COMPUTER REPAIR CURRICULUM

NEWTOWN SCHOOLS

NEWTOWN, CT. September, 1999

PHILOSOPHY

Business and Technology

The philosophy of business and technology education is to assist students in becoming

productive and contributing members of society capable of self-sufficiency, lifelong learning and

adapting to change.

Business and technology programs are competency-based, providing experiential learning

that uses employment-related content to contribute to the development of a student's basic,

academic and problem-solving skills, general employability attributes, and specific occupational

knowledge. The acquisition of these skills, knowledge and attributes prepares students for

success in employment, further education and their personal lives.

Business and technology education serve diverse individual interests, accommodate

different learning styles, and provide student with opportunities to master essential skills through

practical application. Courses within our departments require students to demonstrate their

knowledge, skills, and attitudes through hands-on experiences.

STATEMENT OF PURPOSE

Business and Technology Education

This curriculum has been organized to align the Newtown High School business and

technology education programs with the State of Connecticut Vocational-Technical

Education Policy Statement, the National Standards for Business Education, the Newtown

School District Quality Model and High School Common Denominator.

As stated in our philosophy, our business and technology program are competency-

based, providing experiential learning for our students to become contributing citizens of

our society. Further, the acquisition and melding of skills, knowledge and attributes

prepare students for success in employment, additional education, and their personal lives.

Analogous to this philosophy is the vision statement of the Common Denominator

document, "The purpose of our school is to prepare all students to be productive workers,

lifelong learners, and responsible citizens."

To this end, our curricula is designed with heavy emphasis on the Common

Denominator's productive worker. In addressing the productive worker essential question,

"How do I know that I have created and produced significant work?", we endorse and

adhere to the following content standards:

The student accesses, organizes, analyzes, interprets, and used information to create

an accurate and sound project

The student communicates effectively with others in completing a project.

The student evaluates both process and product to improve the project.

The student sets goals, develops a plan to meet the goals, monitors and readjusts

when necessary for goal attainment.

The student demonstrates pride in workmanship. We believe that these standards

are the essential operating elements within all the courses taught in our programs.

Computer Repair Enterprise Newtek at Newtown High School

Overview of Enterprise Newtek at N.H.S. is a computer repair and systems building business run by students at Newtown High School. The curriculum is aligned with the national A+ certification program written by the computer industry to certify their technicians in proper procedures for maintaining their computer systems. The program is also aligned with the Connecticut School to Career competencies and the student is encouraged to apply for the Connecticut Career Certificate at the end of his or her third year. The structure of the program at N.H.S. is as follows: Year One

Students are in a classroom/lab situation learning the basic skills and competencies required for the computer repair industry. The first year students also cover the PC operating systems and their relationship to the hardware.

Year Two

Students are the employees of the business, "Newtek at N.H.S." They perform maintenance tasks on customers’ PCs while running a computer repair business. The student is not only involved in the technical aspects of the business but also perform bookkeeping, advertising and customer relation tasks.

Year Three

These students are the managers of the Newtek enterprise. They oversee the second year students and set policy for the running of the business.

COMPUTER REPAIR CURRICULUM First Year (Skill Training)

Content Standards

Unit 1 The student will be able to assemble and troubleshoot a computer when given the correct parts. Unit 2 The student will be able to explain the different methods of storing data. He/She can also install and set up these devices on a PC. Unit 3 The student will be able to identify, install, configure and operate PC peripherals. Unit 4 The student will be able to research various technical careers to gain a broad understanding of the opportunities available in the field and be able to explain how the career clusters enable him / her to achieve the necessary skills required for success in a particular field. Unit 5 The student will be able to install and configure the various PC based operating systems. Unit 6 The student will be able to serve a client base successfully with the knowledge obtained through "A Plus" curriculum.

Essential Questions Can I repair or build a Personal Computer? How do PC components communicate with each other? How can I safely store data for later use? Can I install and configure peripherals on the PC?

How do PCs communicate with the user? Can I use my knowledge to meet real customer needs?

