lessonoutline 2011 tej2o1 sept

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TEJ2O1 – Lesson Plan Outline

Day Date Description Expectations Homework

1Tues. Feb.

1

- Introduction- [email protected]

- Handout course outline, collect course ee,

chec! that e"eryone can lo#in

- $oded e%&ectations- Introduction to hard'are.

2

- $ollect course ee- Learnin# s!ills ru(ric

- )iscuss com&uter hard'are and ha"e students

start 'or!in# on the !ey'ord 'or!sheet *Pa#e

1+ on the dri"e.- /or!sheet disco"erin# your com&uter

Test Thurs. 0Intro to com&uters and

hard'are

ey'ord 'or!sheet deadline

onday$hoose hard'are to&ics

deadline on. 3e&t. 14 54+ am

3

- $ollect course ee- $ontinue discussin# com&uter hard'are

- $ontinue 'or!in# on 'or!sheets

- Hard'are assi#nment

- Presentation s!ills

)isco"erin# your com&uterassi#nment deadline /ed, 0e(

6

Email Hard'are to&ic choice (y

Tues. 0e(. 5 – 54+ am

4

- $ollect course ee

- Parts o the $P7- $ontinue 'or!in# on 'or!sheets- 8ssi#nment

-

Hard'are deadline/ednesday, 3e&t. 22

5Mon.

Feb. 7

- Ta!e u& com&uter terms

- Ta!e u& (it, (yte etc.

- $ontinue discussion o com&uter hard'are

- $hoose hard'are to&ics

6

- $hoose hard'are to&ics

-

- 9e"ie' or test- $ontinue discussion o com&uter hard'are

-

Test 1 Hard'are Tues., 3e&t. 21

Presentations start /ed., 3e&t.

22

7- $ontinue discussion o hard'are- :um(erin# systems

- ;et hard'are or ta!in# com&uters a&art

-

8

- :um(erin# systems decimal to (inary

- /or! on hard'are assi#nment

- 9e"ie' or test- /or!in# on hard'are &ro<ect

-

)ue date hard'are

Presentation

9

- =inary to decimal- Hard'are Test

- =inary addition

- :um(erin# systems

- =inary to )ecimal

10 Mon.

Feb. 14

- 83$II

- )ecimal to (inary

11 - /or!in# on :um(erin# 'or!sheet

- Presentation start Hard'are- 9ead and summari>e

- $on"ertin# 83$II to (inary

- =inary to 83$II

- =inary addition- 9eturn tests

-

)eadline Hard'are assi#nmen

Pa#e 1 o ?

mailto:[email protected]

http://var/www/apps/conversion/tmp/Unit%201%20Intro%20and%20hardware/COMPUTER%20Systems%20assignment.DOC

mailto:[email protected]

http://var/www/apps/conversion/tmp/Unit%201%20Intro%20and%20hardware/COMPUTER%20Systems%20assignment.DOC



-

12

- Hard'are &resentations

- :um(erin# systems

-

14

- :um(erin# systems (inary - decimal


--

-

1A


- /or! on =asic Lo#ic ;ates /or!sheet- 83$II

-

1B on. 0e(.

21

- 0amily )ay -

1

- =inary addition

- Hard'are &resentations- 9eadin# Lo#ic #ates older Inte#rated circuits

-

1?- :um(erin# system 'or!sheet- Hard'are &resentations

- Lo#ic #ates

15

- Introduction to lo#ic #ates – 8:), O9, O9, :OT, :8:), :O9

- 3tudents to 'or! on the (asic lo#ic #ates

'or!sheet

- :um(erin# system test- Electronics 8ssi#nment

- Introduction to lo#ic #ates – 8:), O9, O9,

:OT, :8:), :O9

- Lo#ic #ates (asics- /or!sheet 1 Lo#ic #ates

- In older CrichardCTe<2O1C7nit 2 Inte#rated

$ircuitsC'or! or on Oct and /ed Oct

Electronic 8ssi#nment )ue/ed., Oct.

)eadline 0ri. Oct. 5 *'ritten at

(e#innin# o &eriod

16

-

- 7nit test :um(erin# systems, =inary, 83$II,

=inary addition- ELE$T9O:I$3 $OPO:E:T3

833I;:E:T

2+Mon. Feb

28

- /or! on electronics assi#nment- )e"elo& the =oolean e%&ression 'or!sheet

- 9E8) all o the ollo'in# documents

- In older CrichardCTe<2O1C7nit 2 Inte#rated

$ircuitsC'or! or on Oct and /ed Oct

21

- Dui> =asic lo#ic #ates

-

- Electronic (asics- C9ichardCTEJ2O1C7nit 2 - Inte#rated

$ircuitsCElectronics 2++?

- 0inish Hard'are &resentations

22

- Lo#ic #ates con"ersions

- Electronic com&onents assi#nment deadline- /or! on electronics- Hand out com&onents or lo#ic #ates,

(read(oards and LE)s

- $ollect electronics assi#nment


24 -

2A - Handout lo#ic #ate com&onents and sho'students the (asics o 'irin#, (read(oard

(asics, E%am&le o /rite u&, =asic

Electronics, etc.

-

Pa#e 2 o ?



