Showing posts with label free computer courses.. Show all posts
Showing posts with label free computer courses.. Show all posts

Sunday, March 8, 2015

Discovering Computers, The Components of the System Unit, What is the system unit? What are common components inside the system unit? What is the motherboard? What is a chip?, computer in education, computer learning, free computer courses., free education online,

Discovering Computers

A Gateway to Information

Chapter 4

The Components of the System Unit

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Discovering Computers
A Gateway to Information
Chapter 4
The Components of the System Unit

 Objectives

  • Differentiate among various styles
  • of system unitsIdentify chips, adapter cards, and other components of a motherboard Describe the components of a processor and how they complete a machine cycle Identify characteristics of various personal computer processors on the market today Define a bit and describe how a series of bits represents data Explain how programs transfer in
  • and out of memoryDifferentiate among the various
  • types of memoryDescribe the types of expansion slots and adapter cardsExplain the difference among a serial port, a parallel port, a USB port, and other portsDescribe how buses contribute to a
  • computer’s processing speedIdentify components in mobile computers
  • and mobile devices


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Objectives
Differentiate among various styles
of system unitsIdentify chips, adapter cards, and other components of a motherboard Describe the components of a processor and how they complete a machine cycle Identify characteristics of various personal computer processors on the market today Define a bit and describe how a series of bits represents data Explain how programs transfer in
and out of memoryDifferentiate among the various
types of memoryDescribe the types of expansion slots and adapter cardsExplain the difference among a serial port, a parallel port, a USB port, and other portsDescribe how buses contribute to a
computer’s processing speedIdentify components in mobile computers
and mobile devices

 The System Unit

What is the system unit?


Case that contains electronic components of the computer used to process data
Sometimes called the the chassis

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 The System UnitWhat is the system unit?Case that contains electronic components of the computer used to process data
Sometimes called the the chassis

 The System Unit

What are common components inside the system unit?

ØProcessor

ØMemory

ØAdapter cards

§Sound card

§Modem card

§Video card

§Network card

ØPorts

ØDrive bays

ØPower supply


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 The System Unit, What are common components inside the system unit? ØProcessor ØMemory ØAdapter cards §Sound card §Modem card §Video card §Network card ØPorts ØDrive bays ØPower supply

 The System Unit

What is the motherboard?
ØMain circuit board in system unit
ØContains adapter cards, processor chips, and
memory chips
ØAlso called system board
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The System Unit ØMain circuit board in system unit ØContains adapter cards, processor chips, and memory chips memory chips memory chips ØAlso alled system board What is the motherboard?

 The System Unit


What is a chip?
ØSmall piece of semi-conducting material on which integrated circuits are etched
§Integrated circuits contain many microscopic pathways capable of carrying electrical current
ØChips are packaged so they can be attached to a circuit board


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The System UnitWhat is a chip?ØSmall piece of semi-conducting material on which integrated circuits are etched§Integrated circuits contain many microscopic pathways capable of carrying electrical currentØChips are packaged so they can be attached to a circuit board



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Saturday, February 7, 2015

Model papers for 5th Class and 8th Class Annual Examination 2015, computer in education, computer learning, free computer courses., learn computer through web, model papers, 8th class model papers, 5th class model papers, download free model papers,






Middle Standard Model Papers for the session 2015

Middle Standard Model papers for 5th Class and 8th Class Annual Examination 2015

The above said model papers are uploaded only for the guidance of students as well as teachers. These are properties of Punjab Examination Commission/Punjab Education Commission. Download and get advantages.

Class 5th Annual Examination 2015 Model Papers

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Class 8th Annual Examination 2015 Model Papers

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  Download free Date Sheet for class 5th and 8th annual      examinations 2015 .

