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LESSON PLAN IMPLEMENTATION

Set of education Subject Grade / Semester Material Time : : : : : SMK Telekomunikasi Tunas Harapan Personal Computers and Applications XI / I Compare and contrast different types of computing devices x 45 minute

1. Competency Standard : Personal Computers and Applications 2.Base Competency : Compare and contrast different types of computing devices 3.Learning Purpose : The Mainframe Servers Desktop PCs Workstations Laptops Hand-held portable devices 4.Indicator : Different types of computers are designed to perform different types and levels of services. Mainframe computers are large computer systems that provide customized services to large organizations. Servers provide computing services to multiple clients on a network. Desktop computers host multiple applications at a single office or home work area. Workstations support specialized applications including design and engineering functions. Portable devices like laptop computers and PDAs provide computing mobility. Without prior knowledge of legacy networks, students will often struggle to differentiate a mainframe computer from a network server. 5.Core Material : 6.Lesson Strategy : Presentation Discussion Lab Activity / Worksheet 7.Lesson Steps a. Introduction : There are many different types or classes of computers available today; however, this was not always the case. In 1943 there were only three "computers" in the world, one in England called Colossus, which was used to break the code used by the German Military; one in Germany which set the trajectories of German buzz bombs over England; and in the United States the ENIAC (Electronic Numerical Integrator and Calculator), used by the United States military to calculate the trajectory of bombs. The ENIAC weighed over 30 tons, had 19,000 vacuum tubes, 1,500 relays, and hundreds of thousands of resistors, capacitors, and inductors. It consumed almost 200 kilowatts of Different types of Computers Types and features of servers Features of a desktop personal computer (PC) Features of a workstation Types and features of portable devices

electrical power. Its processing power wasnt the equal of todays most inexpensive PDA - it could only add, subtract, multiply, divide and perform square roots; cost $500,000 and required 6 women to manually set each step in the program with a series of switches. In 1949, Popular Mechanics magazine was so bold as to suggest that someday there would be a computer as powerful as the ENIAC that would have only 1,500 vacuum tubes and weigh only 15 tons![1] In 1949 no one imagined that someday there would be mainframes, servers, workstations, desktops, laptops and handheld computers (PDA), able to be programmed by end users via voice or keyboard with over a million times the processing power for less than one-millionth of the price. In this section, we will explore the differences between the many different types of computers as well as some of the significant developments in computer hardware and software that allow us to have an unimagined power in the palm of our hands. b. Core Activity Discussion 01 : Lecture/Discussion: Ask students, "What types of computers are available today? I dont mean brand names, such as Dell or Gateway, but what classes or types of computers are there?" The students are likely to generate an incomplete list of computer classes. Tell students, "We will be adding to this list after the completion of the next section." Assign 1.2.1. Ask students, "What types or classes of computers are missing from our list?" Add the remainder of the classes/types to the classroom list and ask, "What is the primary difference between these computers?" Students are likely to suggest "size"; stress at this point that although size is one factor in the difference that they also vary by function (job), as we will learn about in future modules. If possible, before proceeding onto Module 1.2.2, ask students to identify the type or class of computers present in the classroom and other locations where dedicated servers and computers are located asking them to classify the computers by class or type. Discussion 02 Assign Reflection/Integration #1, History of Mainframe Computing, asking students to present their results to the class. Compare the "significant" events - how many students identified the same events, which events were different? Ask students to explain their choice when their selection of a computer was unique within the classroom. Prior to beginning 1.2.2, ask students, "What makes a server different from a desktop computer?" Solicit responses, and assign the first section of 1.2.2. Ask students, "What are the three types of servers? Is there a difference between the function and capabilities of the three types of servers? What type of services can servers provide?" Click on the "Activities" button above, access the matrix and display it for students. Discussion 03 Tell students, "We are going to use a combination of Internet research and the work in 1.2.2 to complete this matrix." Assign Reflection/Integration #2, Servers. Use the results of the reflection/integration to complete the matrix, leading