COMPUTER REPAIR CURRICULUM: First Year (Skill Training)

Unit I: The Internal PC 8 Weeks PC Components 1 Week Microprocessor Theory 3 Days Microprocessor Practical 2 Days The Power Supply and Testing Equipment 1 Week RAM 1 Week Motherboards and Bios 2 Weeks The Expansion Bus 2 Weeks Unit 2: Data Storage 3 Weeks The Floppy Drive and Hard Drive 1 Week SCSI 1 Week Removable Storage Devices 1 Week Unit 3: Peripherals 5 Weeks Video 1 Week Printers 1 Week Modems 1 Week Multimedia 1 Week Networks 1 Week Unit 4: Preparing for a Technical Career 3 Weeks The Career Clusters and the C.C.C. 1 Week Career Research 1 Week The Portfolio 1 Week Unit 5: Operating Systems 8 Weeks DOS 1 Weeks DOS memory Management 1 Weeks Windows 3.x 2 Weeks Windows 95/98 4 Weeks Unit 6: Software and Hardware Diagnostic For The Customer 5 Weeks Systems repair and troubleshooting 5 Weeks

UNIT 1: THE INTERNAL PC PC Components

Essential Question How do PC components communicate with each other? Content Standard The student will be able to assemble and troubleshoot a computer when given the correct parts. Instructional Objectives The student: identifies basic PC components; employs proper procedures for safe discharge of ESD and other electrical currents; disassembles and reassembles the basic PC; and works in teams to achieve a common goal. Performance Assessment (in teams of three) The student tears down and assembles the computer. During this process, he/she identifies the internal components. After the assembling is complete, the instructor then sabotages this same computer for the student to troubleshoot and correct problems. Performance Standards The student sets the motherboard jumpers and anchors the board in the case. The student seats and banks the memory. The student attaches the storage devices to the case with jumpers set and cables attached. The student seats the cards in expansion slots and anchors them to the case with screws. The student anchors the ports to the case and attaches the cables to the motherboard. The student attaches the front panel indicators to ensure that the LED’s and buttons work. The student sets up the PC so that the System boots to Windows. The student identifies the PC components. The student grounds himself /herself for proper release ESD. The student exercises leadership skills by driving forward the team’s discussion, distribution of tasks, meeting of requirements, and time management. The student applies his/her understanding of technological tools to help complete the assigned project. The student shows respect for other members of the class and shows openness to different perspectives.

UNIT 1: THE INTERNAL PC Microprocessor Theory

Essential Question How do PC components communicate with each other? Content Standard The student will be able to assemble and troubleshoot a computer when given the correct parts. Instructional Objectives The student: discusses the concept and functions of the data bus and the address bus; and charts the relationship of RAM to the CPU and caching. Performance Assessment The student writes an essay on the history of the data bus and address bus. The student then uses this information to create a wall chart showing the relationship of RAM to the CPU on the 8088, 286, 386, 486, and Pentium families. Performance Standards The student includes four of the five families of processors. The student compares the data bus width, speed, address bus size, modes, types of memory, improvements to CPU, and changes in data processing of the different PC families. The student identifies the four major components of the PC bus. The student lists the speed between and within each component. The student identifies information he/she needs to complete the task. The student organizes information in a comprehensive manner.

UNIT 1: THE INTERNAL PC Microprocessor Practical

Essential Question How do PC components communicate with each other? Content Standard The student will be able to assemble and troubleshoot a computer when given the correct parts. Instructional Objectives The student: studies the function of the clock, its speed, and the concept of clock doubling; compares older systems to current technology; and learns how to install and upgrade a processor. Performance Assessment The student sets the clock speed of three different types of motherboards to determine how each motherboard sets the speed of the newly installed CPU. Performance Standards The student follows proper ESD procedures. The student uses manuals to determine proper settings. The student sets the motherboard speed correctly. The student sets the CPU voltage correctly. The student sets the multiplier for the CPU. The student allocates time effectively to complete the task. The student identifies and explains inconsistencies. The student demonstrates a willingness to experiment with new technology to expand knowledge.