-

- 3tart lo#ic #ates

2B Mon. Mar. 7- )e"elo& the =oolean e%&ression 'or!sheet

- 9E8) all o the ollo'in# documents

2

- Dui> lo#ic #ates

- 0inish handin# out com&onents

-

2?- /or!in# on lo#ic #ates

-

25 - Ta!e u& Fui>-

26

- $ontinue to sho' students the (asics o

'irin#, (read(oards, etc.

- 3tudents 'or!in# on circuit e%&eriment

- 3tudents 'or!in# on circuit e%&eriments- E%&eriment G1 due

- E%&eriment G2 due

- E%&eriment G4 due

-

4+Mon. Mar. 21 - 3tudents 'or!in# on circuit e%&eriments

-

-

41

- 3tudents 'or!in# on circuit e%&eriments

- E%&eriment GA due


- E%&eriment-

42- 3tudents 'or!in# on circuit e%&eriments-

44


- E%&eriment- Dui> (asic lo#ic #ates

4A

- Ta!e u& Fui> *lo#ic e%&ressions, truth ta(les

and lo#ic dia#rams- Test lo#ic #ates – &ractical Dui> (read(oard

-

-

4BMon. Mar.28 - /rite u& o lo#ic #ates due

- $ontinue isual =asic

4

- Ta!e u& Lo#ic #ates 'or!sheet

- )eadline /rite u&s or Lo#ic #ates

-

4?- 9e"ie' lo#ic #ates

- Introduction to isual =asic – Po'er &oint

45

- O33LT testin#- Introduction to inal assessment – (read(oard,

com&uter, and car

- isual =asic cha&ter 4

9etest Thurs.

46- Dui> Lo#ic #ates

- $ontinuin# =

E%ercises 2(, 4(, A and 14 ch.

4

A+Mon. Apr. 4 - $ha&ter 4 isual =asic

- /or!in# on $ha&ter 4 =

A1- $ha&ter A isual =asic- 8ssessin# $h 4 E% 2(

- E"aluation $h 4 E%ercises

A2

- /or!in# on isual =asic

- 9e"ie' $ha&ter A

- aria(les, o&tion e%&licit, te%t (o%es, o&tion

(uttons and rames-

-

A4 - $ontinue ch GA isual =asic -

Pa#e 4 o ?



- isual =asic Fui> intro

AA - $ontinues to 'or! on isual (asic

-

-

AB Mon.

Apr. 11

- $ha&ter A – in&ut (o%es and o&tion (uttons

- E%ercises

- isual =asic

- E%ercise 1,4,B and 1+

cha& A

A - -

A?

- isual =asic

- = $ha&ter B – messa#e (o%es, decision

statements, and chec! (o%es- 0inish mar!in# $h. A

-

A5

- isual =asic

- 9e"ie' chec! (o%es

- 9e"ie' i statements

-

A6 - isual =asic - $hGB 1,B, and 12

B+

Mon.

Apr. 18

- isual =asic

- Dui> $ha&. A &rac

-

B1- /or!in# on assi#nments-

-

B2

- /or!in# on assi#nments

- 0inish mar!in# ch A-

-

B4

- /or!in# on assi#nments

- Introduction to $ha& loo&s- Ininite, counted, conditional

- Dui> $ha& B &rac

-

BA Tues. Apr. 2- /or!in# on assi#nments- $areers assi#nment

-

BB

- /or!in# on $ha&ter =- $areer to&ic due Thurs. 8&ril 25 (y email

54+ am

-

- $hG E%.1,11

B

- $areer &resentations to&ic choices

- /or!in# on $areers

- /or!in# on = ch - E"aluation o $h.

-

B?

- /or!in# on $areers

- /or!in# on = ch - E"aluation o $h.

- Introduction to $ha&ter 5

-

-

B5 Mon. May 2

- Intro to inal assi#nment 'ith reFuirements

and #rou&s

-

-

B6- 0inishin# e"aluatin# $ha&

-

-

+

- )eadline $areers assi#nment- $ha&ter 5

- 5. List (o%es- 5.? $om(o (o%es

- 5.5 /indo's a&&lication standards-

1

- $ha&ter 1+- ;ra&hics

- ar!in# $h. - $areer &resentations *2

- $areer &resentations *2 starts

- $hG1+ E%.

1,?, 1+, 1B e%t.15

Pa#e A o ?



2 - Interacin# intro -

4Mon. May

!

- $areer &resentations

- Interacin#

-

A - $areer &resentations -

B

- = e%ercises

- $areer &resentations *2- :et'or!in# assi#nments – #rou&s o 2

- )ue

- )eadline

- $areer &resentations *2

-

- /or!in# on :et'or! assi#nment


-

?- $areer &resentations *2 -

5

- 3tudent teacher lesson on :et'or!in#

- Duestions on :et'or!in#


- )ue /ed.

)ec. 12

6

- Home :et'or! 8ssi#nment


- /or!in# = $ha&ter 1+

- ar!in# $h. 1+ E%. 1- /or!in# on :et'or!in# Fuestions


- )ue

Tuesday, )ec. 11

- )eadline

Thur., )ec. 14

?+

- /or!in# on $h. G1+ =

- /or!in# on Duestions :et'or!in#- /or!in# on Home :et'or! assi#nment


-

-

?1

- /or!in# on Fuestions

- Lesson inal assessment $ar


-

-

?2 - -

?4 - -

?A - -

?B - -

? - -

?? - -

?5 - -

?6 - -

5+ - -

51 - -

52 - -

54 - -

5A - -

5B - -

5 - -

5? - -55 - 0irst day o testin# -

56 - End o testin# -

Mon"ay

#an. 21

- -

- -

- -

T$urs"ay

#an. 24

- E%ams start

-

-

- -

Pa#e B o ?



