** A
|
||||
**Explanation:** The order from smallest to largest is: Kilobyte (KB) → Megabyte (MB) → Gigabyte (GB) → Terabyte (TB). Each step up is roughly 1,000 times larger than the previous.
|
||||
|
|
@ -1,111 +0,0 @@
|
|||
# Week 2 Graded Quiz: Word Processing & Spreadsheets
|
||||
|
||||
## Q1: Style Consistency
|
||||
Marcus is writing a 20-page research paper in Word. He manually changes the font, size, and color of each section heading one by one. His professor tells him to change all headings from blue to black. What should Marcus have done from the start?
|
||||
|
||||
A. Used copy-paste for each heading so they all match
|
||||
B. Used built-in heading styles so he could update all headings at once by modifying the style
|
||||
C. Made all text the same size so headings aren't needed
|
||||
D. Used bold on every heading instead of changing colors
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Heading styles let you format all headings consistently and update them globally in one step. Manually formatting each heading creates extra work every time you need to make a change.
|
||||
|
||||
## Q2: Cell References in Formulas
|
||||
In a spreadsheet, cell B2 contains the formula `=A2*$D$1`. If you copy this formula to cell B5, what will the formula become?
|
||||
|
||||
A. `=A2*$D$1`
|
||||
B. `=A5*$D$4`
|
||||
C. `=A5*$D$1`
|
||||
D. `=A2*$D$4`
|
||||
|
||||
**Answer:** C
|
||||
**Explanation:** `A2` is a relative reference, so it shifts down 3 rows to `A5` when copied. `$D$1` is an absolute reference (dollar signs lock both column and row), so it stays `$D$1` no matter where the formula is copied.
|
||||
|
||||
## Q3: Choosing the Right Chart
|
||||
Priya has a spreadsheet showing each department's percentage of the company's total budget. She wants to show how the whole budget is divided up. Which chart type is BEST?
|
||||
|
||||
A. Line chart
|
||||
B. Bar chart
|
||||
C. Pie chart
|
||||
D. Scatter plot
|
||||
|
||||
**Answer:** C
|
||||
**Explanation:** Pie charts are ideal for showing parts of a whole — in this case, how the total budget is split among departments. Line charts show trends over time, scatter plots show relationships between variables, and bar charts are better for comparing separate values.
|
||||
|
||||
## Q4: SUM vs AVERAGE
|
||||
Kenji's spreadsheet has test scores in cells C2 through C31 for 30 students. He wants to find the class average. Which formula should he use?
|
||||
|
||||
A. `=SUM(C2:C31)`
|
||||
B. `=AVERAGE(C2:C31)`
|
||||
C. `=COUNT(C2:C31)`
|
||||
D. `=SUM(C2:C31)/100`
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** `AVERAGE` calculates the mean by adding all values and dividing by the count automatically. `SUM` would give the total of all scores, not the average. Dividing SUM by 100 would also be wrong since there are 30 students, not 100.
|
||||
|
||||
## Q5: Sorting vs Filtering
|
||||
Elena has a spreadsheet of 500 customer orders. She only wants to see orders from California that are over $100, without removing any data. What should she use?
|
||||
|
||||
A. Sort the data by state, then manually scroll to find California
|
||||
B. Delete all rows that aren't California orders over $100
|
||||
C. Apply filters to the State and Amount columns to show only matching rows
|
||||
D. Create a separate spreadsheet and copy the California rows into it
|
||||
|
||||
**Answer:** C
|
||||
**Explanation:** Filtering temporarily hides rows that don't match your criteria without deleting any data. You can filter by state and amount to see exactly what you need, then remove the filters to see everything again.
|
||||
|
||||
## Q6: IF Function Logic
|
||||
A teacher uses the formula `=IF(B2>=60,"Pass","Fail")` in cell C2. Student Jamie has a 58 in cell B2. What will cell C2 display?
|
||||
|
||||
A. Pass
|
||||
B. Fail
|
||||
C. 58
|
||||
D. An error message
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** The IF function checks whether B2 is greater than or equal to 60. Since 58 is less than 60, the condition is FALSE, so the formula returns "Fail."
|
||||
|
||||
## Q7: Formatting for Readability
|
||||
Amir is preparing a quarterly sales report in Word to present to his manager. Which combination of formatting choices would make the document MOST professional and readable?
|
||||
|
||||
A. Use five different fonts to make each section visually distinct
|
||||
B. Use one or two fonts consistently, with heading styles, page numbers, and clear section breaks
|
||||
C. Maximize the amount of text per page by using 8pt font and no margins
|
||||
D. Underline all important words throughout the document and use ALL CAPS for emphasis
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Professional documents use consistent formatting — one or two fonts, heading styles for structure, and page numbers for navigation. Multiple fonts, tiny text, and excessive underlining or ALL CAPS make documents harder to read and look unprofessional.
|
||||
|
||||
## Q8: Formula Error Diagnosis
|
||||
Fatima enters `=SUM(A1:A10)` in a spreadsheet and gets the result 0, even though she can see numbers in cells A1 through A10. What is the MOST likely problem?
|
||||
|
||||
A. The SUM function is broken in her version of the spreadsheet software
|
||||
B. The numbers in A1:A10 are stored as text, not as actual numbers
|
||||
C. She needs to use AVERAGE instead of SUM
|
||||
D. The formula should use semicolons instead of a colon
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** When numbers are stored as text (often from imports or copy-paste), formulas like SUM treat them as empty. This is a common spreadsheet issue — you can usually fix it by converting the cells to number format.
|
||||
|
||||
## Q9: Page Layout for Printing
|
||||
David needs to print a wide spreadsheet with 15 columns on a single page. The data currently spills onto a second page width-wise. What is the BEST approach?
|
||||
|
||||
A. Delete columns until it fits on one page
|
||||
B. Change the page orientation to landscape and/or use "Fit to Page" scaling
|
||||
C. Make the font size 4pt so everything fits
|
||||
D. Print it as-is and tape the two pages together
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Landscape orientation gives you more horizontal space, and "Fit to Page" (or "Fit All Columns on One Page") automatically scales the content to fit. These are standard print layout tools designed for exactly this situation.
|
||||
|
||||
## Q10: Combining Concepts
|
||||
Sonia manages inventory for a small shop. She has a spreadsheet with columns: Product (A), Quantity (B), Price (C), and Total (D). She wants column D to multiply quantity by price, she needs to highlight any product with fewer than 10 items in stock, and she wants to sort by total value. Which set of features should she use?
|
||||
|
||||
A. A formula in column D (`=B2*C2`), conditional formatting on column B for values under 10, and sort by column D
|
||||
B. A chart in column D, a filter on column B, and sort by column A
|
||||
C. Manual calculation for column D, bold text for low stock, and sort by column C
|
||||
D. An IF function in column D, a pie chart for column B, and filter by column D
|
||||
|
||||
**Answer:** A
|
||||
**Explanation:** A multiplication formula calculates totals automatically, conditional formatting visually highlights cells meeting a condition (like stock under 10), and sorting by column D arranges products by total value. This combination uses the right tool for each task.
|
||||
|
|
@ -1,111 +0,0 @@
|
|||
# Week 2 Practice Quiz: Word Processing & Spreadsheets
|
||||
|
||||
## Q1: Save vs Save As
|
||||
What is the difference between "Save" and "Save As"?
|
||||
|
||||
A. "Save" creates a backup; "Save As" deletes the original
|
||||
B. "Save" updates the current file; "Save As" lets you create a new copy with a different name or location
|
||||
C. They do the same thing — the names are interchangeable
|
||||
D. "Save As" only works for PDF files
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** "Save" overwrites the current file with your changes. "Save As" lets you specify a new filename, location, or format — keeping the original intact. This is useful when you want to create a new version without losing the old one.
|
||||
|
||||
## Q2: Formatting Basics
|
||||
Which keyboard shortcut applies bold formatting to selected text in most word processors?
|
||||
|
||||
A. Ctrl + I
|
||||
B. Ctrl + B
|
||||
C. Ctrl + U
|
||||
D. Ctrl + S
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Ctrl + B toggles bold formatting. Ctrl + I is italic, Ctrl + U is underline, and Ctrl + S saves the document. These shortcuts work in Word, Google Docs, and most other text editors.
|
||||
|
||||
## Q3: Cell References
|
||||
In a spreadsheet, what does the cell reference "B3" mean?
|
||||
|
||||
A. The third row of page B
|
||||
B. The cell at column B, row 3
|
||||
C. A formula that multiplies B times 3
|
||||
D. The second sheet, third column
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Spreadsheet cell references use the column letter followed by the row number. B3 means column B, row 3. This addressing system lets you refer to specific cells in formulas.
|
||||
|
||||
## Q4: SUM Function
|
||||
What does the formula =SUM(A1:A5) do?
|
||||
|
||||
A. Counts how many cells in A1 through A5 contain numbers
|
||||
B. Finds the largest value in cells A1 through A5
|
||||
C. Adds up all the values in cells A1 through A5
|
||||
D. Calculates the average of cells A1 through A5
|
||||
|
||||
**Answer:** C
|
||||
**Explanation:** SUM adds all values in the specified range. A1:A5 means "from cell A1 to cell A5." If those cells contained 10, 20, 30, 40, and 50, the formula would return 150.
|
||||
|
||||
## Q5: Paragraph vs Character Formatting
|
||||
What is the difference between character formatting and paragraph formatting?
|
||||
|
||||
A. Character formatting affects selected text (bold, font size); paragraph formatting affects entire paragraphs (spacing, alignment, indents)
|
||||
B. Character formatting is permanent; paragraph formatting is temporary
|
||||
C. They are the same thing with different names
|
||||
D. Paragraph formatting only works in spreadsheets
|
||||
|
||||
**Answer:** A
|
||||
**Explanation:** Character formatting (bold, italic, font size, color) applies to individual characters or words. Paragraph formatting (alignment, line spacing, indentation, bullets) affects the entire paragraph. Understanding this distinction helps you format documents efficiently.
|
||||
|
||||
## Q6: Chart Types
|
||||
Which chart type is BEST for showing how a budget is divided among categories (rent, food, transportation, etc.)?
|
||||
|
||||
A. Line chart
|
||||
B. Scatter plot
|
||||
C. Pie chart
|
||||
D. Bar chart
|
||||
|
||||
**Answer:** C
|
||||
**Explanation:** Pie charts are ideal for showing parts of a whole — like how a total budget is split among categories. Each slice represents a category's proportion. Line charts show trends over time, and scatter plots show relationships between two variables.