UNIT 1: THE INTERNAL PC Power Supply

Essential Question How do PC components communicate with each other? Content Standard The student will be able to assemble and troubleshoot a computer when given the correct parts. Instructional Objectives The student: introduces the VOM meter and demonstrates its proper use; identifies the types of power supply connectors and explains their use; and installs and troubleshoots a power supply. Performance Assessment The student removes a power supply from a computer, tests its components, and reinstalls the same power supply. Performance Standards The student follows proper safety precautions for ESD and discharging the power supply. The student uses correct settings on multi-meter. The student answers at least 12 of 15 measurement questions correctly. The student reinstalls and connects the power supply. The student boots the computer successfully. The student applies his/her understanding of technological tools to help complete the assigned task. The student identifies and explains inconsistencies.

UNIT 1: THE INTERNAL PC RAM

Essential Question How do PC components communicate with each other? Content Standard The student will be able to assemble and troubleshoot a computer when given the correct parts. Instructional Objectives The student:

defines RAM and compares types of packaging; installs RAM using proper banking procedures; computes size of a memory module by comparing its width and depth; and troubleshoots RAM. Performance Assessment The student identifies each type of memory module and lists its properties. He/she selects memory error messages from a list and describes which corrective measures to take to eliminate the problem. Performance Standards The student identifies all types of PC memory. The student lists the width and depth of each type of memory. The student lists the methods of banking for each time of RAM. The student computes the size of each RAM type by comparing width and depth. The student identifies the error messages caused by RAM and implements corrective solutions. The student follows ESD procedures. The student inserts RAM properly into the PC. The student evaluates information to determine its accuracy and/or relevance to the task. The student identifies and explains inconsistencies.

UNIT 1: THE INTERNAL PC Motherboards and BIOS

Essential Question How do PC components communicate with each other? Content Standard The student will be able to assemble and troubleshoot a computer when given the correct parts. Instructional Objectives The student: discusses the function of BIOS and looks at its many faces; configures CMOS and explains its options; uses software to install various device drivers; uses POST to troubleshoot boot problems; compares a variety of motherboard layouts; and installs different types of motherboards. Performance Assessment The student outlines the functions of BIOS and groups its devices. He/she then is presented with a group of computers in order to: reconfigure a lost CMOS file; install a device using Config.sys and Win95; use POST to correct Boot problems on a malfunctioning PC; and install a motherboard. Performance Standards The student lists a minimum of two of the three types of devices requiring BIOS. The student lists the members of the three groups of BIOS. The student configures a minimum of four out of five settings in CMOS correctly. The student accesses Config.sys, configures file, and saves properly. The student uses the Control Panel to configure a device. The student references POST codes and interprets them. The student follows proper ESD procedures. The student installs and anchors the motherboard. The student applies new knowledge, skills, and experiences. The student applies a rule or a principle to solve a problem. The student asks questions to direct him/her to relevant information.

UNIT 1: THE INTERNAL PC Expansion Bus

Essential Question How do PC components communicate with each other? Content Standard The student will be able to assemble and troubleshoot a computer when given the correct parts. Instructional Objectives The student: explains the external data bus; discusses the importance of the address bus and how it functions; examines how devices are properly configured to communicate with each other; identifies various expansion buses and compares their properties; and configures and installs various devices. Performance Assessment The student creates a chart showing the flow of data in a PC. He/she then troubleshoots a PC with device conflicts and installs a minimum of three devices into this same PC. Performance Standards The student’s chart shows how data flow is affected by different widths of the bus. The student’s graphics are presented in a legible and consistent manner. The student uses an organized procedure to resolve a conflict. The student follows proper ESD procedures. The student installs the device correctly. The student demonstrates that the device works and that there are no conflicts. The student identifies information he/she needs to complete the task. The student applies new knowledge, skills, and experiences.