Coded Expectations, Computer and Engineering Technoog!, TE" 2#

Theor! and $oundationOverall Expectations

TF%.&1E

– descri(e ho' the internal com&onents o the com&uter ena(le the &eri&herals to unction

TF%.&2E – descri(e a &ro(lem-sol"in# model such as the in&ut, &rocessin#, out&ut model

TF%.&'E

– e%&lain internal num(erin# and character re&resentation systems

TF%.&4E

– descri(e and illustrate the unctions o lo#ic #ates

TF%.&(E

– descri(e the undamental &ro#rammin# constructs.

Specific Expectations)omputer *o+ic

TF1.&1E

– descri(e the relationshi& (et'een the (inary num(er system and com&uter lo#icTF1.&2E

– deine a standard 'ay o re&resentin# characters in (inary code

TF1.&'E

– descri(e the unction o the undamental lo#ic #ates, includin# the unction o each &in 8:), :8:), O9, :O9,

O9, :O9, and :OT.

Har"ware, -nteraces, an" /etworkin+ 0ystems

TF2.&1E

– use &recise terminolo#y in relation to all hard'are, interaces, and net'or!in# systems

TF2.&2E

– identiy the (asic internal and e%ternal com&onents o a com&uter

TF2.&'E

– descri(e the &rimary unction o each (asic com&onentTF2.&4E

– identiy com&uter internals and &eri&heral de"ices and descri(e their relationshi&.

ro+rammin+ )oncepts

TF'.&1E

– deine constants, "aria(les, e%&ressions, and assi#nment statements, includin# the order in 'hich the o&erations are

&erormed

TF'.&2E

– descri(e ho' com&uters store and 'or! 'ith dierent ty&es o data, includin# num(ers and characters.

%&is and 'rocessesOverall Expectations

0%.&1E

– connect and use correctly a "ariety o com&uter com&onents and &eri&herals

0%.&2E

– demonstrate the use o an o&eratin# system, includin# a net'or!

0%.&'E

– use lo#ic #ates to construct sim&le circuits

0%.&4E

– a&&ly undamental &ro#rammin# constructs to de"elo& &ro#rams that interact 'ith e%ternal com&onents.

Pa#e o ?



Specific Expectations)omputer *o+ic

01.&1E

– con"ert &ositi"e inte#er num(ers to (inary orm

01.&2E

– deri"e the truth ta(les o the undamental lo#ic #ates

01.&'E

– 'rite =oolean eFuations or the undamental lo#ic #ates.

Har"ware, -nteraces, an" /etworkin+ 0ystems02.&1E

– set u& a des!to& com&uter system and install sot'are

02.&2E

– (uild an interace to connect the com&uter to a sim&le &eri&heral de"ice

02.&'E

– trace the o&eration o a system consistin# o a &ro#ram, an interace, hard'are, and directories

02.&4E

– use a&&ro&riate ile mana#ement techniFues

02.&(E

– use correctly a "ariety o net'or! system sot'are

02.&E

– use Internet'or!in# ser"ices correctly to access and na"i#ate #lo(al inormation resources.ro+rammin+ )oncepts

0'.&1E

– use in&ut and out&ut statements in a &ro#ram

0'.&2E

– use a decision structure and a re&etition structure in a &ro#ram

0'.&'E

– desi#n, 'rite, and test a com&uter &ro#ram to control a sim&le &eri&heral de"ice.

(mpact and Conse)uencesOverall Expectations

-)%.&1E – descri(e the e"olution o com&uter electronics

-)%.&2E

– identiy the social im&act o com&uters and associated technolo#ies

-)%.&'E

– identiy related com&uter careers.

Specific Expectations-)1.&1E

– use a&&ro&riate strate#ies to a"oid &otential health and saety &ro(lems associated 'ith com&uter use, such as

&osture &ro(lems, eye strain, and musculos!eletal in<uries

-)1.&2E

– use sae &ractices in the handlin# o com&uter hard'are and electronic com&onents

-)1.&'E

– identiy im&ortant scientiic ad"ances in com&uter electronic com&onents

-)1.&4E

– descri(e the de"elo&ment o com&uter en#ineerin# technolo#y and its im&act

-)1.&(E

– descri(e careers related to com&uter en#ineerin#

-)1.&E

– analyse the inluences o com&uters on the en#ineerin# &roession

Pa#e ? o ?



-)1.&7E

– descri(e ho' com&uter en#ineerin# has e"ol"ed and ho' it has aected &eo&les security, saety, and &ri"acy

-)1.&8E

– demonstrate understandin# o the im&ortance o ethical com&uter use

-)1.&!E

– demonstrate com&liance 'ith acce&ta(le-use &olicies

-)1.1&E

– identiy com&uter s!ills that are im&ortant to em&loyers.

Pa#e 5 o ?