|
||||
|
||||
## Q7: Spell Check Limitations
|
||||
Why shouldn't you rely solely on spell check to proofread a document?
|
||||
|
||||
A. Spell check doesn't work on documents longer than 5 pages
|
||||
B. Spell check can miss correctly spelled words used in the wrong context (like "their" vs "there")
|
||||
C. Spell check automatically changes all your words without asking
|
||||
D. Spell check only works in English
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Spell check catches misspelled words but can't reliably catch words that are spelled correctly but used incorrectly — like "form" instead of "from" or "their" instead of "there." Always proofread your work manually too.
|
||||
|
||||
## Q8: Relative Cell References
|
||||
If you type the formula =A1+B1 in cell C1, then copy that formula down to cell C2, what formula will appear in C2?
|
||||
|
||||
A. =A1+B1 (it stays the same)
|
||||
B. =A2+B2
|
||||
C. =A1+B2
|
||||
D. =C1+C2
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** By default, cell references in spreadsheets are relative — they adjust when you copy a formula to a new location. Moving down one row shifts all row references by one, so A1 becomes A2 and B1 becomes B2.
|
||||
|
||||
## Q9: File Formats
|
||||
Marcus wants to share a document with someone who may not have Microsoft Word. Which format should he use to ensure the recipient can open it?
|
||||
|
||||
A. .docx
|
||||
B. .xlsx
|
||||
C. .pptx
|
||||
D. .pdf
|
||||
|
||||
**Answer:** D
|
||||
**Explanation:** PDF (Portable Document Format) can be opened on virtually any device without needing specific software like Word. It also preserves formatting exactly as intended. While .docx is Word-specific, PDF readers are free and built into most operating systems and browsers.
|
||||
|
||||
## Q10: Spreadsheet vs Word Processor
|
||||
Which task is BEST suited for a spreadsheet rather than a word processor?
|
||||
|
||||
A. Writing a cover letter
|
||||
B. Tracking monthly expenses and calculating totals
|
||||
C. Creating a research essay with footnotes
|
||||
D. Writing a thank-you note
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Spreadsheets are designed for organizing numerical data in rows and columns, performing calculations, and creating charts. Tracking expenses with running totals is a classic spreadsheet task. Documents with mostly text (letters, essays) are better suited for word processors.
|
||||
|
|
@ -1,111 +0,0 @@
|
|||
# Week 3 Graded Quiz: Presentations, Databases & Networks
|
||||
|
||||
## Q1: Slide Design Scenario
|
||||
Tomás is building a presentation for his biology class. He has one slide with 300 words of text, a complex diagram, two photos, and an animated GIF. What is the BEST way to improve this slide?
|
||||
|
||||
A. Remove all images and keep only the text so people can read it
|
||||
B. Split the content across multiple slides — one idea per slide — using visuals to support key points
|
||||
C. Make the font smaller so everything fits without scrolling
|
||||
D. Add a background video to make the slide more dynamic
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** The "one idea per slide" principle keeps presentations focused and readable. Overcrowding a single slide overwhelms the audience. Each slide should support one key point with relevant visuals.
|
||||
|
||||
## Q2: Database Design
|
||||
A small library wants to track books, members, and checkouts. They need to know which member checked out which book and when. What is the BEST database design approach?
|
||||
|
||||
A. Put all information in one big table with columns for book title, member name, and checkout date
|
||||
B. Create three separate tables (Books, Members, Checkouts) linked by ID fields
|
||||
C. Create a separate database for each book in the library
|
||||
D. Store everything in a spreadsheet with one row per book
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Relational database design separates data into related tables to avoid redundancy. A Checkouts table links to both Books and Members via their IDs, so you don't repeat book or member details for every checkout.
|
||||
|
||||
## Q3: Network Troubleshooting
|
||||
Lisa's laptop connects to her home WiFi but she can't load any websites. She can't ping google.com but CAN ping 8.8.8.8 (Google's IP address). What is MOST likely the problem?
|
||||
|
||||
A. Her WiFi router is completely broken
|
||||
B. DNS is not working — her computer can't translate domain names to IP addresses
|
||||
C. Her laptop's network card has failed
|
||||
D. Google's servers are down worldwide
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** If she can reach an IP address but not a domain name, the network connection works fine — the issue is DNS resolution. Her DNS server may be down or misconfigured, preventing domain names from being translated to IP addresses.
|
||||
|
||||
## Q4: Query Scenario
|
||||
A school database has a Students table with fields: StudentID, Name, Major, GPA, and EnrollmentYear. The registrar wants a list of all Computer Science majors who enrolled after 2023 with a GPA above 3.0. Which approach describes the correct query logic?
|
||||
|
||||
A. Select all records, then manually scan for matching students
|
||||
B. Query where Major = "Computer Science" AND EnrollmentYear > 2023 AND GPA > 3.0
|
||||
C. Query where Major = "Computer Science" OR EnrollmentYear > 2023 OR GPA > 3.0
|
||||
D. Sort the table by GPA and pick the top results
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Using AND ensures all three conditions must be true simultaneously. Using OR would return any student meeting any one condition (far too many results). Sorting alone doesn't filter — it just reorders.
|
||||
|
||||
## Q5: Presentation Delivery
|
||||
During a team presentation, Anaya reads every word directly from her slides while facing the projector screen. What are TWO problems with this approach?
|
||||
|
||||
A. She should use more animations and transitions to keep the audience engaged
|
||||
B. Reading slides word-for-word and not facing the audience reduces engagement and makes the slides redundant
|
||||
C. The problem is that she should have memorized the slides completely
|
||||
D. She should have printed the slides as handouts instead of presenting them
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Facing away from the audience breaks eye contact and kills engagement. Reading slides verbatim makes the presenter unnecessary — the audience could just read the slides themselves. Slides should prompt the speaker, not replace them.
|
||||
|
||||
## Q6: Network Architecture
|
||||
A company has offices in San Francisco, New York, and London, all connected so employees can share files and access the same internal systems. What type of network connects these offices?
|
||||
|
||||
A. LAN — since they're all part of the same company
|
||||
B. PAN — it's a personal network for the CEO
|
||||
C. WAN — it connects multiple locations across large geographic distances
|
||||
D. WiFi — all modern offices use wireless
|
||||
|
||||
**Answer:** C
|
||||
**Explanation:** A WAN (Wide Area Network) connects networks across large geographic distances. Each office likely has its own LAN, and the WAN links them together. LAN only covers a single location, and WiFi is a connection method, not a network type.
|
||||
|
||||
## Q7: Data Integrity
|
||||
In a Customers database table, the admin accidentally enters the same customer twice with slightly different spellings — "Jon Smith" and "John Smith" — both with different CustomerID values. What database concept would have helped prevent this?
|
||||
|
||||
A. Making the CustomerID column auto-increment
|
||||
B. Input validation and duplicate-checking rules, along with good data entry procedures
|
||||
C. Deleting the CustomerID column since names should be the primary key
|
||||
D. Using a smaller database that only allows 100 records
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Input validation (standardized formats, required fields) and duplicate-checking can catch potential duplicates before they enter the system. Using names as primary keys wouldn't help since the misspelling would make them look like different records.
|
||||
|
||||
## Q8: Router Scenario
|
||||
At home, Carlos has a modem from his internet provider and a separate router. His laptop connects to WiFi but has no internet access. The router's admin page shows the WAN port has no IP address. What is MOST likely the issue?
|
||||
|
||||
A. The laptop's WiFi adapter is broken
|
||||
B. The router is not properly connected to the modem — the WAN/internet port has no signal
|
||||
C. Carlos needs to buy a switch to connect the router to the modem
|
||||
D. The laptop needs a static IP address assigned manually
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** If the router's WAN port has no IP address, it's not receiving a connection from the modem. This usually means the cable between the modem and router's WAN port is disconnected, damaged, or the modem needs a restart.
|
||||
|
||||
## Q9: Database vs Spreadsheet
|
||||
A growing business has 50,000 customer records that five employees need to access simultaneously. They're currently using a shared spreadsheet. Why should they consider switching to a database?
|
||||
|
||||
A. Databases have prettier formatting than spreadsheets
|
||||
B. Databases handle large datasets, concurrent multi-user access, and data validation better than spreadsheets
|
||||
C. Spreadsheets cannot store more than 100 rows
|
||||
D. Databases are free while spreadsheet software costs money
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Databases are designed for large-scale data management with features like multi-user access controls, data validation rules, relationships between tables, and efficient querying. Spreadsheets work well for smaller datasets but struggle with concurrent access and data integrity at scale.
|
||||
|
||||
## Q10: Network Security Basics
|
||||
A coffee shop offers free WiFi with no password. Why should customers be cautious when using it?
|
||||
|
||||
A. Free WiFi is always slower than paid WiFi
|
||||
B. Unencrypted public WiFi lets attackers potentially intercept data transmitted between your device and the router
|
||||
C. The coffee shop can see what you're buying online and charge you extra
|
||||
D. Public WiFi networks automatically install viruses on your device
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** On an open (unencrypted) WiFi network, data travels without encryption between your device and the access point. An attacker on the same network could intercept this traffic (a "man-in-the-middle" attack). Using HTTPS sites and a VPN helps mitigate this risk.
|
||||
|
|
@ -1,111 +0,0 @@
|
|||
# Week 3 Practice Quiz: Presentations, Databases & Networks
|
||||
|
||||
## Q1: Slide Design Best Practice
|
||||
What is the recommended best practice for text on presentation slides?
|
||||
|
||||
A. Include full paragraphs so the audience can read along
|
||||
B. Use short bullet points with key ideas — elaborate verbally
|
||||
C. Use as many fonts and colors as possible to keep the audience interested
|
||||
D. Put all your content on one slide to save time
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Effective slides use short bullet points as visual support while the speaker provides detail. Overcrowded slides cause the audience to read instead of listen, reducing engagement.
|
||||
|
||||
## Q2: Database Table Structure
|
||||
In a relational database, what is a "record"?
|
||||
|
||||
A. A single column in a table
|
||||
B. A single row in a table, representing one complete entry
|
||||
C. The name of the database
|
||||
D. A type of query
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** A record (row) represents one complete entry in a table — for example, one student's information. Columns represent fields (attributes) like name, ID, or email.
|
||||
|
||||
## Q3: LAN vs WAN
|
||||
What is the main difference between a LAN and a WAN?
|
||||
|
||||
A. LANs are wireless and WANs use cables
|
||||
B. LANs cover a small area like a building; WANs cover large geographic areas
|
||||
C. LANs are faster than WANs because they use newer technology
|
||||
D. WANs are only used by governments
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** A LAN (Local Area Network) covers a limited area like a home, office, or school. A WAN (Wide Area Network) spans large distances — the internet itself is the largest WAN.