Unit 2: Data Storage The Floppy Drive and The Hard Drive

Essential Question How can I safely store data for later use? Content Standard The student will be able to explain the different methods of storing data. He/she can also install and set up these devices on a PC. Instructional Objective The student: identifies the different types of floppy drives and installs two in the same system; formats a floppy disk and copies system files to it; configures three hard drives and installs them in a PC; discusses the differences between physical and logical geometry’s; discusses the benefits of PIO and UDMA; partitions a hard drive using Fdisk and Partition Magic; explores the FAT and uses hex to create a FAT table; and uses Defrag and Scandisk to optimize a drive. Performance Assessment The student installs two floppy drives in the PC and then uses the drives to create a bootable disk. He/she then installs three hard drives on the same PC and configures them as six logical drives. The student creates a FAT table and runs defrag and scandisk to check a drive for optimization. Performance Standards The student installs all the drives using proper screws and connectors. The power supply cables and jumpers on all drives will be set properly. The hard drives are partitioned so that each has a primary dos partition and an extended partition, with logical drives configured correctly. The fat table contains file references that have a beginning and an end. Defrag and scandisk are executed properly and with no coaching. The student applies a rule or principle to solve a problem The student listens to others, follows class rules and procedures, and works to be a productive member of the class.

Unit 2: Data Storage SCSI

Essential Question How can I safely store data for later use? Content Standard The student will be able to explain the different methods of storing data. He/she can also install and set up these devices on a PC. Instructional Objectives The student: identifies different types of SCSI devices; constructs a SCSI chain and install the devices using Windows 95; uses industry accepted standards when constructing a SCSI chain; charts the different SCSI flavors; lists the advantages and disadvantages of Bus Mastering; explains the reason for ASPI; and diagrams different RAID configurations. Performance Assessment The student (In teams of three) installs a SCSI adapter and two other SCSI devices on a Windows 95 PC. He/she will then create a power point presentation explaining the flavors of SCSI. The student creates a chart showing one RAID configuration and uses this chart to explain to the class how this configuration is safe and efficient. Performance Standards The student follows proper ESD procedures. The student mounts the devices properly, sets the IDs and terminates devices on a SCSI chain. The students Power Point presentation is clear and list the properties of each type of SCSI. The student identifies a RAID configuration and explains its importance to data protection. The student discusses three flavors of SCSI and the benefits and pitfalls of each .. The student asks questions that direct him/her to relevant information. The student identifies information he/she needs to complete the task.

Unit 2: Data Storage Removable Storage Devices

Essential Question How can I safely store data for later use? Content Standard The student will be able to explain the different methods of storing data. He/she can also install and set up these devices on a PC. Instructional Objective The student: researches different types of CDROM drives; compares the advantages of various types of tape backups; and locates information on the internet about the Zip, Jazz, and Super Disk drives. Performance Assessment The student installs and uses a CDRW drive to save data. He/she debates the advantages of the Zip, Jazz and Super Disk drives and creates a chart in MS Word comparing the advantages and disadvantages of various tape drives. Performance Standards The student installs a CDRW and successfully saves data to it at least three times. The student is clear and concise when defending a storage device. The student is able to reference hardware price, safety, speed, and media price during the debate. The student includes size and cost of media, speed of transfer, cost per MB, reliability and cost of hardware in chart of tape drives. The student demonstrates research skills in the acquisition of information. The student analysis the evidence collected from a variety of sources.

UNIT 3: Peripherals Video

Essential Question How do PC components communicate with each other? Content Standard The student will be able to identify, install, configure and operate PC peripherals. Instructional Objectives The student: defines various video related terms; demonstrates the use of the video controls; installs and configure a display adapter and monitor; researches monitors and display adapters through computer publications; and computes video requirements given incomplete data . Performance Assessment The student creates a series of charts showing the relationship of the video monitor components. He/She then installs a video card and adjusts it to work at its optimum with a given monitor. The student writes a paper comparing various video cards and monitors and then solves math problems relating to video resolution and memory. Performance Standards The student defines at least seventeen of twenty video-related terms correctly and explains their relationship to each other. The student follows proper procedures while installing a video card and monitor. The student configures video correctly for at least 85% of the problems given. The student writes a technical journal style article comparing at least three video cards and three monitors. The student solves at least 85% of resolution and memory related equations correctly. The student applies his/her understanding of technological tools to help complete the assigned project. The student allocates time effectively to complete the assigned project.