Friday, February 6, 2015

Date Sheet for class 5th and 8th annual examinations 2015, computer in education, computer learning, free computer courses., learn computer through web






Punjab Examination Commission

Wahdat Colony Lahore

   Date sheet for class 5th annual examination 2015  

Download Date sheet from direct Punjab Examination Commission Website

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Date sheet for class 5th annual examination 2015

Date sheet for class 8th annual examination 2015

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These date sheets are properties of Punjab Education Commission. 
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Thursday, February 5, 2015

Programming Tasks, computer in education, computer learning, free computer courses., learn computer through web






Programming Tasks


1.       Write a program that reads in the radius (r) of a circle and prints its diameter (2r), circumference (2πr) and area (πr2).
2.       Write a program that takes temperature in Fahrenheit and converts it into Celsius.
3.       Write a program that takes a number form the user and prints weather it is even or odd.
4.       Write a program that takes two numbers form the user, determines and prints weather first is multiple of second or not.
5.       Write a program, which takes age of the user in years and prints in months, days and hours.
6.       Write a program that takes age of the user in years and prints the number of times his heart beats. (Human heart beats on the average of once a second)
7.       Write a program that takes the length and width of a rectangular yard and the length and width of a rectangular house situated in the yard. Your program should compute the time required to cut the grass at the rate of two square feet a second.
8.       Write a program to compute the rate of growth, expressed as percentage, of an insect population. Take as input the initial size of the population and its size one week later. Then predict the size of population for next week, assuming that growth continues at the same rate.
9.        Raheem the Worker always works 52 hours a week. He earns Rs. 900 for the first 40 hours he works. He gets time and a half (1.5 times his regular hourly pay) for the first 10 hours over 40. He gets double time for all hours over 50. He is in the 8 percent tax bracket. Write a program with appropriate titles that prints Raheem’s gross pay, net pay, and taxes.
10.    Write a program that asks the user to enter two integers. Obtain the numbers from the user. Then prints the larger number followed by the word “is larger ”. If the numbers are equal, print the message “These numbers are equal”.
11.    Write a program that inputs three integers from the keyboard, and prints smallest and largest of these.
12.    Write a program that takes the x - y coordinates of a point in the Cartesian plane and prints a message telling either an axis on which the point lays or the quadrant in which it is found.
Sample lines of output
Enter x and y coordinates
-1
-2.5
(-1, -2.5) is in quadrant III.
13.    Write a program that takes two numbers from the user and prints the squares of all the numbers between them.
14.    Write a program that takes two letters from the user and prints all letters between them.
15.    Factorial of a nonnegative integer n is written as n! (pronounced as “n factorial”) and is defined as follows:
n! = n . (n – 1) . (n – 2) . …… .1        or            (product of all positive integers from n to 1)
n! = 1  (for n = 0)                 for example ,        5! =  5 . 4 . 3 . 2 . 1
Write a program that reads a nonnegative integer and prints its factorial.
16.    Write a program that calculates the product of all even integers form 1 to 15.
17.    Write a number-guessing game. Store an integer (from 1 to 100) in a variable. Ask the user to guess the number between 1 and 100. If he doesn't guess the value, give him a clue (his guessed value is higher or lower then stored value) and ask for guess again. If he guesses the variable's value correct, congratulate him and print the total number of guesses he made (score of the user). If the user enters 0, stop the program.
18.    The Fibonacci sequence is a sequence of numbers beginning 1, 1, 2, 3, 5, 8, 13, 21…. First two elements are defined to be 1; each of other element is the sum of its two predecessors. Write a program that takes first 25 elements of Fibonacci sequence.
19.    Write a program that will find the smallest, largest, and average values in a collection of N data values. Get the value of N before taking input of data values from the user.
20.    Modify the program 19 to compute the standard deviation, accumulate the sum of squares of the data values (sum_squares) and use the formula as follows:

Standard Deviation  =  ( ( sum_squares / N ) – Average) 1/2

Wednesday, February 4, 2015

Discovery of Computer, Problem Solving Process, Identify and clarify the problem, what do we have in common? computer in education, computer learning, free computer courses., learn computer through web,






