LESSON PLAN IMPLEMENTATION

Set of education Subject Grade / Semester Material Time : : : : SMK Telekomunikasi Tunas Harapan Personal Computers and Applications XI / I Determine appropriate components and peripheral devices to meet requirements : x 45 minute

1. Competency Standard : Personal Computers and Applications 2.Base Competency : Determine appropriate components and peripheral devices to meet requirements 3.Learning Purpose : Components of a computer system including: The Motherboard The Central Processing Unit RAM Adapter Cards Storage Devices Peripheral Devices Cases and Power Supplies 4.Indicator : Students often struggle to grasp the difference between the storage function provided by RAM and the storage role provided by hard drives. It is very important to contrast RAM and ROM here, as this is going to be a big concept later on with routers. 5.Core Material : 6.Lesson Strategy : Presentation Discussion Lab Activity / Worksheet 7.Lesson Steps a. Introduction : Knowledge is everything when it comes to selecting or building a computer. There are many different decision points to consider from the motherboard and CPU to peripherals, and an incorrect choice may have a real effect on productivity and the ability to run required applications. In this section we will explore the major components of a computer, learn how they work, and how to select the best component for the job. b. Core Activity Discussion 01 : Prior to beginning the work of this section, direct students to the Introduction to Computers Activities at the Intel Journey to the Inside website. It is important for the instructor to have looked at the website, including the associated teacher materials, prior to beginning this activity. The instructor should select those worksheets and Plan for computer purchase: preassembled or custom Motherboard Central Processing Unit (CPU) Random Access Memory (RAM) Adapter cards add functionality to a computer system Storage Devices and Requirements Peripheral device purposes and requirements Importance of UPS and Surge Protector

activities which accompany the Intel Journey to the Inside which they feel are most valuable for their students. Students should complete all of the activities, available at http://www97.intel.com/discover/JourneyInside/TJI_Intro/def ault.aspx, that provide students with a context for the work of sections 1.4 and 1.5, while reinforcing section 1.2. Transition from the website to a hands-on tour of a personal computer. To help students identify the components discussed within this section, begin with an instructor-led overview of the "inside" of a personal computer, with a simple identification and brief functional description of the following components within the box: motherboard, CPU, RAM, PCI/AGP slots, RAM, video, sound, network, and controller cards, disk drives, and power supply. As an alternative to or as a review of the classroom overview, a video is available at "How Stuff Works Computer Tour" http://videos.howstuffworks.com/computer-tour-video.htm that will lead students through the fundamental components of a personal computer. Discussion 02 After the completion of the initial activities, assign 1.4.1. After students complete this section, ask, "How many of you have built your own computers? How many of you have purchased preassembled or preconfigured computers?" Solicit and record, on the board, the reasons how and why they selected to build or purchase a computer. Use student responses, as well as the text of the section to complete a comparison. Click on the "Activities" button above, select Activity 1 and use the table shown. The text states that cost can be lower with a preassembled computer than a custom built. Students who have built their own may be quick to disagree, pointing out that one of the reasons they built their own was to save money. Tell students who raise this issue, "The relative costs of building your own or purchasing a computer will vary with the intended purpose, such as a high end gaming computer versus an entry level computer for simple word processing and email. Later in this section we will complete an activity that will compare the cost of building or purchasing two similarly equipped computers as one way of answering this question." Discussion 03 Tell students, "One of the first decision points in building a personal computer is the selection of a motherboard and CPU. We will begin exploring these two components in the first part of 1.4.2."Assign Reflection/Integration #1, How Motherboards Work. Review with students how to identify the motherboard elements of sockets, CPU, slots (PCI/AGP), RAM, etc. Once students are able to identify common elements assign Reflection/Integration #2, Whats On That Motherboard? After completing the comparison of different motherboards, assign the first section of 1.4.2. Review this section by asking students, 1. What role(s) does the motherboard play within a computer? 2. What are the advantages/disadvantages of motherboards with integrated components? 3. Think about computers on a spectrum from basic computers to video editing to gaming/CAD. "Which end

of the spectrum is likely to have integrated components? Why?" You may choose, at this point, to assign Reflection/Integrations #3 and #4, or save them for culminating activities at the conclusion of this section. Discussion 04 Assign the second part of 1.4.2 on CPUs. Ask students, "What are two important factors in selecting a CPU?" Students should respond processor speed and bus speed. Ask students, "Why is processor speed important? What are the advantages and disadvantages to faster processor speeds?" Ask, "What is a bus? Why is bus speed important? What relationship is there between processor and bus speed?" Following the review of the section play "Fetch, Decode, and Execute" available at http://www97.intel.com/discover/JourneyInside/TJI_Micropro cessors_handout2/default.aspx. At the conclusion of this activity, students should be able to explain how the CPU processes program instructions and data. Assign Reflection/Integrations #5 and #6, How Microprocessors Work, reviewing, as a class, the effect that the progression of microprocessors has had on the capabilities of computers. Prepare a matrix for both Intel and AMD processors. Click the "Activities" button above, select Activity 2 and use the chart found there. Prepare another table with a matrix of video game processors. Are there similarities? Differences? Lead the class through a discussion of the relationship between processors capabilities and application software. Discussion 05 Assign the final section of 1.4.2, RAM. Ask students, "How do you think you can identify the amount and type of RAM within your computer?" Assign the Hands-On Lab Activity 1.4.2, Random Access Memory. Make sure to review the definition of physical and virtual memory, the differences between the two, and their use within the data processing cycle. Assign the Reflection/Integration #7 "Matching RAM to the Motherboard" and review the results of the students investigations. Ask students, "Why do you need to be able to match the appropriate type of RAM to a motherboard?" Tell students, "Many times you may be working with computer hardware lacking adequate documentation: custom built, purchased used, or donated (as in the case of schools and non-profits). You may not be able to go to a manufacturers website to find the correct RAM type and quantity, but the motherboard manufacturer may give you the information you need." Ask students, "Why is locating the correct type and quantity of RAM important?" Solicit responses, and if necessary, tell students that incorrect RAM may damage the motherboard or the computer may not work correctly (if at all). Discussion 06 Assign the last reflection/integration activity on RAM, #8 "Matching RAM to Application" that supports students in making the connection between the amount of RAM and the effective use of a computer. As a class, review the results of this investigation, comparing the applications and their minimum and suggested quantities of RAM. Discuss why the "suggested" quantity of RAM will always provide better functionality than the minimum quantity of RAM, and the importance of RAM for efficient processing of video, audio, and