UNIT 3: Peripherals Printers

Essential Question Can I install and configure peripherals on the PC? Content Standard The student will be able to identify, install, configure and operate PC peripherals. Instructional Objectives The student:

compares the benefits of impact printers and then corrects common printer problems; compares the two types of inkjet technologies and performs basic maintenance on each; demonstrates how a laser printer works and identifies it's components; and compares the types of parallel communication.

Performance Assessment The student will perform basic maintenance on a pre-selected printer. He/She is then be presented with 10 scenarios of printer problems which he/she must correct. Performance Standards The student does 8 of 10 maintenance procedures correctly. The student correctly solves 8 of the 10 printer scenarios. The student applies new knowledge, skills and experiences. The student identifies and explains inconsistencies.

UNIT 3: THE INTERNAL PC The Modem

Essential Question How do PC components communicate with each other? Content Standard The student will be able to identify, install, configure and operate PC peripherals. Instructional Objectives The student:

compares analog to digital signals and explains how protocols are used to transmit these signals; installs a modem and configures the hardware necessary for it to work; explains the differences in the various V standards; and Uses the internet to upgrade the modems INF and BIOS files

Performance Assessment The student installs a modem in a Win98 based computer and properly configures it with the latest drivers and BIOS. He/she then explains how the modem transmits data over distances.

Performance Standards The student uses proper procedures and hardware to install an internal modem The student shows an understanding of communication by comparing Digital vs. Analog, Asynchronous vs. Synchronous, V standards, Serial communication setups, and Protocols in the setup of his/her modem. The student is able to access the Internet to obtain and install the latest INF and BIOS files for a particular modem The student applies his/her understanding of technological tools to help complete the assigned project. The student accesses knowledge and information from a variety of resources and experiences.

UNIT 3: THE INTERNAL PC Multimedia

Essential Question How do PC components communicate with each other? Content Standard The student will be able to identify, install, configure and operate PC peripherals. Instructional Objectives The student: describes how a CD ROM works; discerns the properties of WAV and MIDI formats; identifies various sound card connections; installs a sound card; and troubleshoots a sound card. Performance Assessment (in teams of two) Given the hardware for various types of CD ROM's and various sound cards, the student installs them in a DOS, Win 3X, and a Win 95 environment. He/She will then troubleshoot devices installed incorrectly. At the conclusion, the student explains the benefits of the different CD formats. Performance Standards The student installs three different types of CD ROM drives along with their drivers. The student sets the IRQ, DMA and address of each drive correctly. The student identifies the two different file formats and describes how they are written and what the benefits of each is. The student identifies five different sound card connectors and explains what each is used for. The student installs a sound card and configures it so that it operates correctly in DOS, Win 3.X and Win 95. The student corrects 4 of 5 multimedia configuration errors found on systems operating in DOS, Win 3.X or Win 95. The student identifies information he/she needs to complete the project. The student identifies and explains inconsistencies.

UNIT 3: THE INTERNAL PC Networks

Essential Question How do PC components communicate with each other? Content Standard The student will be able to identify, install, configure and operate PC peripherals. Instructional Objectives The student: identifies and installs various network topologies; defines network terminology; compares the different hardware protocols; demonstrates an understanding of network protocols; and installs a peer to peer network using Win 95/98. Performance Assessment The student compares the benefits and disadvantages of different types of network systems. He/She then designs, configures and installs a peer to peer and TCP/IP network on the classroom computers. Performance Standards The student lists and defines 4 different topologies. The student describes 4 hardware protocols. The student lists 3 protocols and describes the use for each. The 95 network is configured properly for file and print sharing. The printer is configured for use by all machines. Only protocols necessary for operation are installed. TCP/IP is configured properly and the student can access the Internet. The student explains the thoughts and ideas that shape his or her plan of action. The student demonstrates a willingness to experiment with new technology to expand knowledge.