Learning Skills Rubric

Expectations /ee"s

-mproement

0atisactory 3oo" Exceent

/or!s

Inde&endently

- rarely meets

deadlines

- sometimes meets

deadlines

- usually meets

deadlines

- al'ays meets

deadlines

- rarely ocussed - needs reminders tostay on tas!

- occasionally needsreminders to stay on

tas!

- ocussed

Team'or! - reluctant to try an

alternate role in

#rou& 'or!

- occasionally tries

an alternate role in

#rou& 'or!

- reFuently tries

alternate role in

#rou& 'or!

- ta!es on a "ariety

o roles in #rou&

'or!

- rarely shares ideas

- rarely listens to

others

- sometimes shares

ideas

- listens to others

some o the time

- usually shares

ideas

- listens to others

most o the time

- al'ays shares

ideas

- listens to others

Or#ani>ation - rarely &re&ared or class - #enerally &re&aredor class - usually &re&aredor class - al'ays &re&aredor class

- demonstrates

limited or#ani>ation

- demonstrates some

or#ani>ation

- demonstrates

considera(le

or#ani>ation

- demonstrates

eecti"e

or#ani>ation

- rarely uses

a"aila(le resources

- uses some o the

a"aila(le resources

- ma!es #ood use o

a"aila(le resources

- see!s out and uses

additional resources

and uses those &ro"ided

/or! Ha(its

Home'or!

- rarely com&letes

home'or!

- com&letes more

than hal o the

home'or!

- com&letes most

home'or!

- com&letes all

home'or!

- rarely ma!es u&missed 'or!

- ma!es u& somemissed 'or!

- ma!es u& mostmissed 'or!

- ma!es u& allmissed 'or!

- rarely ma!es #ood

use o class time

- sometimes ma!es

#ood use o classtime

- usually ma!es


- al'ays ma!es


/ote5 8 student 'hose achie"ement is (elo' le"el 1 *B+K has not met the e%&ectations or this assi#nment or acti"ity.

Pa#e 6 o ?



Key Computer Terms

Term Deinition

$entral Processin# 7nit *$P7

=IO3 9om

3Is, )Is, 98

$ache 98

I38

P$I 3lot

P$I E%&ress

3erial 8T8

Po'er 3u&&ly

0lo&&y )ri"e

Hard )ri"e

$)-9O )ri"e

)) )ri"e

Parallel Port

3erial Port

;ra&hics Port 8;P

73= Port

$om2 Port

P32 Port

I)E $a(le

$O3 =attery

$O3 9am *0lash 98

Pa#e 1+ o ?



*isco+ering !our computer

8$ address =IO3 date

IP address $ache memory

Hard dri"e si>e 9O "ersion date

8mount o 98 $P7 manuacturer

Pa#e 11 o ?



esson 1

C#-'.TE/ %%TE-%

The our main unctions o a computer are

Input, output, processing and control, and storage.

ets ta&e a oo& at the main components o a t!pica des&top computer

our t!pica des&top computer is moduar in nature consisting o a series ocomponents that can e remo+ed and repaced or upgraded

Pa#e 12 o ?



Central Processing Unit (CPU)

• rain o the computer s!stem

• speed measured in - or GHz

• (t contros most o the operations o the computer

incuding the processing o data :;ust i&e our rain<

• Consists o t=o main sections

1 Contro .nit > responsie or inormation o= and reguation2 ?. > arithmetic ogic unit > responsie or ogic and

cacuations

Pa#e 14 o ?

Name Date Transistors MicronsClockspee

Data!it"

M#P$

8080 1974 6,000 6 2 - 8 its 064

8088 1979 29,000 3 5 -16 its

8it us033

80286 1982 134,000 15 6 - 16 its 1

80386 1985 275,000 15 16 - 32 its 5

80486 1989 1,200,000 1 25 - 32 its 20

'entium 1993 3,100,000 08 60 -32 its

64it us100

'entium (( 1997 7,500,000 035 233 -32 its

64it us@300

'entium ((( 1999 9,500,000 025 450 -32 its

64it us@510

'entium 4 2000 42,000,000 018 15 A 32 its64it us

@1,700

*ua Core 2007

(nte Core(7

2010



(normation aout this taeB

• The ate is the !ear that the processor =as irst introduced -an!processors are reintroduced at higher coc& speeds or man! !earsater the origina reease date

•

Transistors is the numer o transistors on the chip ou can see thatthe numer o transistors on a singe chip has risen steadi! o+er the!ears

• Microns is the =idth, in microns, o the smaest =ire on the chip $orcomparison, a human hair is 100 microns thic& ?s the eature sie onthe chip goes do=n, the numer o transistors rises

• Clock spee is the maximum rate that the chip can e coc&ed at• Data %it" is the =idth o the ?. ?n 8it ?. can

addsutractmutip!etc t=o 8it numers, =hie a 32it ?. canmanipuate 32it numers ?n 8it ?. =oud ha+e to execute ourinstructions to add t=o 32it numers, =hie a 32it ?. can do it inone instruction (n man! cases, the externa data us is the same =idthas the ?., ut not a=a!s The 8088 had a 16it ?. and an 8itus, =hie the modern 'entiums etch data 64 its at a time or their32it ?.s

• M#P$ stands or miions o instructions per second and is a roughmeasure o the perormance o a C'. -odern C'.s can do so man!

dierent things that -('% ratings ose a ot o their meaning, ut !oucan get a genera sense o the reati+e po=er o the C'.s rom thiscoumn

Pa#e 1A o ?