|
||||
|
||||
## Q4: DNS Purpose
|
||||
What does DNS (Domain Name System) do?
|
||||
|
||||
A. Blocks malicious websites automatically
|
||||
B. Translates human-readable domain names (like google.com) into IP addresses
|
||||
C. Encrypts all web traffic
|
||||
D. Assigns physical addresses to network cables
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** DNS is like the internet's phone book — when you type "google.com," DNS translates it to an IP address (like 142.250.80.46) so your computer can find and connect to the right server.
|
||||
|
||||
## Q5: CRUD Operations
|
||||
In database terminology, what does CRUD stand for?
|
||||
|
||||
A. Copy, Read, Undo, Delete
|
||||
B. Create, Read, Update, Delete
|
||||
C. Connect, Retrieve, Upload, Download
|
||||
D. Compile, Run, Update, Debug
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** CRUD stands for Create, Read, Update, and Delete — the four basic operations you can perform on data in a database. Almost every database application revolves around these actions.
|
||||
|
||||
## Q6: Router vs Switch
|
||||
What is the PRIMARY difference between a router and a switch?
|
||||
|
||||
A. A router connects different networks together; a switch connects devices within the same network
|
||||
B. A switch is wireless and a router uses cables
|
||||
C. Routers are used at home and switches are only for businesses
|
||||
D. There is no difference — they are the same device
|
||||
|
||||
**Answer:** A
|
||||
**Explanation:** A switch connects devices within a single local network (like computers in an office). A router connects different networks together (like your home network to the internet) and directs traffic between them.
|
||||
|
||||
## Q7: Database Queries
|
||||
What is the purpose of a query in a database?
|
||||
|
||||
A. To delete the entire database
|
||||
B. To ask the database a question and retrieve specific data that matches your criteria
|
||||
C. To create a backup of all tables
|
||||
D. To redesign the table structure
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** A query lets you search, filter, and retrieve specific information from a database. For example, you could query a student database to find all students with a GPA above 3.5.
|
||||
|
||||
## Q8: IP Addresses
|
||||
What does an IP address identify?
|
||||
|
||||
A. The brand of computer you're using
|
||||
B. A specific device on a network
|
||||
C. The speed of your internet connection
|
||||
D. The physical location of a cable
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** An IP (Internet Protocol) address is a unique numerical label assigned to each device on a network. It's how devices find and communicate with each other — similar to a mailing address for your computer.
|
||||
|
||||
## Q9: WiFi Standards
|
||||
What does it mean when a WiFi network is described as "802.11ac" or "WiFi 5"?
|
||||
|
||||
A. It can only connect 5 devices at a time
|
||||
B. It refers to the wireless standard/generation, which determines speed and capabilities
|
||||
C. The network costs $5 per month
|
||||
D. It uses 5 different passwords for security
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** WiFi standards (like WiFi 5/802.11ac or WiFi 6/802.11ax) define the generation of wireless technology. Newer standards generally offer faster speeds, better range, and improved performance with multiple devices.
|
||||
|
||||
## Q10: Primary Key
|
||||
In a database table of students, why would you use a Student ID number as the primary key instead of the student's name?
|
||||
|
||||
A. Numbers are always smaller than text in a database
|
||||
B. Names can be duplicated, but a primary key must uniquely identify each record
|
||||
C. Databases cannot store text fields
|
||||
D. Student IDs are required by law to be primary keys
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** A primary key must be unique for every record. Two students could share the same name (e.g., two "Maria Garcia"), but each Student ID is unique. This ensures every record can be identified without ambiguity.
|
||||
|
|
@ -1,111 +0,0 @@
|
|||
# Week 4 Graded Quiz: Internet, Email & Web
|
||||
|
||||
## Q1: Secure Browsing Scenario
|
||||
Naomi is buying textbooks online. She notices the website URL starts with "http://" (no S) and there's no padlock icon in the address bar. She's about to enter her credit card number. What should she do?
|
||||
|
||||
A. Proceed — the padlock icon is just decorative and doesn't affect security
|
||||
B. Do NOT enter payment information — the site isn't using HTTPS, so her data could be intercepted in transit
|
||||
C. Switch to a different browser, which will automatically make the connection secure
|
||||
D. It's fine as long as she's on her home WiFi network
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Without HTTPS, data travels unencrypted between her browser and the server. Anyone intercepting the traffic could read her credit card number. She should look for the same product on a site that uses HTTPS, or check if the site has an HTTPS version.
|
||||
|
||||
## Q2: Email Scenario
|
||||
David receives an email from "IT-Department@his-company.com" asking him to click a link and verify his password within 24 hours or his account will be locked. The link goes to `http://his-company-verify.sketchy-site.com/login`. What should David do?
|
||||
|
||||
A. Click the link quickly since his account will be locked
|
||||
B. Forward it to 10 coworkers so they can verify their passwords too
|
||||
C. Do NOT click the link — the urgency, external domain, and password request are classic phishing red flags. Report it to actual IT.
|
||||
D. Reply to the email and ask if it's legitimate
|
||||
|
||||
**Answer:** C
|
||||
**Explanation:** This has multiple phishing red flags: artificial urgency ("24 hours"), a request for credentials, and a link to an external domain disguised to look legitimate. Legitimate IT departments don't ask for passwords via email. David should report it through official channels.
|
||||
|
||||
## Q3: Cloud Service Models
|
||||
A startup needs servers to run their custom application. They don't want to buy physical hardware, but they want full control over the operating system, storage, and networking configuration. Which cloud model fits?
|
||||
|
||||
A. SaaS — they can just use an existing web app
|
||||
B. PaaS — the platform manages everything automatically
|
||||
C. IaaS — they rent virtual infrastructure and configure it themselves
|
||||
D. On-premises — cloud can't provide this level of control
|
||||
|
||||
**Answer:** C
|
||||
**Explanation:** IaaS (Infrastructure as a Service) provides virtualized computing resources (servers, storage, networking) that the customer manages. They get full control over the OS and configuration without buying physical hardware. AWS EC2 and Azure VMs are common IaaS examples.
|
||||
|
||||
## Q4: URL Analysis
|
||||
A user sees the URL `https://accounts.google.com.login-verify.net/signin`. Is this actually a Google page?
|
||||
|
||||
A. Yes — it contains "accounts.google.com" so it must be Google
|
||||
B. No — the actual domain is "login-verify.net," not google.com. The "accounts.google.com" part is a subdomain trick.
|
||||
C. Yes — HTTPS guarantees the site is owned by Google
|
||||
D. It's impossible to tell from the URL alone
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** The actual domain is determined by reading right-to-left from the first single slash. Here, the domain is `login-verify.net`, and `accounts.google.com` is just a misleading subdomain. HTTPS means the connection is encrypted, not that the site is trustworthy or legitimate.
|
||||
|
||||
## Q5: Browser Developer Tools
|
||||
Marcus is learning web design and wants to temporarily change the color of a heading on a live webpage to test how it looks — without editing the actual website files. Which browser feature lets him do this?
|
||||
|
||||
A. Bookmark the page and change the color in the bookmark settings
|
||||
B. Use the browser's Developer Tools (Inspect Element) to modify the CSS in real time
|
||||
C. Take a screenshot and edit it in Photoshop
|
||||
D. Email the website owner and ask them to change it
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Browser Developer Tools (accessed via right-click → Inspect or F12) let you view and temporarily edit a page's HTML, CSS, and JavaScript in real time. Changes only affect your local view and disappear when you refresh — they don't modify the actual website.
|
||||
|
||||
## Q6: SMTP Journey
|
||||
When you send an email from your Gmail to a friend's Outlook account, what is the correct order of protocols used?
|
||||
|
||||
A. IMAP sends it → SMTP receives it
|
||||
B. Your Gmail uses SMTP to send it to Outlook's server → your friend's Outlook uses IMAP (or POP3) to retrieve it
|
||||
C. HTTP sends the email directly to your friend's browser
|
||||
D. FTP uploads the email to Outlook's server
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** SMTP handles the outgoing journey — pushing your email from server to server until it reaches the recipient's mail server. Then your friend's email client uses IMAP or POP3 to pull (retrieve) the message from their server to their device.
|
||||
|
||||
## Q7: Cookie Scenario
|
||||
After browsing for running shoes on an online store, Jasmine notices shoe advertisements appearing on completely different websites she visits. What technology is MOST likely responsible?
|
||||
|
||||
A. Viruses that the shoe website installed on her computer
|
||||
B. Third-party tracking cookies that follow her browsing activity across multiple sites
|
||||
C. The shoe company hacked the other websites to show her ads
|
||||
D. Her ISP is selling her browsing history to shoe companies
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Third-party cookies are placed by advertisers and ad networks (not the site you're visiting) to track your browsing across multiple websites. This enables "retargeting" — showing you ads related to products you previously viewed. Many browsers now block third-party cookies by default.
|
||||
|
||||
## Q8: Web Architecture
|
||||
When you type "canvas.gavilan.edu" into your browser and press Enter, what happens FIRST?
|
||||
|
||||
A. Your browser sends the HTML directly to the server
|
||||
B. Your browser asks a DNS server to look up the IP address for "canvas.gavilan.edu"
|
||||
C. The Canvas login page starts loading immediately
|
||||
D. Your browser checks if you have a cookie, and only then contacts the server
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Before your browser can contact any server, it needs to know WHERE to send the request. DNS resolution happens first — translating the human-readable domain name into an IP address. Only then can your browser establish a connection and request the web page.
|
||||
|
||||
## Q9: Professional Email Composition
|
||||
Rina needs to email her professor about a grade question. Which email is MOST appropriate?
|
||||
|
||||
A. Subject: "hey" / Body: "yo prof whats up with my grade?? fix it asap thx"
|
||||
B. Subject: "Grade Question — CSIS 1, Section 01" / Body: "Dear Professor Lee, I have a question about my grade on the Week 3 quiz. Could we discuss this during your office hours? Thank you, Rina Patel"
|
||||
C. Subject: (blank) / Body: "I think there's a mistake. Please check."
|
||||
D. Subject: "URGENT!!! GRADE EMERGENCY!!!" / Body: "My grade is wrong. I need this fixed NOW or I'll fail."
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Professional emails include a clear, specific subject line; a respectful greeting; enough context for the recipient to understand the issue; a specific request; and a professional closing. This demonstrates email etiquette that's expected in academic and professional settings.