UNIT 4: PREPARING FOR A TECHNICAL CAREER The Career Clusters and the CCC

Essential Question How can I begin planning for a technical career? Content Standard The student will be able to research various technical careers to gain a broad understanding of the opportunities available in the field and be able to explain how the career clusters enable him/her to achieve the necessary skills required for success in a particular field. Instructional Objectives The student: discusses the career clusters; examines the skill requirements for the technology cluster; and reflects on his/her current skill base in comparison to the state skill requirements. Performance Assessment The student: rates himself/herself using the skills evaluation sheet; works in teams to rates other students using the skills evaluation sheet; compares the results of the skill evaluations; and sets goals for what skills he/she plans to attain. Performance Standards The student identifies the key skill requirements. The student completes the skills evaluation sheet. The student compares his/her evaluation results with the results of other members of the team. The student reflects on which skills are strengths and which skills are weaknesses. The student establishes goals to improve his/her skill proficiency in the technology cluster. The student explains the breadth, depth, and limitations of his/her knowledge. The student generates new inquiries out of his/her interactions with others.

UNIT 4: PREPARING FOR A TECHNICAL CAREER Career Research

Essential Question How can I begin planning for a technical career? Content Standard The student will be able to research various technical careers to gain a broad understanding of the opportunities available in the field and be able to explain how the career clusters enable him/her to achieve the necessary skills required for success in a particular field. Instructional Objectives The student: conducts research in the NHS Career Center about technical careers; explores the “Choices” program; and accesses career sources over the Internet. Performance Assessment The student researches one technical career through the use of three Career Center sources and “Choices” research software. He/She will discuss his/her findings by completing a 750 word essay and designing a poster on a technical career. Performance Standards The student asks questions that direct him/her to relevant information. The student analyzes knowledge/information from a variety of resources and experiences. The student assesses the strengths and weaknesses of a given source. The student weighs information for its timeliness and appropriateness and recognizes the need for more current material. The student provides a detailed overview of the requirements and opportunities for a given technical career. The student identifies the three Career Center sources and “Choices” research that informed his/her discussion of the technical career. The student organizes his/her ideas in a comprehensive manner (e.g. introduction, conclusion, paragraph breaks, and topic sentences). The student creates a layout for the poster so that the key components of the technical career are accessible to the audience. The student proofreads his/her work to eliminate mechanical errors (spelling, grammar, and punctuation).

UNIT 4: PREPARING FOR A TECHNICAL CAREER The Portfolio

Essential Question How can I begin planning for a technical career? Content Standard The student will be able to research various technical careers to gain a broad understanding of the opportunities available in the field and be able to explain how the career clusters enable him/her to achieve the necessary skills required for success in a particular field. Instructional Objectives The student: understands the significance of the portfolio; identifies his/her strengths and weaknesses in the career cluster;

creates a resume listing past accomplishments and education; identifies his/her benchmark pieces of student work; compiles three letters of recommendation; and examines the impact of interest surveys on job selection within the technical career cluster.

Performance Assessment The student starts a portfolio profiling his/her proficiency in the technical career cluster through the inclusion of four key components: resume listing past accomplishments, education, and grades; references in the form of three letters of recommendation; results from interest surveys; and samples of student work that demonstrates proficiency levels. Performance Standards The student includes all four components of the portfolio (resume, references, interest survey results, and samples of student work). The student presents himself/herself in a professional manner through the selection and wording of information on the resume. The student accesses knowledge and information from a variety of experiences. The student includes a variety of references to demonstrate his/her strengths as a prospective employee. The student selects samples of work that support the content of the references and the resume. The student proofreads his/her work to eliminate mechanical errors.

UNIT 5: Operating Systems DOS

Essential Question How do PCs communicate with the user? Content Standard The student will be able to install and configure the various PC based operating systems. Instructional Objectives The student: explains the need for an operating system;

installs DOS 6.22; sets up a DOS file system; manipulates files using DOS; configures and edits autoexec.bat and config.sys;

uses DOS disk management tools; configures smartdrv; and explains the differences between virus types Performance Assessment The student installs DOS 6.22 on a PC then sets up an efficient file system on it. He\She then configures the PC to operate according to the teachers specifications before disk management tools are used to optimize the hard drive. Performance Standards. The student installs the DOS 6.22 operating system and it functions properly. The student sets up separate directories for the programs and data files. The student successfully uses the directory commands. The student accesses autoexec.bat and config.sys and makes specified changes. The student successfully uses CHKDSK, Scandisk, and Defrag. The student installs Smartdrv with the proper switches. The student demonstrates competency in the DOS commands. The student identifies information he/she needs to complete the task. The student completes the assigned project within given time parameters.