Memor&

There are se+era speciic t!pes o memor! in a computerB

Randomaccess memory !R"#$ .sedto temporari! store inormation that thecomputer is current! =or&ing =ith :mint!pica sie 256- > 1A up to 8A<

Types of R"# > %(--, *(--, E*#,%*/?-, **/?-, **/?-2, **/?-3:rom odest to ne=est<

Speed of R"# 80, 70, 50ns:Danoseconds<

%umbers of &ins > 30, 72, 168 &ins are made of > tin, si+er or god

Readonly memory !R'#$ ? permanent t!pe o memor!storage used ! the computer or important data that does notchange

(asic input)output system !(I'S$ ? t!pe o /#- that is used! the computer to estaish asic communication =hen the

computer is irst turned on Cac*ing The storing o re)uent! used data in extreme! ast

/?- that connects direct! to the C'.

+irtual memory %pace on a hard dis& used to temporari! storedata and s=ap it in and out o /?- as needed

Pa#e 1B o ?



Har isk

This is argecapacit!permanent storage usedto hod inormation suchas programs and documents

(nteraceB

The dri+e interace is the anguage or protoco a dri+e uses tocommunicate =ith a host computer or net=or& The three main t!pes odri+e interaces are ?T? :ad+anced technoog! attachment< or (*E, %C%(,and $ire Channe, and more recent! %?T? :seria ad+anced technoog!

architecture<

$a&acity

Capacit! is the amount o data that the dri+e can store, ater ormattingT!pica sies range rom 40A to 160A :up to 750A<

Note: 1 Kb = 1024bytes 1 Mb = 1024KiloBytes1 Gigabyte = 1024MegaBytes

'PM

/'- is a measurement o ho= ast a hard discs patters are spinning :inre+outions per minute< The aster the spin rate, the ess time it ta&es or thedri+e to read or =rite a gi+en amount o data T!pica speeds are 5400rpmor 7200rpm

$eek Time

%ee& time is an a+erage o ho= ong :measured in miiseconds< a dri+eta&es to mo+e the read=rite heads to a particuar trac& on the disc T!pica

see& times are 510ms

Data 'ate

The data rate is the numer o !tes per second that the dri+e can dei+er tothe C'. /ates et=een 100 150 mega!tes per second are common,=ith speeds o 300 > 600 -ega!tes soon

Pa#e 1 o ?



Mot"eroar

This is the main circuit oard that a o the other interna componentsconnect to The C'. and memor! are usua! on the motheroard #thers!stems ma! e ound direct! on the motheroard or connected to itthrough a secondar! connection $or exampe, a sound card can e uit

into the motheroard or connected through 'C(

Pa#e 1? o ?

)6

0ocket

AM

Sockets

%i"eo

)$ipset

A3

0ot

-DE

)onnector

0eria

ATA

)- Express

0ots

)$ipset

htt&'''.i"ite%.comaFB.htm



#ntegrate Drive Electronics (#DE) Controller

This is the primar! interace or the hard dri+e, C*/#- and opp! dis&dri+e

loppy dri-es attach to (*+,C- ./ pinconnector)

ard /isk dri-es or /+/R0 attach to(*+UE 0primar&1 ,ND %H#TE0seconar&1 /2 pin connectors)

Raid type ard /isk dri-es pug into(3E++O% /2 pin connectors)

Perip"eral Component #nterconnect (PC#) *4s

The most common =a! to connect additiona components to the computer,'C( uses a series o slots on the motheroard that 'C( cards pug intoComponents share a maximum o a 133-s and=idth

Pa#e 15 o ?



PC# Express *4s

De=est =a! to connect additiona items to the computer The 'C( expresssus!stem consists o se+era 'C( anes 1 'C( ane =as ha+e a transerrate o 250-s in one direction and 500-s in u dupex :oth directions<

'ointtopoint connections no sharing o and=idth thereore great!impro+ing speed

56x PC#Express$lot

5x PC# Express $lot

$C$#

'ronounced scu!, the small comp4ter s&stem inter7ace is a methodo adding additiona de+ices, such as hard dri+es or scanners, to thecomputer %er+es the same purpose as (*E and %eria ?T?

$C$# Cale

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,GP ,ccelerate Grap"ics Port

• +er! highspeed connection used ! the graphics card to interace

=ith the computer

• ?A'8x is the ast o its genre

• eing repaced ! 'C( Express This =i ao= a maximum transer

rate o 4As in a singe direction

• The Current ?A' us can hande a maximum transer rate o

2As

$o4n car

This is used ! the computer to record and pa! audio ! con+erting anaogsound into digita inormation and ac& again %ound cards pug into a 'C(sot

T&pical so4n car

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Grap"ics car

This transates image data rom the computer into a ormat that can edispa!ed ! the monitor Araphics cards pug into an ?A' sot or a 'C(Express 16x sot

T&pical ,GP car

PortsParallel

This port is common! used to connect a printer or a scanner eingrepaced ! .%

$erial

This port is t!pica! used to connect an externa modem

Universal $erial *4s (U$*)