other applications with high processing demands. This section did not address how RAM stores data or the different types of RAM. If you feel this is important to consider, the How Stuff Works website, http://computer.howstuffworks.com/ram.htm, has an excellent overview, which could be viewed individually or as a whole class. Discussion 07 Prior to beginning 1.4.3, Adapter Cards remind students of the differences between motherboards with on-board video and audio and those that require adapter cards. Ask students, "Why might an individual want to have video and adapter cards in their computer rather than use on-board audio and video?" Solicit responses from the students, and then assign 1.4.3. After the completion of 1.4.3, tell students, "Lets go back in time for a moment. In the early days of computers, a desktop PC could generate one sound, a beep, and was black and white, black and amber, or black and green. Then along came six colors and eight sounds and the world of possibilities for desktop publishing and video games began to be realized. But trying to generate additional colors and sounds took away from the CPUs ability to process data, so processing needed to be shifted to specialized processors allowing the main CPU to focus on the data." Discussion 08 Assign Reflection/Integration #9 "How Video and Sound Cards Work" Discuss with students the role that the video or sound processors play in making computers "faster and more efficient." Have students return to the list of application software they prepared in 1.4.2, ask students, "What applications required audio or video cards? Why do you think these applications required the audio or video cards?" Solicit and review responses, focusing on the distribution of processing power within the computer. Ask students, "Now that you know how video and sound cards work what cards would you recommend for a graphic designer? An audio engineer?" Tell students, "Using the Internet research, what currently available graphic and audio cards would be the best choice for these applications. Be prepared to explain why." Review the results of student research, comparing the choices the students made. Prior to assigning 1.4.4, Storage Devices, wave a floppy disk before the class. Ask, "Do any of you recognize what I am holding in my hand? Tell them, "In less than two years time these will be just like the dinosaurs, extinct." As of 2007 in Britain one of the largest retailers, PC World, will no longer sell floppy disks."[1] Ask the students, "Why do you think floppy disks are becoming extinct?" Solicit responses, telling students, "In the next section we will learn about the present and future of storage." Assign 1.4.4. Discussion 09 Review the three types of storage. Click on the "Activities" button above, select Activity 3 and use the matrix with students as follows. Ask students, "What information can we put in the chart based on our readings?" Complete the table with that information and then assign Reflection/Integration #10, Storage Devices, sing the results of the student research to

complete the remainder of the table. Following a review of student research, assign 1.4.4, Hands-On Lab ActivityStorage Devices. Make sure to review the results of the lab, explaining the screen output. Assign 1.4.5 Peripheral Devices. Ask if there are any questions, and then conduct Reflection/Integration #11, Classroom/Home Peripheral Survey. Review together, as a class, the results of the home peripheral survey, and if the instructor decided to include it, the results of the device driver research. Discussion 10 The last part of this section includes power supplies and UPS. Assign 1.4.6,answering any questions students may have. It is essential to include additional content on surge suppression; students often select the most inexpensive "power strip" with a simple fuse that will not protect their computers, or their employers, from damage by power surges and spikes. The following is a suggested series of activities: 1. Additional research: Ask students to research the Internet for resources on How Surge Protectors Work or begin with this URL: http://www.howstuffworks.com/surge-protector.htm. 2. Ask students to research two different surge protectors: one designed for home use on a single computer, and another for small office use with multiple computers. 3. Students should present the results of their research to the class. Assign Reflection/Integration #12, reviewing student presentations of their computer designs.. c. Ending Activity : 1. How the Motherboard Works: Understanding the role and fundamental elements of the motherboard in a server or personal computer is essential knowledge for a network support technician or administrator. The following links provide a good overview of how a motherboard works, including structure, components, system bus speed, quantity of RAM, and more 2. Whats On That Motherboard? Have students complete an Internet search of motherboard images, selecting an image that is large enough to identify and label components easily. Ask students to identify (if possible) the manufacturer, form factor, and label the following components: a.I/O ports b.CPU c.Memory Slots d.Expansion Slots e.On-board Video f.On-board Sound g.IDE controllers Have students share, in small groups, their motherboard images comparing/contrasting the motherboards they selected. d. Reference : CCNA Discovey 1 Materials

 Internet Connectivity e. Evaluation : Task