3.5   problem solving process 
·         There are many approaches to problem solving, depending on the nature of the problem and the people involved in the problem. The more traditional, rational approach is typically used and involves, e.g., clarifying description of the problem, gathering information ,identifying alternatives,  assessing each alternative, choosing one, implementing it, and evaluating whether the problem was solved or not.
·          All that worrying can become directed thinking by channeling it into the following procedure. To make the best decisions and to become valuable knowledge workers, we can follow this simple five-step plan.
3.5.1        Identify and clarify the problem. Our  first task is recognizing that a problem exists.  The first step in reaching a solution is pinpointing the problem area. Look at the situation carefully. Figure out what it is that you are trying to solve. This will be your problem.
The normal process for solving a problem will initially involve defining the problem we want to solve. we need to decide what we want achieve and write it down. Often people keep the problem in their head as a vague idea and can so often get lost in what they are trying to solve that no solution seems to fit. Merely writing down the problem forces you to think about what you are actually trying to solve and how much you want to achieve. The first part of the process not only involves writing down the problem to solve, but also checking that we are answering the right problem. It is a check-step to ensure that we do not answer a side issue or only solve the part of the problem that is most easy to solve. People often use the most immediate solution to the first problem definition that we find without spending time checking the problem is the right one to answer
3.5.2                       Problem analysis (Information Gathering) Learn more about the problem situation. Look for possible causes and solutions. This step may mean checking files, calling suppliers, or brainstorming with fellow workers. For example, the air-freight delivery service would investigate the tracking systems of the commercial airlines carrying its packages to determine what went wrong. The next step in the process is often to check where we are, what the current situation is and what is involved in making it a problem. For example, what are the benefits of the current product/service/process? And why did we decide to make it like that? Understanding where the problem is coming from, how it fits in with current developments and what the current environment is, is crucial when working out whether a solution will actually work or not. Similarly we  must have a set of criteria by which to evaluate any new solutions or you will not know whether the idea is workable or not. This section of the problem solving process ensures that time is spent in stepping back and assessing the current situation and what actually needs to be changed.
After this investigation, it is often good to go back one step to reconfirm that our r problem definition is still valid. Frequently after the investigation people discover that the problem they really want to answer is very different from their original interpretation of it.
3.5.3     Generating possible Solutions When we have discovered the real problem that we want to solve and have investigated the climate into which the solution must fit, the next stage is to generate a number of possible solutions. At this stage we should concentrate on generating many solutions and should not evaluate them at all. Very often an idea, which would have been discarded immediately, when evaluated properly, can be developed into a superb solution. At this stage, we should not pre-judge any potential solutions but should treat each idea as a new idea in its own right and worthy of
3.5.4                  Analyzing the Solutions This section of the problem solving process is where we investigate the various factors about each of the potential solutions. We note down the good and bad points and other things, which are relevant to each solution. Even at this stage we are not evaluating the solution because if we do so then we could decide not to write down the valid good points about it because overall we think it will not work. However we might discover that by writing down its advantages that it has a totally unique advantage. Only by discovering this might we choose to put the effort in to develop the idea so that it will work.
3.5.5        Selecting the best Solution(s) this is the section where we look through the various influencing factors for each possible solution and decide which solutions to keep and which to disregard. we look at the solution as a whole and use our  judgment as to whether to use the solution or not. In Innovation Toolbox, we can vote using either a Yes/No/Interesting process or on a sliding scale depending on how good the idea is. Sometimes pure facts and figures dictate which ideas will work and which will not. In other situations, it will be purely feelings and intuition that decides. Remember that intuition is really a lifetimes experience and judgment compressed into a single decision Draw conclusions from the gathered evidence and pose solutions. Then, weigh the advantages and disadvantages of each alternative. What are the costs, benefits, and consequences? What are the obstacles, and how can they be handled? Most important, what solution best serves our goals and those of our organization? Here's where our creativity is especially important.
        Exercise
3.7.1          Using five steps of problem solving. Find the solution of this problem.” I can't go to my school because my bicycle is punctured”.
3.7.2           Using five steps of problem solving. Find the solution of this problem.” It is impossible for me to take mathematics test that will be taken on tomorrow because in our area electricity is failed.”
3.7.3          Using five steps of problem solving. Find the solution of this problem.” Nasir’s health is falling down day by day because he did not like vegetables “.
3.7.4          Using five steps of problem solving. Find the solution of this problem.” Aslam always gets excellent marks in the exams but he could not get good marks in the final exam”
3.7.5          Using five steps of problem solving .Find the solution of this problem. A man was doing his job but was killed because he lacked a certain piece of furniture. Why?