Fuic&! ecoming the most popuar externa connection, .% portsoer po=er and +ersatiit! and are incredi! eas! to use

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8ire !ire (#EEE 5.9/)

$ire=ire is a +er! popuar method o connecting digita+ideode+ices, such as camcorders or digita cameras, to !our computer

P$: Connectors (Mo4se an -e&oar Connector)

'%2 mouse pugs into the TE,+ minidin =ith 6 pin connectorocated at the ac& o the motheroard'%2 &e!oard pugs into the PU'P+E minidin =ith 6 pin connectorocated at the ac& o the motheroard

+,N ; D$+<C,*+E Connector (C,T= cale or '>/= Connector)

our ?D C?T5 or /"45 cae end =i pug into this port 8 pinconnector ocated at the ac& o the motheroard

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Po!er s4ppl&

(n a persona computer :'C<, the po=er supp! is the meta ox usua!ound in a corner o the case The po=er supp! is +isie rom the ac& oman! s!stems ecause it contains the po=ercord receptace and thecooing an

T"is is a po!er s4ppl& remove 7rom its PC case? T"e small@ res!itc" at rig"t@ aove t"e po!er;cor connector@ is 7or c"anging

line voltages in vario4s co4ntries?

T"e interior o7 a po!er s4ppl&?

'o=er suppies, oten reerred to as s=itching po=er suppies, uses=itcher technoog! to con+ert the ?C input to o=er *C +otages Thet!pica +otages suppied areB

• 33 +ots• 5 +ots• 12 +ots

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The 33 and 5+ots are t!pica! used ! digita circuits, =hie the 12+ot isused to run motors in dis& dri+es and ans The main speciication o apo=er supp! is in !atts ? =att is the product o the voltage in +ots andthe c4rrent in amperes or amps

Po!er $4ppl& %attage

? 400=att s=itching po=er supp! =i not necessari! use more po=er thana 250=att supp! ? arger supp! ma! e needed i !ou use e+er! a+aiaesot on the motheroard or e+er! a+aiae dri+e a! in the personacomputer case (t is not a good idea to ha+e a 250=att supp! i !ou ha+e250 =atts tota in de+ices, since the supp! shoud not e oaded to 100percent o its capacit!

?ccording to 'C 'o=er G Cooing, (nc, some po=er consumption +aues :in=atts< or common items in a persona computer areB

PC #tem %atts

?cceerated Araphics 'ort :?A'< card 20 to 30H

'eriphera Component (nterconnect :'C(< card 5H

sma computer s!stem interace :%C%(< 'C( card 20 to 25H

opp! dis& dri+e 5H

net=or& interace card 4H50I C*/#- dri+e 10 to 25H

/?-10H per128-

5200 /'- (nteigent *ri+e Eectronics :(*E< harddis& dri+e

5 to 11H

7200 /'- (*E hard dis& dri+e 5 to 15H

-otheroard :=ithout C'. or /?-< 20 to 30H

550 - 'entium ((( 30H

733 - 'entium ((( 235H

300 - Ceeron 18H

600 - ?thon 45H

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http://computer.howstuffworks.com/microprocessor.htm

http://computer.howstuffworks.com/microprocessor.htm



'o=er suppies o the same 7orm 7actor :orm actor reers to the actuashape o the motheroard< are t!pica! dierentiated ! the =attage the!supp! and the ength o the =arrant!

Operating s&stem

This is the asic sot=are that ao=s the user to interace =ith thecomputer Exampes are Hindo=s I', inux, #% I, and .D(I

#np4t<O4tp4t (#<O)

The most common t!pes o (# in 'Cs areB

Monitor

The monitor is the primar! de+ice or dispa!ing inormation rom thecomputer

Hhen purchasing a dispa!, !ou ha+e a numer o decisions to ma&eThese decisions aect ho= =e !our dispa! =i perorm or !ou, ho=much it =i cost and ho= much inormation !ou =i e ae to +ie= =ithit our decisions incudeB

• Displa& tec"nolog& Current!, the choices are main! et=een C/Tand C* technoogies• Cale tec"nolog& JA? and *J( are the t=o most common• Aie!ale area :usua! measured diagona!<• ,spect ratio and orientation :andscape or portrait<• Maxim4m resol4tion > the numer o pixes :the higher the etter<• Dot pitc" > the measure et=een pixes :the sma the etter<• 'e7res" rate > is the numer o times that the image on the dispa! is

dra=n each second ( !our C/T monitor has a reresh rateo 72 ert :<, then it c!ces through a the pixes romtop to ottom 72 times a second

• Color ept" The comination o the dispa! modes supported !!our graphics adapter and the coor capaiit! o !ourmonitor determine ho= man! coors can e dispa!ed

• ,mo4nt o7 po!er cons4mption

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-e&oar

The &e!oard is the primar! de+ice or entering inormation into thecomputer

Mo4se

The mouse is the primar! de+ice or na+igating and interacting =ith the

computer

Printer

The primar! de+ice used to otain a hardcop!

+aser Printers

• exceent output )uait! :300 1200 dpi or higher<

• ast and )uiet

• reati+e! expensi+e :especia! or coour<

#nk >et or *4le >et• +er! good output )uait! :300 1200dpi<

• )uiet

• moderate price

Dot Matrix

• air to good output )uait! :-ost ha+e Dear etter Fuait!:DF< mode<

• nois!