|
||||
|
||||
## Q10: SaaS vs PaaS vs IaaS
|
||||
Match these real-world scenarios: (1) A teacher uses Google Docs to write a syllabus. (2) A developer deploys a Python web app to Heroku without managing any servers. (3) A company rents virtual machines from AWS and installs their own operating systems. Which cloud models do these represent?
|
||||
|
||||
A. (1) IaaS, (2) SaaS, (3) PaaS
|
||||
B. (1) SaaS, (2) PaaS, (3) IaaS
|
||||
C. (1) PaaS, (2) IaaS, (3) SaaS
|
||||
D. All three are SaaS
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Google Docs is SaaS — a complete application used through a browser. Heroku is PaaS — developers deploy code without managing infrastructure. AWS virtual machines are IaaS — the company manages everything above the hardware. Each model gives a different level of control and responsibility.
|
||||
|
|
@ -1,111 +0,0 @@
|
|||
# Week 4 Practice Quiz: Internet, Email & Web
|
||||
|
||||
## Q1: HTTP vs HTTPS
|
||||
What does the "S" in HTTPS stand for, and why does it matter?
|
||||
|
||||
A. "Speed" — HTTPS loads pages faster than HTTP
|
||||
B. "Secure" — HTTPS encrypts data between your browser and the website
|
||||
C. "Server" — HTTPS is only used by web servers, not regular users
|
||||
D. "Simple" — HTTPS is a simplified version of HTTP
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** HTTPS stands for HyperText Transfer Protocol Secure. It uses encryption (TLS/SSL) to protect data in transit, preventing attackers from reading information like passwords or credit card numbers as they travel between your browser and the server.
|
||||
|
||||
## Q2: URL Components
|
||||
In the URL `https://www.example.com/products/shoes?color=red`, which part is the domain name?
|
||||
|
||||
A. https://
|
||||
B. www.example.com
|
||||
C. /products/shoes
|
||||
D. ?color=red
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** The domain name (`www.example.com`) identifies which server to connect to. `https://` is the protocol, `/products/shoes` is the path to a specific page, and `?color=red` is a query parameter that passes additional information.
|
||||
|
||||
## Q3: Email Protocols
|
||||
Which protocol is used to SEND email from your email client to the mail server?
|
||||
|
||||
A. IMAP
|
||||
B. POP3
|
||||
C. SMTP
|
||||
D. FTP
|
||||
|
||||
**Answer:** C
|
||||
**Explanation:** SMTP (Simple Mail Transfer Protocol) handles sending outgoing email. IMAP and POP3 are used for receiving/retrieving email from the server. FTP is for file transfers, not email.
|
||||
|
||||
## Q4: Browser Cookies
|
||||
What is the primary purpose of cookies in a web browser?
|
||||
|
||||
A. To speed up your internet connection
|
||||
B. To store small pieces of data (like login status or preferences) from websites you visit
|
||||
C. To block advertisements on web pages
|
||||
D. To scan websites for viruses before loading them
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Cookies are small text files that websites store on your computer to remember things like your login session, language preferences, or shopping cart contents. They help websites provide a personalized experience across visits.
|
||||
|
||||
## Q5: Top-Level Domains
|
||||
What does a Top-Level Domain (TLD) like .edu, .gov, or .org indicate about a website?
|
||||
|
||||
A. The speed of the website's server
|
||||
B. The general category or type of organization that owns the domain
|
||||
C. The programming language the website was built with
|
||||
D. The country where the website's users live
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** TLDs indicate the type of organization: `.edu` for educational institutions, `.gov` for government agencies, `.org` for organizations (often nonprofits), and `.com` for commercial entities. Country-code TLDs (like `.uk` or `.jp`) indicate the country.
|
||||
|
||||
## Q6: Cloud Service Models
|
||||
A company uses Gmail for email, Dropbox for file storage, and Zoom for video calls — all through web browsers, with no software installed locally. What type of cloud service model is this?
|
||||
|
||||
A. IaaS (Infrastructure as a Service)
|
||||
B. PaaS (Platform as a Service)
|
||||
C. SaaS (Software as a Service)
|
||||
D. On-premises computing
|
||||
|
||||
**Answer:** C
|
||||
**Explanation:** SaaS delivers complete applications over the internet that you use through a browser. Gmail, Dropbox, and Zoom are all SaaS products — the provider handles all the infrastructure, and users just log in and use the software.
|
||||
|
||||
## Q7: Phishing Basics
|
||||
Which of the following is the BEST indicator that an email might be a phishing attempt?
|
||||
|
||||
A. The email includes the company's official logo
|
||||
B. The email comes from a slightly misspelled domain like "arnazon.com" instead of "amazon.com"
|
||||
C. The email was received during business hours
|
||||
D. The email is written in English
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Phishing emails often use domains that look similar to legitimate ones (like "arnazon" vs "amazon"). Always check the actual sender address carefully. Logos can be copied easily, so the presence of a logo doesn't mean the email is legitimate.
|
||||
|
||||
## Q8: HTML/CSS/JS Overview
|
||||
In web development, what are the roles of HTML, CSS, and JavaScript?
|
||||
|
||||
A. HTML styles the page, CSS adds interactivity, JavaScript provides structure
|
||||
B. HTML provides structure/content, CSS handles styling/layout, JavaScript adds interactivity/behavior
|
||||
C. They are three competing languages — you only need to learn one
|
||||
D. HTML is for mobile sites, CSS is for desktop sites, JavaScript is for apps
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** HTML defines the structure and content of a web page (headings, paragraphs, images). CSS controls the visual presentation (colors, fonts, layout). JavaScript adds interactive behavior (dropdown menus, form validation, dynamic content).
|
||||
|
||||
## Q9: Email Etiquette
|
||||
When is it appropriate to use "Reply All" on an email?
|
||||
|
||||
A. Always — it's the default and should be used for every response
|
||||
B. Only when your response is relevant to everyone on the original recipient list
|
||||
C. Never — it's considered rude in all professional settings
|
||||
D. Only when the email has fewer than 3 recipients
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** "Reply All" sends your response to every recipient of the original email. It should only be used when everyone needs to see your reply. Unnecessary Reply All messages clutter inboxes and are a common workplace annoyance.
|
||||
|
||||
## Q10: IMAP vs POP3
|
||||
What is the main advantage of IMAP over POP3 for managing email?
|
||||
|
||||
A. IMAP is faster at sending emails
|
||||
B. IMAP keeps emails on the server, so you can access them from multiple devices and they stay in sync
|
||||
C. IMAP blocks spam more effectively than POP3
|
||||
D. IMAP doesn't require an internet connection
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** IMAP (Internet Message Access Protocol) keeps emails on the server and syncs across all your devices. POP3 typically downloads emails to one device and removes them from the server, making multi-device access difficult.
|
||||
|
|
@ -1,111 +0,0 @@
|
|||
# Week 5 Graded Quiz: Security, Scams & Protecting Yourself
|
||||
|
||||
## Q1: AI-Powered Threats
|
||||
Marcus receives a voicemail from what sounds exactly like his boss, urgently requesting he wire $5,000 to a vendor. The voice, tone, and speech patterns sound perfect. What should Marcus do FIRST?
|
||||
|
||||
A. Wire the money immediately — it sounds just like his boss
|
||||
B. Reply to the voicemail number and confirm the request
|
||||
C. Contact his boss directly using a known, trusted phone number (not the one from the voicemail) to verify the request
|
||||
D. Ignore it — his boss would never call about money
|
||||
|
||||
**Answer:** C
|
||||
**Explanation:** AI voice cloning can replicate someone's voice with just a few seconds of sample audio. A convincing voicemail is no longer proof of identity. Always verify unusual financial requests through a separate, trusted communication channel. Calling the voicemail number back could connect you to the scammer.
|
||||
|
||||
## Q2: Breach Analysis
|
||||
In the 2017 Equifax breach, attackers accessed Social Security numbers, birth dates, and addresses of 147 million Americans. Which response by an affected individual would be MOST protective?
|
||||
|
||||
A. Change their Facebook password and move on
|
||||
B. Freeze their credit with all three bureaus, monitor financial accounts, set up fraud alerts, and consider identity theft protection
|
||||
C. Delete their email account so hackers can't contact them
|
||||
D. Stop using the internet entirely
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** When SSNs and personal data are exposed, the risk is identity theft — someone opening credit accounts in your name. Credit freezes prevent new accounts from being opened, fraud alerts add verification steps, and monitoring helps catch unauthorized activity quickly. Changing a social media password doesn't address the exposed SSN.
|
||||
|
||||
## Q3: Password Manager Justification
|
||||
Kai's friend says, "I just use the same password everywhere — I can't remember different ones for 50 accounts." What is the BEST counter-argument?
|
||||
|
||||
A. "You should write each password on a piece of paper and keep it in a drawer"
|
||||
B. "A password manager generates and stores unique passwords for every account — you only remember one master password"
|
||||
C. "Just add a number to the end of your password for each site, like password1, password2, password3"
|
||||
D. "Browsers remember passwords, so you don't need to worry about it at all"
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Password managers (like Bitwarden, 1Password, or KeePass) securely store unique, complex passwords for every account. You only need to remember one strong master password. Reusing passwords means one breach compromises all your accounts. Sequential variations (password1, password2) are easily guessed.
|
||||
|
||||
## Q4: Phishing vs Legitimate
|
||||
Which email characteristic is the STRONGEST indicator that a message is legitimate rather than phishing?
|
||||
|
||||
A. It has a company logo and professional formatting
|
||||
B. You initiated the interaction (e.g., you requested a password reset moments ago and immediately received the email)
|
||||
C. The email says "This is not a scam" in the subject line
|
||||
D. It doesn't ask for personal information
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Context is the strongest indicator. If you just requested a password reset and immediately receive one from the expected address, that's legitimate. Phishers can easily copy logos and professional formatting. "This is not a scam" is itself suspicious. And some legitimate emails do ask for information (like appointment confirmations).
|
||||
|
||||
## Q5: Malware Scenario
|
||||
Daniela downloads a free game from an unofficial website. The game works fine, but her computer starts running slowly, and she notices unfamiliar programs in her task manager. What MOST likely happened?
|
||||
|
||||
A. The game is too graphically demanding for her computer
|
||||
B. The game came bundled with malware (likely a trojan) that installed additional unwanted programs
|
||||
C. Her internet provider is throttling her connection
|
||||
D. She needs to restart her computer to complete the game installation
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** A trojan disguises itself as legitimate software (like a free game) but carries hidden malware. Unfamiliar programs appearing in the task manager after installing software from an unofficial source is a classic sign of a trojan infection. Always download software from official sources.