3.7.6          News paper article
The purpose of this activity is to analyze the arguments in a newspaper article .The students will work on their ability to break ideas and problems into parts and analyze them ,as well as their ability to understand multiple points of view .For this proceed as follows
3.7.6.1                          Make students groups
3.7.6.2                     Students are asked to choose an article from the opinion section of the newspaper.( 5 minutes )
3.7.6.3                     After reading it, write a brief description of what the article is trying to convince the reader of(10 minutes)
3.7.6.4                     Discussion (10 minutes) .For this ask  different  questions
                                                                    

3.7.7      Advertisement Analysis
 The purpose of this activity is to analyze the advertisement .For this we work in the following steps.
3.7.7.1                          Divide the students into groups
3.7.7.2                          Find out an advertisement from a magazine or news paper.
3.7.7.3                          Ask them to analyze what the ad is trying to convince the viewer to buy and describe what technique ad uses.
3.7.7.4                          Discussion .Ask the following questions
                    What is the ad trying to persuade you to do ?
                     How does it go about trying to persuade you?
                     If there are people shown in the ad, why do
                         Think advertiser chose the models they did
                         for the add ?
                         Does the ad make you want to try the  
                         Product advertised why ?why not ?              
3.7.8          Story Writing
Explain the students that we are going to begin a story and that each student will discuss how the story could end.  Start with something like:  "Once upon a time, there was a …………….story should not be more than one page.
3.7.9          The chillies Experiment
 Naeem and his 12-year old brother waqas bought hot chilly pepper seeds, and planted some under a tree in their backyard. When the chillies were ready to be eaten, Naeem was disappointed because they were not hot. Why were the chillies not hot? Waqas’s hypothesis was that the plants were not watered enough. Naeem disagreed. His hypothesis was that the plants didn't get enough sun. They decided to conduct an experiment to find out who was right.

3.7.9.1                          Describe an experiment that will tell us whose hypothesis was right.
3.7.9.2                          What kinds of experimental results will support each of the conclusions?
3.7.9.3                          That they were both wrong.
3.7.9.4                          That they were both right.
3.7.9.5                          That Naeem was right, and Waqas was wrong
3.7.9.6                          That Waqas was right, and Naeem was wrong

  
       How many squares are there 
computer in education, computer learning, free computer courses., learn computer through web,

       How many squares are there 






     Answer:






                                               
3.7.10     How Many triangles Are There?
               Directions: How many triangles are present in this picture

        
computer in education, computer learning, free computer courses., learn computer through webcomputer in education, computer learning, free computer courses., learn computer through web

3.7.10     How Many triangles Are There?
Directions: How many triangles are present in this picture



   

      Answer:



3.7.11      What Do We Have In Common?
              Directions: For each number, explain what the words have in common
  
California, New York, Mississippi
_________________________________________
2. Pizza, French fries, Cheeseburger
_________________________________________
3. Rose, Daffodil, Carnation
_________________________________________
4. Washington, Lincoln, Clinton
_________________________________________
5. Red, Blue, Purple
_________________________________________
6. Radio, Telephone, CD player
_________________________________________
7. Milk, Juice, Soda pop
_________________________________________
8. Basketball, Football, Soccer
_________________________________________
9. Newspaper, Book, Magazine
_________________________________________
10. Cow, Pig, Horse
_________________________________________
11. Thanksgiving, Christmas, Easter
_________________________________________
12. Computer, Television, Movies
_________________________________________
13. Eyes, Nose, Mouth
_________________________________________
14. Fork, Spoon, Knife
_________________________________________
15. Math, Social Studies, Science
_________________________________________

3.7.12      What Doesn't Belong?
Directions: For each number, circle each word/object that does not belong  and then explain why

Window, Glass Door, Wall
_________________________________________
2. Roller Skates, Cars, Houses
_________________________________________
3. Floppy Drive, Hard Drive, Driveway
_________________________________________
4. Saturn, Venus, Frogs
_________________________________________
5. Lead, Nickel, Oxygen
_________________________________________
6. Sad, Happy, Mad
_________________________________________
7. Trees, Grass, Cats
_________________________________________
8. Ball, Sphere, Cube
_________________________________________
9. Pencil, Tape, Glue
_________________________________________
10. Dance, Present, Gift
_________________________________________
11. Shop, Bear, Buy
_________________________________________
12. Cake, Posion, Muffin
_________________________________________
13. Energy, Lawn Mower, Scissors
_________________________________________
14. Shower, Bath, Sewer
_________________________________________
15. Chalk, Lemon, Orange
_______________________________________

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