Technological Education Part B: Computer Studies

GreyHighlandsSecondary School

Technological Education Part B: Computer Studies

Computer Engineering Technology

Grade 11/12

University/College

TEJ3M/4M

 Developed By Shaun Perry H.BA (Laurier), B.Ed (Brock), History Specialist (U.WO)

TEJ3/4MI: Computer Engineering Technology

Mr. S. Perry
Room 132

(519) 924-2721 x 654

Course Description:
This is a dynamic course, stressing professional standards and the rapid development of a range of hands-on computer skills. The course will also focus on hardware installation and trouble-shooting, software installation, and network design and administration. During the course of the semester students will be involved in designing and building a range of computer-based systems and installing, troubleshooting, and using industry standard software applications.

Students will have an opportunity to work both individual and in groups on a wide range of assignments. The course is a wonderful introduction to the standards of work and the skill set expected in the marketplace and other post-secondary settings. Best of all, students are given the opportunity to contribute their efforts to practical projects, such as building their own computer system.

Safety and Equipment

You will be using hand tools, power tools, electrical test equipment, and a soldering iron during this course. You will be taught how to properly and safely operate all of the equipment you will use. Safety glasses will be provided for any work requiring eye protection, or you may optionally wear safe glasses (those with polycarbonate lenses), or provide your own safety glasses. You are expected to work safely, using appropriate safety equipment, and in a way that will not endanger you, other students, or the equipment at all times. Lead solder used in electronics is hazardous. Please ensure that you wash your hands with soap and water after handling electronic parts or circuits, especially before eating.

Overall Curriculum Expectations:

By the end of this course, students will:

• identify the function and interaction of basic computer components and peripherals

• describe the relationship among computer hardware, networks, and operating systems

• describe a problem-solving model and the fundamental programming constructs required to implement it

• construct systems that use computer programs to interact with hardware components

• properly install and configure key computer hardware and software components

• use network services to facilitate intranetworking among workstations

Activities/Skills:

This course emphasizes three areas of learning so that students not only learn to recognize and pursue opportunities but learn to create, shape, and construct them in terms of their own potential and actual interests and abilities. The units and activities are designed to help students:

• acquire the habits, characteristics and skills of a self - directed, life long learner – one who can set and clarify goals and purposes for learning, plan, take action, gather evidence and assess the action, reflect on and evaluate learning, and modify actions based on new knowledge;
• ask critical questions, as part of an inquiry process, to direct the learning that they need to do and the actions they need to take;
• gain skills in decision making, problem solving, and inquiry.

In order to accomplish these goals, students will participate in a variety of activities leading up to the construction of their own computer-aided device (which for most students will be either a home computer system or a stand up arcade machine emulator)

The Portfolio

Students will be required to keep a detailed portfolio of their accomplishments/brainstorming/ attempts at problem-solving/workshops/etc. Several conferences will be held during the semester, at which time, students will be expected to demonstrate their skill development through the use of their portfolio evidence.

Assessment and Evaluation Techniques

In the course a variety of assessment strategies are used for student demonstration of learning.

Paper and Pencil: written responses, note-taking

Demonstrations/Performances: projects, skills demonstration, system assembly, networking,

Personal Communication: portfolio, conferences, interviews

The following tools are used to determine how well students have achieved the expectations: graphic organizers, checklists, rubrics, rating scales, and an ongoing personal profile.

Where possible, assessment tasks are designed in “real world” contexts so that students can see the practical application of the skills learned in the course.

Evaluation Percentages:

The entire course structure, including administration and design of curriculum and assessment/evaluation is distributed among the 4 Achievement Categories as follows:

Late and Missed Assignments

Late and missed assignments for evaluation in Grades 9-12 may be reflected in the student’s grade calculation and will also be noted on the report card as part of the evaluation of a student’s development of the learning skills and work habits.

For major assignments, teachers may, after considering various factors and using their professional judgment, impose mark deductions of no greater than 5%/school day up to five (5) school days. After five days and following attempts to support the student, the teacher, using professional judgment, maydeduct up to and including the full value of the assignment, i.e., zero (0).

In each course/subject/program, prior to each major assignment, teachers will communicate to students the expectations and timelines for that major assignment.

Cheating and Plagiarism

Cheating is defined as “acting dishonestly or unfairly in order to gain an advantage; gaining an advantage over or depriving of something by using unfair or deceitful methods; defrauding.” (

Plagiarism is defined as the use or close imitation of the language and thoughts of another without attribution, in order to represent them as one’s own original work. (“Growing Success”, p. 151)

Consequences

Consequenceswill reflect a continuum of responses, and may escalate based on the following factors: the grade level of the student and course type; the maturity of the student; the number or frequency of incidents; the individual circumstances of the student.

Teachers will consider the factors above as part of their professional judgment. In consultation with the school administration, teachers will determine the appropriate consequences. The final decision resides with the school principal.

Specific actions will be taken as follows, depending upon the severity of the incident:

• the teacher will discuss the individual situation with the student;
• the principal will be informed as appropriate;
• the teacher and principal will discuss the individual situation with the student and parent(s)/guardian(s) as appropriate.

Consequences may include the following:

• redoing part or all of the assignment;
• completing an alternate assignment;
• mark deduction;
• suspension.

Paperless Classroom Initiative

The school board spends hundreds of thousands of dollars every year on pieces of photocopied paper that eventually end up being recycled, or worse, thrown in the trash. More importantly, the destruction to the environment caused by the harvesting, pulping and bleaching the tens of thousands of trees to meet this “demand” is not something that should go unrecognized.

This year, I will be logging all my paper use, with the hope of eventually finding a way to go totally “digital” in my classroom, from content delivery through to feedback and assessment. This class takes place in a lab, and every student will be given the tools and the instruction on how to work in a totally digital environment.
All written feedback will be delivered via email, and assessment materials as well as results will be readily available through a password protected account on engrade.com (your password will come home in the next few days). Parents are encouraged to take full advantage of Engrade, and follow the progress of their child throughout the semester.
All curriculum materials will be updated daily on the class portion of the website. Students can submit requests for help with homework or assignments through the site, or by emailing me at Parents are also encouraged to contact me through that same email address.