|
||||
|
||||
## Q6: Two-Factor Authentication
|
||||
Why is SMS-based 2FA (receiving a code via text message) considered less secure than an authenticator app (like Google Authenticator)?
|
||||
|
||||
A. Text messages are too slow to receive in time
|
||||
B. SMS messages can be intercepted through SIM-swapping attacks, where an attacker convinces your carrier to transfer your number to their device
|
||||
C. Authenticator apps require an internet connection, which is more secure
|
||||
D. SMS codes use more battery power than authenticator apps
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** SIM-swapping is a real attack where criminals social-engineer your phone carrier into transferring your number to a new SIM card, intercepting all your text messages including 2FA codes. Authenticator apps generate codes locally on your device and aren't vulnerable to this attack. SMS-based 2FA is still better than no 2FA, however.
|
||||
|
||||
## Q7: AI Deepfake Detection
|
||||
A video circulates on social media showing a celebrity endorsing a cryptocurrency investment. Which approach is BEST for determining if it's real?
|
||||
|
||||
A. It looks real and sounds real, so it must be legitimate
|
||||
B. Check if the celebrity posted it from their verified official accounts, search for news coverage, and look for visual artifacts (unnatural blinking, lip sync issues, odd lighting)
|
||||
C. Trust it if it has more than 1,000 likes
|
||||
D. If the video is in high definition, it can't be a deepfake
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Deepfakes can produce convincing video and audio. Verification requires checking multiple sources: was it posted from verified accounts? Do reputable news outlets report it? Are there visual tells (unnatural movement, inconsistent lighting, audio sync issues)? Popularity (likes) doesn't equal legitimacy, and high resolution doesn't prevent deepfakes.
|
||||
|
||||
## Q8: Encryption in Practice
|
||||
When you see a lock icon and "https://" in your browser's address bar, what is being protected?
|
||||
|
||||
A. The website itself is guaranteed to be trustworthy and virus-free
|
||||
B. The data traveling between your browser and the website's server is encrypted in transit
|
||||
C. Your computer's hard drive is encrypted
|
||||
D. No one can ever see which website you're visiting
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** HTTPS encrypts the data in transit between your browser and the server — protecting passwords, credit card numbers, and personal data from interception. It does NOT guarantee the website itself is trustworthy (phishing sites can use HTTPS), and your ISP can still see which domains you visit.
|
||||
|
||||
## Q9: Scam Identification
|
||||
Tyler receives a text saying: "USPS: Your package cannot be delivered. Delivery fee of $1.95 required. Pay here: bit.ly/usps-fee-pay." He isn't expecting any packages. What is the BEST response?
|
||||
|
||||
A. Pay the $1.95 — it's a small amount and worth it to get his package
|
||||
B. Click the link to check what package it might be
|
||||
C. Delete the message — it's a smishing (SMS phishing) attempt designed to steal payment information
|
||||
D. Reply "STOP" to unsubscribe from USPS notifications
|
||||
|
||||
**Answer:** C
|
||||
**Explanation:** This is smishing (SMS phishing). USPS doesn't request delivery fees via text with shortened URLs. The small dollar amount is intentional — it seems harmless, but the goal is to capture your credit card information. The link leads to a fake payment page. Don't click, don't reply — just delete.
|
||||
|
||||
## Q10: Comprehensive Security
|
||||
Which set of practices represents the STRONGEST overall personal security posture?
|
||||
|
||||
A. Using the same strong password everywhere with no 2FA, but updating antivirus weekly
|
||||
B. Unique passwords via a password manager, 2FA on all important accounts, regular software updates, encrypted backups following the 3-2-1 rule, and skepticism toward unexpected messages
|
||||
C. Avoiding the internet entirely
|
||||
D. Using 2FA but never updating software and clicking links freely since 2FA protects everything
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Strong security is layered — no single measure is enough. Unique passwords prevent credential stuffing, 2FA adds a second barrier, updates patch known vulnerabilities, backups protect against ransomware, and skepticism defends against social engineering. Each layer covers weaknesses in the others.
|
||||
|
|
@ -1,111 +0,0 @@
|
|||
# Week 5 Practice Quiz: Security, Scams & Protecting Yourself
|
||||
|
||||
## Q1: Authentication Factors
|
||||
Multi-factor authentication (MFA) requires two or more types of verification. Which combination represents two DIFFERENT authentication factors?
|
||||
|
||||
A. A password and a PIN (both things you know)
|
||||
B. A password and a fingerprint scan
|
||||
C. A fingerprint scan and a face scan (both things you are)
|
||||
D. Two different passwords for the same account
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** The three authentication factors are: something you know (password, PIN), something you have (phone, security key), and something you are (fingerprint, face scan). True MFA requires factors from different categories. A password (know) + fingerprint (are) = two different factors.
|
||||
|
||||
## Q2: Types of Malware
|
||||
What type of malware encrypts your files and demands payment to unlock them?
|
||||
|
||||
A. Spyware
|
||||
B. Ransomware
|
||||
C. Adware
|
||||
D. Worm
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Ransomware encrypts your files (making them inaccessible) and demands a ransom payment — often in cryptocurrency — for the decryption key. It has affected hospitals, schools, governments, and businesses. Regular backups are the best defense.
|
||||
|
||||
## Q3: Password Best Practices
|
||||
According to current security guidance, which is the BEST password practice?
|
||||
|
||||
A. Use a short, complex password like "X#9k" and change it every 30 days
|
||||
B. Use a long passphrase with 2FA enabled and a password manager
|
||||
C. Use the same strong password across all accounts so you only need to remember one
|
||||
D. Write your passwords on a sticky note attached to your monitor
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Modern security guidance emphasizes length over complexity — a long passphrase (like "correct-horse-battery-staple") is harder to crack than a short complex one. A password manager stores unique passwords for each account, and 2FA adds a second layer of protection.
|
||||
|
||||
## Q4: Phishing Identification
|
||||
Which of the following is MOST likely a phishing email?
|
||||
|
||||
A. An email from your professor's verified address reminding you about an assignment due date
|
||||
B. An email from "Arnazon.com" saying your account is suspended and you must click a link immediately to verify your identity
|
||||
C. A newsletter you subscribed to with an unsubscribe link at the bottom
|
||||
D. A password reset email you requested 30 seconds ago
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** "Arnazon.com" (with an 'r' and 'n' mimicking an 'm') is a spoofed domain designed to look like Amazon. Combined with urgency ("immediately") and a request to click a link to verify your identity, this is classic phishing. Always check the sender's domain carefully.
|
||||
|
||||
## Q5: Encryption Basics
|
||||
What does encryption do?
|
||||
|
||||
A. Deletes sensitive files so no one can access them
|
||||
B. Converts data into a coded format that can only be read with the correct decryption key
|
||||
C. Makes your internet connection faster
|
||||
D. Compresses files to save storage space
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Encryption scrambles data using mathematical algorithms so that only someone with the correct key can decode it. HTTPS encrypts web traffic, full-disk encryption protects your hard drive if your laptop is stolen, and end-to-end encryption protects messages in transit.
|
||||
|
||||
## Q6: Social Engineering
|
||||
What is social engineering in the context of cybersecurity?
|
||||
|
||||
A. Building social media platforms
|
||||
B. Manipulating people psychologically to trick them into giving up confidential information or access
|
||||
C. Engineering software to be more social and user-friendly
|
||||
D. Connecting devices on a social network
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Social engineering exploits human psychology rather than technical vulnerabilities. Attackers use trust, urgency, fear, or helpfulness to manipulate people into revealing passwords, clicking malicious links, or granting access. Phishing is one type of social engineering.
|
||||
|
||||
## Q7: Public WiFi Risks
|
||||
Why should you avoid logging into your bank account while connected to public WiFi at a coffee shop?
|
||||
|
||||
A. Coffee shop WiFi is always too slow for banking
|
||||
B. Public WiFi is shared and unencrypted — attackers on the same network could potentially intercept your data
|
||||
C. Banks don't allow connections from public locations
|
||||
D. Public WiFi automatically saves your password to the router
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Public WiFi networks are typically unencrypted and shared with strangers. An attacker on the same network could use tools to intercept unencrypted traffic (a "man-in-the-middle" attack). If you must use public WiFi for sensitive tasks, use a VPN to encrypt your connection.
|
||||
|
||||
## Q8: Software Updates
|
||||
Why are software updates important for security?
|
||||
|
||||
A. They change the color scheme to look more modern
|
||||
B. They patch known security vulnerabilities that attackers could exploit
|
||||
C. They increase your internet speed
|
||||
D. They are optional and only add new features
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Software updates frequently include security patches that fix vulnerabilities discovered since the last version. Attackers actively target known, unpatched vulnerabilities. Delaying updates leaves your system exposed to threats that have already been identified and solved.
|
||||
|
||||
## Q9: Data Breach Response
|
||||
You receive a notification that a company where you have an account has been breached, and your email and password were exposed. What should you do FIRST?
|
||||
|
||||
A. Ignore it — breaches happen all the time and aren't serious
|
||||
B. Change your password on that account immediately, and on any other accounts where you used the same password
|
||||
C. Delete your email account entirely
|
||||
D. Call the police and report the company
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Your first priority is changing the compromised password — and any other accounts using the same password (credential stuffing attacks try leaked passwords on many sites). Also enable 2FA if available, monitor your accounts for suspicious activity, and consider a credit freeze if financial data was involved.
|
||||
|
||||
## Q10: Scam Recognition
|
||||
Rosa's grandmother receives a phone call from someone crying, claiming to be Rosa, saying she's been arrested and needs $2,000 in gift cards for bail. What type of scam is this?
|
||||
|
||||
A. Tech support scam
|
||||
B. Impersonation / emergency scam (sometimes called a "grandparent scam")
|
||||
C. Romance scam
|
||||
D. Fake job offer
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** The "grandparent scam" or emergency impersonation scam exploits family bonds and urgency. The caller pretends to be a loved one (or their "lawyer") in crisis, requesting immediate payment — usually via gift cards or wire transfers, which are untraceable. The defense: hang up and call the real person directly.
|
||||
|
|
@ -1,111 +0,0 @@
|
|||
# Week 6 Graded Quiz: AI, Emerging Tech & Information Literacy
|
||||
|
||||
## Q1: AI Tool Limitations
|
||||
Amara asks ChatGPT for three academic sources on renewable energy policy. It returns three citations with authors, titles, and journal names that look legitimate. What should she do BEFORE using them in her paper?