UNIT 5: Operating Systems DOS Memory Management

Essential Question How do PCs communicate with the user? Content Standard The student will be able to install and configure the various PC based operating systems. Instructional Objectives The student: graphs the use of DOS memory; installs device drivers and TSRs; manipulates conventional and reserved memory; explains how expanded memory is used; and uses HIMEM, DOS=HIGH, MEM to configure upper memory Performance Assessment The student configures upper memory so that the maximum amount of conventional memory is available for programs while keeping the system stable. He then creates a chart of how this memory is optimized. Performance Standards The student creates a chart of the first Meg. of memory on a particular machine that shows how all areas of memory are used. The student configures upper memory with contiguous UMB blocks. The student explains a MEM and MSD file readout. The student uses the EMM386 switches to optimize memory. The student runs MEMMAKER successfully and explains what changes it made. The student successfully installs RAMDRIVE.SYS The student applies his/her understanding of technological tools to help complete the assigned project. The student applies a rule or principle to solve the problem.

UNIT 5: Operating Systems Windows 3.X

Essential Question How do PCs communicate with the user? Content Standard The student will be able to install and configure the various PC based operating systems. Instructional Objectives The student

installs and configure Windows 3.X: and uses the Internet and Technet to troubleshoot 3.X.

Performance Assessment The student installs Windows 3.X, configure its devices, then accesses Windows tools and patches to optimize the install. Performance Standards The student installs Windows 3.X to its basic settings correctly. The student configures a PIF file correctly. The student finds and changes 3 of 4 settings found in the INI files. The student accesses the Internet. The student finds all related upgrades and patches The student installs the upgrades and patches correctly. The student demonstrates research skills in the acquisition of information. The student identifies and explains inconsistencies.

UNIT 5: Operating Systems Windows 95/98

Essential Question How do PCs communicate with the user? Content Standard The student will be able to install and configure the various PC based operating systems. Instructional Objectives The student:

installs and configure Windows 95/98; uses the internet and Technet to troubleshoot 95/98; modifies dos. sys; studies the GUI architecture; accesses and modifies the registry; patches and updates win95/98 and configures virtual and Dos memory.

Performance Assessment The student installs Windows 95 or 98, configures its devices, then accesses Windows tools and patches to optimize the install. Performance Standards The student installs Windows 95 or 98 to its basic settings correctly. The student accesses the internet, finds all related upgrades and patches and installs them correctly. The student modifies dos.sys to specifications desired correctly. The student accesses the registry and makes the changes requested correctly. The student modifies performance settings for optimum operation. The student identifies information he/she needs to complete the project. The student weighs information for its timeliness and appropriateness and recognizes the need for more current material.

UNIT 6: Software and Hardware Diagnostics Customer Support

Essential Question Can I use my knowledge to meet real customer needs? Content Standard The student will be able to serve a client base successfully with the knowledge obtained through "A Plus" curriculum. Instructional Objectives The student:

uses newly acquires knowledge to solve real world problems; maintains troubleshooting records; works to a customers deadline; consults with peers to solve a problem; and solves the issue in the most efficient manner. Performance Assessment The student is presented with various PC problems from the customer base and is asked to solve them. Performance Standards The student works with energy and resolve for the entire period. The student uses the proper tools to solve the problem in the shortest time. The student consults with his peers before asking the instructor. The student helps his peer willingly. The student communicates with the customer to keeps him/her informed. The student keeps records of all procedures followed and supplies used. The student exercises leadership skills by driving forward the group's discussion, distribution of tasks, meeting requirements, and time management. The student understands the significance of the project at hand. The student internalizes self directed principles: sets standards to achieve quality work, accepts responsibility, and understands the consequences of his/he actions. The student connects new understanding to prior knowledge. The student recognizes the growth of his/her learning.