$peakers

.sed to produce sound

Moem

? de+ice use to send and recei+e inormation o+er some t!pe oconnection :teephone, cae, =ireess, etc<

'emovale $torage

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/emo+ae storage de+ices ao= !ou to add ne= inormation to !ourcomputer +er! easi!, as =e as sa+e inormation that !ou =ant to carr! toa dierent ocation

8lopp& isk

.se to e the most common orm o remo+ae storage, opp! dis&sare extreme! inexpensi+e and eas! to sa+e inormation to Aoing the=a! o the *o*oKL

CD;'OM

:compact disc, readon! memor!< is a popuar orm o distriution ocommercia sot=are -an! s!stems no= oer CD;' :recordae< and

CD;'% :re=ritae<, =hich can aso record

8las" memor&

ased on a t!pe o /#- caed electricall& erasale programmalerea;onl& memor& :EE'/#-<, $ash memor! pro+ides ast,permanent storage Compact$ash, %mart-edia and 'C-C(? cardsare a t!pes o $ash memor!

DAD;'OM

:digita +ersatie disc, readon! memor!< is simiar to C*/#- ut iscapae o hoding much more inormation

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:um(er $on"ersions

5) Converting 7rom inar& to ecimal

The sam&le (inary num(er is 5 (its lon#. Just li!e the decimal system the

num(er is read rom let to ri#ht, 'ith the let di#it (ein# the mostsi#niicant di#it. Thereore to con"ert the num(er to decimal 'e <ust ind

the 'ei#ht o each (inary num(er, multi&ly (y the di#it "alue, do this or

each di#it, and add them all to#ether.

$onsider the ollo'in# e%am&le

=inary :um(er

1 + 1 + 1 + 1 1 M *in decimal

2? 2 2B 2A 24 22 21 2+

1 + 1 + 1 + 1 1

bit aue base 2 aue

1 % 2? *125 125 & % 2 *A +

1 % 2B *42 42

& % 2A *1 +

1 % 24 *5 5

& % 22 *A +

1 % 21 *2 2

1 % 2+

*1 1Tota 171

Thereore 1+1+1+11 1?1 1+

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1x279&x291x2(9&x2491x2'9&x2291x2191x2&171or



Exercise

7sin# the a(o"e method con"ert the ollo'in# (inary num(ers to decimal

orm.

a 1+1+ 1+1+2 ( 1+1+2

c ++++ 11112 d 1+112

e 11112 1+++ +++12

# ++1+2 h +1+12

Pa#e 26 o ?



2: )onertin+ rom any base to "ecima

/hat i 'e ha"e to con"ert rom (ase 5 *octal to decimal. The &rocess is

the same 1 ind the 'ei#ht o each di#it, multi&ly (y the di#it "alue, do

this or each di#it, and add them all to#ether.

$onsider the ollo'in# e%am&le

Octal :um(er

1?25 M *in decimal

52 51 5+

1 ? 4

Thereore 1?25 124 1+

Exercise

7sin# the a(o"e method con"ert the ollo'in# num(ers to decimal orm.

a 45 ( 14A

c 145 d 124B

e 811 8041

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1x8297x819'x8&49(9'12'



The asic ogic Aates

A/D 3ate

; 3ate

/;T 3ate

or

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B A X •=

A

B

Trut$ Tabe

A < =

& & &

& 1 &

1 & &

1 1 1

Trut$ Tabe

A < =

& & &

& 1 1

1 & 1

1 1 1

B A X +=

A

B

Trut$ Tabe

A =

& 1

1 &

A X = A



/A/D 3ate

/; 3ate

=; or >E;: 3ate

Pa#e 42 o ?

Trut$ Tabe

A < =

& & 1

& 1 1

1 & 1

1 1 &

Trut$ Tabe

A < =

& & 1

& 1 &

1 & &

1 1 &

B A X •=

A

B

B A X +=

A

B

B A X ⊕=

A

B

Trut$ Tabe

A < =

& & &

& 1 1

1 & 1

1 1 &



1. Consider the Boolean expression A + B + C. Does it matter which OR you evaluate frst? eri!y youranswer usin" truth ta#les and then express your discovery usin" Boolean al"e#ra notation.

$. %ow consider the Boolean expression A • B • C. Does it matter which A%D is evaluated frst? Once

a"ain veri!y your answer usin" truth ta#les and then express your discovery usin" Boolean al"e#ranotation.

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1. Consider the Boolean expression A+B+C. Does it matter which OR you evaluatefrst? eri!y your answer usin" truth ta#les and then express your discovery usin"Boolean al"e#ra notation.

$. Consider the Boolean expression ANBNC. Does it matter which A%D you evaluatefrst? eri!y your answer usin" truth ta#les and then express your discovery usin"Boolean al"e#ra notation.

Pa#e 4A o ?

Ho' do the t'o lo#ic dia#rams (elo' com&areM

and

Thus 8=

These t'o e%&ressions are !no'n as the commutati"e la's

Ho' do the t'o lo#ic dia#rams (elo' com&areM

and

Thus 8N=

8

=

=

8

8

=

=

8



&hese two rules that you have discovered are 'nown as the associative laws o! Booleanal"e#ra.