|
||||
|
||||
A. Use them immediately — AI wouldn't fabricate academic citations
|
||||
B. Search for each citation in a library database or Google Scholar to verify they actually exist
|
||||
C. Ask ChatGPT if the citations are real — if it confirms, they're trustworthy
|
||||
D. Change the author names to avoid plagiarism
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** LLMs frequently hallucinate citations — generating plausible-sounding but completely fabricated author names, titles, and journal references. Always verify citations independently. Asking the AI to confirm its own output is unreliable — it will typically reaffirm the fabrication.
|
||||
|
||||
## Q2: Echo Chambers and Filter Bubbles
|
||||
Kevin only follows political commentators he agrees with on social media, and the algorithm keeps recommending similar content. Over time, he becomes more extreme in his views and can't understand how anyone disagrees. This is an example of:
|
||||
|
||||
A. Digital literacy — he's well-informed because he consumes a lot of content
|
||||
B. An echo chamber — algorithmic curation reinforces existing beliefs and limits exposure to diverse perspectives
|
||||
C. Effective research — focusing on one viewpoint helps him go deeper
|
||||
D. Social engineering — the algorithm is trying to hack his account
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Echo chambers form when algorithms feed you content matching your existing views, creating a feedback loop that reinforces beliefs and reduces exposure to alternative perspectives. This can distort understanding of complex issues. Actively seeking diverse, credible sources is the antidote.
|
||||
|
||||
## Q3: Responsible AI Use
|
||||
Which scenario represents the BEST use of AI as a tool for a class assignment?
|
||||
|
||||
A. Having the AI write your entire essay, then submitting it
|
||||
B. Using the AI to brainstorm ideas and outline arguments, then writing the essay yourself in your own words with proper research
|
||||
C. Asking the AI for the answers to your quiz, then copying them
|
||||
D. Using the AI to generate a fake citation list to make your bibliography look more impressive
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** AI is most valuable as a thinking partner — brainstorming, outlining, explaining concepts, or getting feedback on drafts. The learning happens when YOU do the writing and critical thinking. Using AI to bypass the learning process defeats the purpose of education and violates academic integrity.
|
||||
|
||||
## Q4: Fact-Checking Strategies
|
||||
A viral social media post claims that a major tech company is giving away free laptops to anyone who shares the post. What is the BEST fact-checking strategy?
|
||||
|
||||
A. Share it quickly before the offer expires — you don't want to miss out
|
||||
B. Check the company's official website and verified social media accounts; search reputable news sources for confirmation; use fact-checking sites like Snopes or PolitiFact
|
||||
C. If 10,000 people shared it, it must be real
|
||||
D. Check the comments — if no one says it's fake, it's probably real
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Viral giveaway posts are almost always scams or engagement bait. Verify with official sources (the company's website, verified accounts), search reputable news outlets, and consult fact-checking sites. Popularity (shares, likes) doesn't indicate truth, and comment sections are unreliable verification.
|
||||
|
||||
## Q5: AI and the Job Market
|
||||
Which statement BEST describes how AI is affecting the job market?
|
||||
|
||||
A. AI will replace all human jobs within five years
|
||||
B. AI is automating some tasks within jobs, creating new types of jobs, and making skills like critical thinking, creativity, and AI literacy more valuable
|
||||
C. AI has no impact on employment — it's just a trend
|
||||
D. Only programmers need to understand AI; everyone else can ignore it
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** AI is transforming work by automating routine tasks (data entry, basic analysis, content generation) while creating demand for new skills (AI training, prompt engineering, AI ethics). Jobs aren't disappearing wholesale — they're changing. Adaptability, critical thinking, and understanding how to work with AI are increasingly important across all fields.
|
||||
|
||||
## Q6: Blockchain Basics
|
||||
Which statement BEST describes blockchain technology at a basic level?
|
||||
|
||||
A. A type of antivirus software
|
||||
B. A distributed digital ledger that records transactions across many computers, making records very difficult to alter
|
||||
C. A social media platform for cryptocurrency investors
|
||||
D. A faster replacement for WiFi
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** A blockchain is a chain of data "blocks" linked together cryptographically, distributed across many computers (nodes). Because no single entity controls it and altering any block would require changing all subsequent blocks across the network, it's highly resistant to tampering. Cryptocurrency is one application; supply chain tracking and digital contracts are others.
|
||||
|
||||
## Q7: Critical Thinking Scenario
|
||||
A classmate shares an article claiming that 5G cell towers cause health problems. The article is on an unfamiliar website, cites no peer-reviewed research, and includes dramatic language like "EXPOSED" and "what THEY don't want you to know." How should you evaluate this?
|
||||
|
||||
A. Trust it — it sounds like an insider exposé
|
||||
B. The dramatic language, lack of peer-reviewed sources, anonymous website, and conspiracy framing are all red flags for misinformation — seek credible scientific sources instead
|
||||
C. It must be true because someone went through the effort of writing a whole article
|
||||
D. If a search engine shows the article, it must be vetted and accurate
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Credible health claims are supported by peer-reviewed research, published by identifiable experts, and use measured language. Dramatic framing, appeals to hidden knowledge ("what THEY don't want you to know"), and absence of scientific citations are hallmarks of misinformation. Search engines index content without verifying its accuracy.
|
||||
|
||||
## Q8: IoT Security Concerns
|
||||
Yuki has a smart home with connected cameras, door locks, a thermostat, and a refrigerator — all controlled from her phone. What is the BIGGEST security concern?
|
||||
|
||||
A. Smart devices use too much electricity
|
||||
B. Each connected device is a potential entry point for hackers — if poorly secured, attackers could access her home network, spy through cameras, or even unlock her doors
|
||||
C. Smart devices make her WiFi faster
|
||||
D. IoT devices can't be updated, but that's fine since they don't need security
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Every IoT device on your network is a potential attack surface. Many IoT devices have weak default passwords, receive infrequent security updates, and can be entry points to your entire home network. Secure them with strong, unique passwords, keep firmware updated, and consider putting IoT devices on a separate network.
|
||||
|
||||
## Q9: Reverse Image Search
|
||||
You see a social media profile with photos of an attractive person claiming to live in your city. You're suspicious it might be a fake profile. What digital literacy tool can help you investigate?
|
||||
|
||||
A. Spell check — run their messages through spell check to see if they're real
|
||||
B. Reverse image search — upload their photos to Google Images or TinEye to see if the pictures appear on stock photo sites or other profiles
|
||||
C. Check their follower count — more followers means more legitimate
|
||||
D. Send them money to see if they're real — a real person would return it
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Reverse image search lets you upload an image and find where else it appears online. Fake profiles (catfishing, romance scams) typically use stolen photos from models, stock photo sites, or other people's social media. If the photo appears on multiple unrelated profiles or stock sites, it's likely fake.
|
||||
|
||||
## Q10: Digital Citizenship
|
||||
Which action BEST represents responsible digital citizenship?
|
||||
|
||||
A. Sharing every piece of content you see without checking if it's true
|
||||
B. Using strong passwords, thinking critically about information before sharing it, being respectful online, and understanding that your digital actions have real-world consequences
|
||||
C. Spending as much time online as possible to stay informed
|
||||
D. Creating multiple anonymous accounts to say things you wouldn't say in person
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Digital citizenship means engaging with technology responsibly and ethically. This includes protecting yourself (security), evaluating information (literacy), treating others with respect (etiquette), and understanding that your online behavior — posts, comments, shares — creates a permanent record and affects real people.
|
||||
|
|
@ -1,111 +0,0 @@
|
|||
# Week 6 Practice Quiz: AI, Emerging Tech & Information Literacy
|
||||
|
||||
## Q1: What Is AI?
|
||||
Which statement BEST describes artificial intelligence (AI)?
|
||||
|
||||
A. Any computer program that runs automatically
|
||||
B. Technology that enables machines to perform tasks that typically require human intelligence, such as learning, reasoning, and problem-solving
|
||||
C. A robot that looks and acts exactly like a human
|
||||
D. A search engine that finds information on the internet
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** AI refers to systems designed to perform tasks associated with human intelligence — recognizing speech, making decisions, translating languages, generating text. Not all software is AI, and AI doesn't require a physical robot form.
|
||||
|
||||
## Q2: AI Hallucinations
|
||||
What does it mean when people say an AI "hallucinates"?
|
||||
|
||||
A. The AI is broken and needs to be rebooted
|
||||
B. The AI generates confident-sounding information that is factually incorrect or completely made up
|
||||
C. The AI can see images that don't exist
|
||||
D. The AI is dreaming while processing data
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** AI hallucination refers to when a language model generates text that sounds authoritative and plausible but is factually wrong — inventing citations, statistics, or events that never happened. This is why you should always fact-check AI-generated content.
|
||||
|
||||
## Q3: Machine Learning vs Traditional Programming
|
||||
How does machine learning differ from traditional programming?
|
||||
|
||||
A. Machine learning doesn't use computers
|
||||
B. In traditional programming, a human writes explicit rules; in machine learning, the system learns patterns from data
|
||||
C. Machine learning is always more accurate than traditional programming
|
||||
D. Traditional programming can't run on modern computers
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** In traditional programming, developers write specific rules (if X, then Y). In machine learning, the system is trained on large datasets and learns to identify patterns itself. For example, instead of writing rules to identify spam, you train a model on thousands of spam and non-spam emails.
|
||||
|
||||
## Q4: Misinformation vs Disinformation
|
||||
What is the key difference between misinformation and disinformation?
|
||||
|
||||
A. Misinformation is online; disinformation is on TV
|
||||
B. Misinformation is spread without intent to deceive; disinformation is deliberately created to mislead
|
||||
C. Misinformation is always true; disinformation is always false
|
||||
D. There is no difference — they are synonyms
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Misinformation is false or inaccurate information shared by people who believe it's true (like forwarding a rumor). Disinformation is deliberately crafted and spread to deceive (like propaganda or intentional hoaxes). The key difference is intent.
|
||||
|
||||
## Q5: IoT (Internet of Things)
|
||||
Which of the following is an example of an IoT device?
|
||||
|
||||
A. A traditional desktop computer
|
||||
B. A smart thermostat that adjusts your home's temperature based on your schedule and can be controlled from your phone
|
||||
C. A printed textbook
|
||||
D. A USB flash drive
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** IoT (Internet of Things) refers to everyday physical objects connected to the internet that can collect data and be controlled remotely. Smart thermostats, fitness trackers, smart speakers, and connected security cameras are all IoT devices.