students through a comparison of the function/capability, services, and hardware components. Ask, "What elements do the three servers have in common? What are the significant differences? Why might a network engineer choose one type of server over another?" Discussion 04 Prior to assigning 1.2.2 the instructor might consider presenting a timeline of the history of personal computers i.e. changes in CPU speed, the amount of data handled per instruction, quantity of RAM, and cost. This will support students in understanding that just as mainframe computers became significantly more powerful and less expensive over time, so did servers and personal computers. Since students are not yet familiar with bits, bytes, CPU and bus speeds the discussion needs to be kept simple, but will provide a good context for the work of subsequent modules. An excellent resource to begin research is at http://www.intel.com/pressroom/kits/core2duo/pdf/microproc essor_timeline.pdf Discussion 05 Assign the second part of 1.2.2 on Desktop PCs and Workstations Ask students, "What are the three areas of significant difference between a desktop PC and a workstation?" After receiving the correct responses tell students, "We will explore these areas in detail in later, it is only important, at this point, to understand that type and number of CPUs, quantity of RAM, and number of hard drives/speed form the fundamental differences between the platforms." Assign and review the results of 1.2.2, part Four. Tell students, "You have probably all heard of laptop PCs. However, how many of you have heard of tablet PCs? How many of you have heard of pocket PCs? In this next section we will explore the features of portable computing devices." Assign 1.2.3 and Reflection/Integration #3, Research on Portable Computing Devices. Ask students to share the results their research with the class. Discussion 06 Conclude 1.2.3 by beginning with a discussion about the role that mainframes played at the "beginning" of the progression of computing devices. Help students understand the parallel progression of a decrease in mainframe size, from "large to small" while increasing in power and capability, with the development of smaller and smaller portable computing devices from laptops and notebooks to PDAs to gaming devices to cell phones. Review with students the application of specific types of computers to functions; present different scenarios and ask students to match the spectrum of devices introduced within this lesson with a specific SOHO application. Sample scenarios might include, "A salesman who travels extensively needs access to inventory back in the office. What type of computer might he or she use? A designer needs to be able to sketch out ideas while meeting with a customer, and fax them back to the office without printing. What type of computer might he or she use?" As an alternative to the instructor writing scenarios, students could write scenarios, exchanging them with other members of the class. Discussion 07 In preparation for 1.3, tell students, "As we have begun to learn, processors have gotten smaller and faster; RAM is

smaller and faster; and certainly computers are smaller and use much less electricity. What is the one thing that has not changed over time in computing? (The way that data is represented in the computer.) Ask students, "What types of data can be represented digitally, i.e. displayed, listened to, or processed on a computing device?" Make a list of all the file types students have on computing devices including text files, word processing documents, MP3s, MPEG2, MPEG4, for example, explaining that in Section 1.3 they will learn about the process for converting text, speech, music, and video to a "universal" digital format nearly as old as the original mainframe. c. Ending Activity : 1. History of Mainframe Computing: One way to help students appreciate the wonder of todays clients is to explore computer hardware of the past. a. Ask students to research and select 10 significant events in the development of the mainframe computer from 1935 to the present. Each significant event should include the following information: i. Name(s) of inventor/designer ii. Name of mainframe computer iii. The capabilities of the mainframe - how much data can it process and how quickly can it process? iv. What made this design significant - how did it aid in the development of later computers? v. Graphic of mainframe, if possible b. Report the results in either a PowerPoint presentation or a timeline in Microsoft Word 2. Servers: Split the class into thirds: one third will research Standalone servers, another group the Rack Mount servers, and the third Blade servers. Ask students to research: a. Hardware: What components are installed within each server? b. Function/Capability: For what tasks is the server best suited? c. Services: What are typical tasks performed by the server? 3. Research on Portable Computing Devices: Provide the following list of portable computing devices to students. Students should select one device from the list to research. a. Laptop/Notebook b. Tablet PC c. Pocket PC d. Handheld/PDA e. Gaming Devices: Xbox, Xbox 360, Playstation 2, Playstation 3, Nintendo Wii, Sony PSP or Nintendo DS f. Cell phone Students should research and report on the following components for each device: a. CPU - Name/model number b. Main memory - quantity c. DRAM - presence/quantity d. Display: Type and size of screen, number of pixels e. Input/Output Devices f. Disk Drives - how large and speed g. Battery - capacity/battery life h. Manufacturer i. Cost

Additionally, if the student has personal experience with the device they reviewed add comments from their personal experience. d. Reference : CCNA Discovey 1 Materials Internet Connectivity e. Evaluation : Task

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