|
||||
|
||||
## Q6: Academic Integrity and AI
|
||||
A student uses ChatGPT to generate an entire essay, then submits it as their own work without disclosure. This is:
|
||||
|
||||
A. Fine — using tools is part of being productive
|
||||
B. A violation of academic integrity, equivalent to plagiarism, unless the instructor explicitly permits it
|
||||
C. Acceptable as long as the AI's grammar is correct
|
||||
D. Only a problem if the essay gets a bad grade
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Submitting AI-generated work as your own without disclosure is academically dishonest. It misrepresents who created the work. Some instructors allow AI use with disclosure; others prohibit it. Always check your course's academic integrity policy and ask your instructor when in doubt.
|
||||
|
||||
## Q7: LLM Basics
|
||||
What does "LLM" stand for in the context of AI tools like ChatGPT?
|
||||
|
||||
A. Logical Learning Machine
|
||||
B. Large Language Model
|
||||
C. Linked Library Module
|
||||
D. Local Learning Memory
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** LLM stands for Large Language Model — an AI system trained on vast amounts of text data that can generate, summarize, translate, and analyze text. ChatGPT, Gemini, and Claude are all LLMs. They predict the most likely next words based on patterns in their training data.
|
||||
|
||||
## Q8: Digital Footprint
|
||||
What is a digital footprint?
|
||||
|
||||
A. The amount of storage space you use on your computer
|
||||
B. The trail of data you leave behind through your online activities — posts, searches, purchases, location data
|
||||
C. A footprint-shaped icon used in web design
|
||||
D. The physical space a computer takes up on your desk
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Your digital footprint includes everything you do online: social media posts, search history, online purchases, app usage, and even metadata (location, timestamps). This data can be permanent and visible to employers, colleges, and others. Managing your digital footprint is an important life skill.
|
||||
|
||||
## Q9: Evaluating AI Output
|
||||
What is the BEST approach when using AI to help research a topic?
|
||||
|
||||
A. Copy the AI's response directly into your paper — it's always accurate
|
||||
B. Use the AI's output as a starting point, then verify claims and check cited sources independently
|
||||
C. Assume the AI is always wrong and ignore its output
|
||||
D. Ask the AI to confirm its own accuracy — if it says it's correct, trust it
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** AI tools are useful for brainstorming, drafting, and exploring topics, but they can hallucinate facts and fabricate sources. Always verify key claims against reliable sources. And never ask an AI to confirm its own accuracy — it will confidently affirm incorrect information.
|
||||
|
||||
## Q10: Algorithmic Bias
|
||||
What is algorithmic bias?
|
||||
|
||||
A. When a computer runs too slowly because of a programming error
|
||||
B. When an AI system produces unfair or discriminatory outcomes because of biased training data or flawed design
|
||||
C. When users prefer one search engine over another
|
||||
D. When a website loads differently on different browsers
|
||||
|
||||
**Answer:** B
|
||||
**Explanation:** Algorithmic bias occurs when AI systems reflect or amplify biases present in their training data or design. For example, a hiring AI trained mostly on data from male applicants might unfairly disadvantage female candidates. Recognizing and addressing bias is a critical challenge in AI development.
|
||||
|
|
@ -1,278 +0,0 @@
|
|||
# CSIS 1 — Assignment Rubrics (Summer 2026)
|
||||
|
||||
All Real-World Task assignments use a 4-level rubric: **Excellent (100%) / Good (80%) / Needs Work (60%) / Missing (0%)**
|
||||
|
||||
Every assignment includes a **Reflection** component worth 25% of the grade. This is the metacognitive piece — it's not optional filler.
|
||||
|
||||
---
|
||||
|
||||
## Week 1: Tech Self-Audit + Risk Assessment
|
||||
|
||||
*List your devices/platforms, define 3 new terms, describe a digital citizenship example.*
|
||||
|
||||
### Completeness (25%)
|
||||
|
||||
| Level | Criteria |
|
||||
|---|---|
|
||||
| **Excellent** | All three sections present: device/platform inventory, 3 term definitions, and digital citizenship example (100–150 words). Nothing missing. |
|
||||
| **Good** | All three sections attempted, but one is thin — e.g., only lists 2 devices, or citizenship example is under 100 words. |
|
||||
| **Needs Work** | One entire section missing, or two sections are too brief to be useful. |
|
||||
| **Missing** | Not submitted. |
|
||||
|
||||
### Accuracy (25%)
|
||||
|
||||
| Level | Criteria |
|
||||
|---|---|
|
||||
| **Excellent** | Term definitions are correct and in the student's own words (not copy-pasted). Digital citizenship example shows real understanding of what responsible online behavior looks like. |
|
||||
| **Good** | Definitions are mostly correct but one may be vague or slightly off. Citizenship example is reasonable but generic. |
|
||||
| **Needs Work** | One or more definitions are wrong or clearly copied from a glossary without understanding. Citizenship example is too vague to show comprehension. |
|
||||
| **Missing** | Not submitted. |
|
||||
|
||||
### Presentation (25%)
|
||||
|
||||
| Level | Criteria |
|
||||
|---|---|
|
||||
| **Excellent** | Document uses clear headings for each section. Easy to read. Proper spelling/grammar (doesn't need to be perfect — just clear). Submitted as .docx or PDF. |
|
||||
| **Good** | Organized but headings are missing or inconsistent. Minor formatting issues. |
|
||||
| **Needs Work** | Wall of text with no structure. Hard to tell where one section ends and another begins. |
|
||||
| **Missing** | Not submitted. |
|
||||
|
||||
### Reflection (25%)
|
||||
|
||||
*"What was the hardest part of this assignment? What would you do differently?"*
|
||||
|
||||
| Level | Criteria |
|
||||
|---|---|
|
||||
| **Excellent** | Genuine, specific reflection (3–5 sentences). Names a specific challenge ("I didn't know what 'digital citizenship' meant and had to look it up three times") and a concrete takeaway. |
|
||||
| **Good** | Reflection is present and honest but stays general ("the definitions were hard"). |
|
||||
| **Needs Work** | One sentence or clearly phoned in ("nothing was hard"). |
|
||||
| **Missing** | No reflection included. |
|
||||
|
||||
---
|
||||
|
||||
## Week 2: Professional Document Build
|
||||
|
||||
*Create a formatted document (resume or business letter) + a personal budget spreadsheet with formulas and a chart.*
|
||||
|
||||
### Completeness (25%)
|
||||
|
||||
| Level | Criteria |
|
||||
|---|---|
|
||||
| **Excellent** | Both parts submitted: (1) a resume OR business letter with all required elements, and (2) a budget spreadsheet with at least 5 line items, working formulas (SUM at minimum), and a chart. |
|
||||
| **Good** | Both parts present, but one is missing a required element — e.g., spreadsheet has no chart, or resume is missing a section like Skills. |
|
||||
| **Needs Work** | Only one of the two parts submitted, or both are incomplete (e.g., spreadsheet with no formulas, document with no formatting). |
|
||||
| **Missing** | Not submitted. |
|
||||
|
||||
### Accuracy (25%)
|
||||
|
||||
| Level | Criteria |
|
||||
|---|---|
|
||||
| **Excellent** | Document formatting is professional — appropriate font, consistent headings, aligned content. Spreadsheet formulas actually work and produce correct results. Chart accurately represents the data. Budget categories make sense. |
|
||||
| **Good** | Document looks reasonable but has minor formatting inconsistencies. Formulas work but may be overly simple (e.g., only one SUM). Chart is present but doesn't clearly match the data. |
|
||||
| **Needs Work** | Document formatting is messy or unprofessional. Formulas are broken or missing. Chart is unrelated to the data or unreadable. |
|
||||
| **Missing** | Not submitted. |
|
||||
|
||||
### Presentation (25%)
|
||||
|
||||
| Level | Criteria |
|
||||
|---|---|
|
||||
| **Excellent** | Resume/letter looks like something you'd actually send to an employer — clean, polished, no typos in key areas. Spreadsheet is organized with labeled columns and a clear chart title. Both files are properly named (include your name). |
|
||||
| **Good** | Mostly professional but a few rough spots — misaligned text, unlabeled chart axes, generic file name like "Document1.docx". |
|
||||
| **Needs Work** | Looks like a rough draft. Multiple formatting problems, hard to read, or unprofessional appearance. |
|
||||
| **Missing** | Not submitted. |
|
||||
|
||||
### Reflection (25%)
|
||||
|
||||
*"What was the hardest part? What would you do differently?"*
|
||||
|
||||
| Level | Criteria |
|
||||
|---|---|
|
||||
| **Excellent** | Specific reflection on the process — names which part was harder (document vs. spreadsheet), what specific skill they struggled with (e.g., "getting the chart to show the right data range"), and what they'd change. |
|
||||
| **Good** | Honest reflection but stays at a surface level ("the spreadsheet was harder than the document"). |
|
||||
| **Needs Work** | One sentence or generic ("it was fine"). |
|
||||
| **Missing** | No reflection included. |
|
||||
|
||||
---
|
||||
|
||||
## Week 3: Presentation Project
|
||||
|
||||
*Create a short presentation (8–12 slides) on a topic of your choice.*
|
||||
|
||||
### Completeness (25%)
|
||||
|
||||
| Level | Criteria |
|
||||
|---|---|
|
||||
| **Excellent** | 8–12 slides covering: title slide, introduction, at least 4 content slides with information, a conclusion or summary slide. Includes at least 2 images/graphics and speaker notes on at least 3 slides. |
|
||||
| **Good** | Meets the slide count but missing one element — e.g., no speaker notes, or only 1 image, or no clear conclusion. |
|
||||
| **Needs Work** | Under 8 slides, or slides are mostly blank/placeholder text. Missing multiple required elements. |
|
||||
| **Missing** | Not submitted. |
|
||||
|
||||
### Accuracy (25%)
|
||||
|
||||
| Level | Criteria |
|
||||
|---|---|
|
||||
| **Excellent** | Content is factually correct and shows the student actually researched or knows the topic. Information is organized logically — each slide builds on the last. Speaker notes show what the student would actually say during a presentation (not just repeating slide text). |
|
||||
| **Good** | Content is mostly accurate. Organization makes sense but could flow better. Speaker notes are present but thin. |
|
||||
| **Needs Work** | Contains factual errors, or slides are disorganized (jumping between unrelated points). No speaker notes, or notes are copy-pasted from slides. |
|
||||
| **Missing** | Not submitted. |
|
||||
|
||||
### Presentation (25%)
|
||||
|
||||
| Level | Criteria |
|
||||
|---|---|
|
||||
| **Excellent** | Slides are visually clean — consistent color scheme, readable fonts (not 8pt text walls), good use of whitespace. Images are relevant and not blurry/stretched. Text is concise (bullet points, not paragraphs). Looks like a real presentation, not a Word doc crammed into slides. |
|
||||
| **Good** | Generally readable but has some design issues — inconsistent fonts, one or two text-heavy slides, or a cluttered layout. |
|
||||
| **Needs Work** | Hard to read. Walls of text on slides, clashing colors, stretched/irrelevant images, or default template with no customization. |
|
||||
| **Missing** | Not submitted. |
|
||||
|
||||
### Reflection (25%)
|
||||
|
||||
*"What was the hardest part? What would you do differently?"*
|
||||
|
||||
| Level | Criteria |
|
||||
|---|---|
|
||||
| **Excellent** | Reflects on specific presentation design choices — why they picked that topic, what they struggled with visually or structurally, what they'd improve if they presented it for real. |
|
||||
| **Good** | Honest but general ("picking a topic was hard" without explaining why). |
|
||||
| **Needs Work** | One sentence or generic. |
|
||||
| **Missing** | No reflection included. |
|
||||
|
||||
---
|
||||
|
||||
## Week 4: Website Credibility Evaluation
|
||||
|
||||
*Evaluate 3 websites for credibility — explain your reasoning.*
|
||||
|
||||
### Completeness (25%)
|
||||
|
||||
| Level | Criteria |
|
||||
|---|---|
|
||||
| **Excellent** | Three distinct websites evaluated. For each: the URL, a description of what the site claims, a credibility verdict (trustworthy, questionable, unreliable), and a clear explanation of *why*. At least one site should be questionable or unreliable — evaluating three obviously trustworthy sites (Wikipedia, BBC, NASA) doesn't demonstrate critical thinking. |
|
||||
| **Good** | Three sites evaluated but one analysis is thin (verdict without explanation), or all three sites are clearly trustworthy with no challenge. |
|
||||
| **Needs Work** | Fewer than 3 sites, or evaluations are just "this site looks good" / "this site looks bad" without reasoning. |
|
||||
| **Missing** | Not submitted. |
|
||||
|
||||
### Accuracy (25%)
|
||||
|
||||
| Level | Criteria |
|
||||
|---|---|
|
||||
| **Excellent** | Credibility reasoning uses specific criteria from the course material — author credentials, domain type, date, sourcing, bias indicators, cross-referencing with other sources. Verdicts are well-supported. Student can articulate *why* a site is or isn't trustworthy beyond gut feeling. |
|
||||
| **Good** | Uses some credibility criteria but relies heavily on one factor (e.g., only looks at domain type) or reasoning is correct but shallow. |
|
||||
| **Needs Work** | Reasoning is based on appearance only ("the site looks professional") or contradicts the evidence. |
|
||||
| **Missing** | Not submitted. |
|
||||
|
||||
### Presentation (25%)
|
||||
|
||||
| Level | Criteria |
|
||||
|---|---|
|
||||
| **Excellent** | Well-organized — each website clearly separated with its own heading or section. URLs are included and clickable. Writing is clear and easy to follow. |
|
||||
| **Good** | Organized but could be cleaner — maybe URLs are missing or sections run together. |
|
||||
| **Needs Work** | Disorganized. Hard to tell which analysis goes with which website. |
|
||||
| **Missing** | Not submitted. |
|
||||
|
||||
### Reflection (25%)
|
||||
|
||||
*"What was the hardest part? What would you do differently?"*
|
||||
|
||||
| Level | Criteria |
|
||||
|---|---|
|
||||
| **Excellent** | Reflects on how this exercise changed their thinking — maybe they realized they usually trust sites without checking, or they found it harder than expected to tell trustworthy from untrustworthy. Specific and honest. |
|
||||
| **Good** | Some reflection but stays surface-level ("I learned to check sources"). |
|
||||
| **Needs Work** | One sentence or generic. |
|
||||
| **Missing** | No reflection included. |
|
||||
|
||||
---
|
||||
|
||||
## Week 5: Security Audit + Scam Analysis
|
||||
|
||||
*Evaluate your own digital security and create an action plan. Analyze 5 real scam examples.*
|
||||
|
||||
### Completeness (25%)
|
||||
|
||||
| Level | Criteria |
|
||||
|---|---|
|
||||
| **Excellent** | Two complete parts: (1) Personal security audit — reviews password habits, 2FA status, privacy settings on at least 2 accounts, and software update status. Includes a concrete action plan with at least 3 specific steps. (2) Scam analysis — identifies 5 real scam examples (phishing emails, fake texts, social media scams, etc.) with a brief description and red flags for each. |
|
||||
| **Good** | Both parts present but one is light — e.g., action plan has only 1–2 steps, or only 3–4 scam examples analyzed. |
|
||||
| **Needs Work** | One entire part missing, or both parts are too brief to be meaningful. |
|
||||
| **Missing** | Not submitted. |
|
||||
|
||||
### Accuracy (25%)
|
||||
|
||||
| Level | Criteria |
|
||||
|---|---|
|
||||
| **Excellent** | Security assessment is honest and specific (not "my passwords are fine" when they're the same one everywhere). Action plan steps are realistic and actionable ("enable 2FA on my email account this week" not "be more secure"). Scam red flags are correctly identified — student can explain *why* something is a scam, not just label it as one. |
|
||||
| **Good** | Assessment is reasonable but vague in places. Action plan is present but some steps are too general. Scam analysis correctly identifies scams but explanations of red flags are thin. |
|
||||
| **Needs Work** | Assessment doesn't show real self-evaluation. Action plan is wishful thinking. Scam examples are mislabeled or red flags are incorrect. |
|
||||
| **Missing** | Not submitted. |
|
||||
|
||||
### Presentation (25%)
|
||||
|
||||
| Level | Criteria |
|
||||
|---|---|
|
||||
| **Excellent** | Clear separation between the two parts. Security audit uses a structured format (checklist or table works well). Scam examples are numbered or sectioned. Screenshots welcome but not required — if included, sensitive info is blurred. |
|
||||
| **Good** | Organized enough to follow but could benefit from better structure. |
|
||||
| **Needs Work** | Both parts blended together. Hard to distinguish security audit from scam analysis. |
|
||||
| **Missing** | Not submitted. |
|
||||
|
||||
### Reflection (25%)
|
||||
|
||||
*"What was the hardest part? What would you do differently?"*
|
||||
|
||||
| Level | Criteria |
|
||||
|---|---|
|
||||
| **Excellent** | Reflects on what surprised them about their own security habits ("I didn't realize I reuse the same password on 12 sites") or what they learned from analyzing scams ("the phishing email looked way more legit than I expected"). Specific and honest about what they'll actually change. |
|
||||
| **Good** | Reflection present but general ("I learned security is important"). |
|
||||
| **Needs Work** | One sentence or generic. |
|
||||
| **Missing** | No reflection included. |
|
||||
|
||||
---
|
||||
|
||||
## Week 6: AI Fact-Check Report
|
||||
|
||||
*Use an AI tool to research a topic, then fact-check its output. Write up what it got right and wrong.*
|
||||
|
||||
### Completeness (25%)
|
||||
|
||||
| Level | Criteria |
|
||||
|---|---|
|
||||
| **Excellent** | All parts present: (1) The topic and the AI tool used. (2) The AI's response (screenshot or copy-paste). (3) Fact-check results — at least 3 specific claims checked against real sources, with sources cited. (4) A verdict: what the AI got right, what it got wrong or made up, and what was misleading even if technically true. |
|
||||
| **Good** | All parts attempted but fact-checking is light — only 1–2 claims verified, or sources aren't cited. |
|
||||
| **Needs Work** | Missing the AI's original response, or "fact-check" is just "it seemed right" without actually verifying anything. |
|
||||
| **Missing** | Not submitted. |
|
||||
|
||||
### Accuracy (25%)
|
||||
|
||||
| Level | Criteria |
|
||||
|---|---|
|
||||
| **Excellent** | Fact-checking is thorough and honest. Student found real sources (not just other AI tools) to verify claims. Correctly identifies errors, fabrications, or misleading statements. Doesn't just confirm — actually looks for what might be wrong. If the AI was accurate, student explains how they verified that. |
|
||||
| **Good** | Fact-checking is correct but only surface-level — checked obvious claims, didn't dig into nuanced or harder-to-verify statements. |
|
||||
| **Needs Work** | "Fact-check" is just agreeing with the AI without real verification, or student misidentifies correct info as wrong (or vice versa). |
|
||||
| **Missing** | Not submitted. |
|
||||
|
||||
### Presentation (25%)
|
||||
|
||||
| Level | Criteria |
|
||||
|---|---|
|
||||
| **Excellent** | Clear structure: the AI's claims are listed, each with a fact-check verdict and source. Easy to follow the comparison between what AI said vs. what's actually true. Sources are specific (links or publication names, not just "I Googled it"). |
|
||||
| **Good** | Organized but sources are vague, or the comparison between AI output and fact-check isn't clearly laid out. |
|
||||
| **Needs Work** | Disorganized, no clear structure, or no sources cited. |
|
||||
| **Missing** | Not submitted. |
|
||||
|
||||
### Reflection (25%)
|
||||
|
||||
*"What was the hardest part? What would you do differently?"*
|
||||
|
||||
| Level | Criteria |
|
||||
|---|---|
|
||||
| **Excellent** | Reflects on how this changed their relationship with AI tools — are they more skeptical now? Less? What surprised them? What would they do differently next time they use ChatGPT/Gemini/etc. for anything? Connects to real future behavior, not abstract principles. |
|
||||
| **Good** | Some reflection but generic ("AI isn't always right"). |
|
||||
| **Needs Work** | One sentence or clearly not thought through. |
|
||||
| **Missing** | No reflection included. |
|
||||
|
||||
---
|
||||
|
||||
## Grading Notes for All Assignments
|
||||
|
||||
- **Reflection is 25% of every assignment.** This is intentional. Students who think about their own learning process perform better on assessments. Take it seriously.
|
||||
- **"Excellent" doesn't mean perfect.** It means complete, thoughtful, and showing genuine effort. A student with a few typos but a great reflection gets Excellent.
|
||||
- **"Missing" means zero, not "I'll accept it late."** Late policy is separate from the rubric.
|
||||
- **Specific > generic, always.** The difference between Good and Excellent is almost always specificity. "I learned a lot" is Good. "I didn't know what phishing was and now I check sender addresses on every email" is Excellent.
|
||||
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Reference in New Issue