Pa#e 4B o ?



(xample 1

1. &o "et into a physics pro"ram in university) *amantha needs to have OAC physics and either OACal"e#ra or OAC calculus. Assi"n Boolean varia#les to the conditions and write a Boolean expression!or the pro"ram reuirements.

,e will "et you started-

et / represent whether or not *amantha has OAC physics.

$. Another way o! statin" the conditions !or the physics pro"ram is that *amantha needs OAC physicsand OAC al"e#ra) or OAC physics and OAC calculus. 0sin" the same Boolean varia#les as a#ove)write a Boolean expression !or the pro"ram reuirements.

. *ince #oth o! these expressions re!er to the same situation the Boolean expressions must #e eual.eri!y this statement #y comparin" the truth ta#les !or the expressions.

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(xample $

1. 2ohn wants to "o 3o45artin" at 5art,orld. &hey have conditions on who can drive their 3o45arts. 6ou must #e either over sixteen or #e over twelve and have parental supervision. 0sin" Booleanvaria#les create an expression !or the 3o45artin" reuirements.

$. Another way to state the reuirements 7thou"h we wouldn8t usually say it this way9 is you must #eover sixteen or over twelve) and) you must #e over sixteen or have parental supervision. 0sin" thesame Boolean varia#les as a#ove) write a Boolean expression !or the 3o45artin" reuirements.

. *ince #oth o! these expressions re!er to the same situation the Boolean expressions must #e eual.

eri!y this statement #y comparin" the truth ta#les !or the expressions.

6ou have discovered two more o! the #asic rules o! Boolean al"e#ra. &hey are 'nown asthe distri#utive laws o! Boolean al"e#ra.

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Hor&sheet M1B Construction o Truth Taes/hen a =oolean e%&ression is com&le%, it is sometimes (est to construct the truth ta(le or &art o the e%&ression at a time, and then

com(ine the &arts. 8n e%am&le, or the e%&ression 8= =$ 8$, is sho'n (elo'. 8 se&arate column is &ro"ided or each o thethree &arts o the e%&ression.

$om&lete the ollo'in# truth ta(les.

Pa#e 45 o ?

8 = $ 8= =$ 8$ 8= =$ 8$+ + + + + + +

+ + 1 + + + +

+ 1 + + + + +

+ 1 1 + 1 + 1

1 + + + + + +

1 + 1 + + 1 1

1 1 + 1 + + 1

1 1 1 1 1 1 1

8 = $ AC B B AC +

+ + +

+ + 1

+ 1 +

+ 1 1

1 + +

1 + 1

1 1 +

1 1 1

8 = $ A = B A C B A +

+ + +

+ + 1

+ 1 +

+ 1 1

1 + +

1 + 1

1 1 +

1 1 1

8 = $ B C B A ++

+ + +

+ + 1

+ 1 +

+ 1 1

1 + +

1 + 1

1 1 +

1 1 1

8 = $ B C C B A+

+ + +

+ + 1

+ 1 +

+ 1 1

1 + +

1 + 1

1 1 +

1 1 1



?%(C EECT/#D(C C(/C.(T% EI'?(DE*

)ircuit 8 circuit is a &ath or electrons to lo' throu#h. The &ath is rom a &o'er sources ne#ati"e terminal, throu#h the

"arious com&onents and on to the &ositi"e terminal.

Thin! o it as a circle. The &aths may s&lit o here and there (ut they al'ays orm a line rom the ne#ati"e to &ositi"e.

:OTE :e#ati"ely char#ed electrons in a conductor are attracted to the &ositi"e side o the &o'er source.

)on"uctor

8 conductor is a material *usually a metal such as co&&er that allo's electrical current to &ass easily throu#h. The current is made u&

o electrons. This is o&&osed to an insulator 'hich &re"ents the lo' o electricity throu#h it.

0impe )ircuit

I 'e (rea! a circuit do'n to its elementary (loc!s 'e #et

1 8 Po'er 3ource -- e# (attery2 8 Path -- e# a 'ire

4 8 Load -- e# a lam&

A 8 $ontrol -- e# s'itch *O&tional

B 8n indicator -- e# eter *O&tional

0eries )ircuit

8 series circuit is one 'ith all the loads in a ro'. Li!e lin!s in a chain. There is only O:E &ath or the electricity to lo'. I this circuit'as a strin# o li#ht (ul(s, and one (le' out, the remainin# (ul(s 'ould turn o.

:OTE The sFui##ly lines in the dia#ram are the sym(ol or 9esistors. The &arallel lines are the sym(ol or a

(attery.

arae )ircuit

8 &arallel circuit is one that has t'o or more &aths or the electricity to lo'. In other 'ords, the loads are &arallel to each other. I theloads in this circuit 'ere li#ht (ul(s and one (le' out there is still current lo'in# to the others as they are still in a direct &ath rom

the ne#ati"e to &ositi"e terminals o the (attery

)ombination )ircuit

8 com(ination circuit is one that has a Qcom(inationQ o series and &arallel &aths or the

electricity to lo'. Its &ro&erties are a synthesis o the t'o. In this e%am&le, the &arallelsection o the circuit is li!e a su(-circuit and actually is &art o an o"er-all series circuit.

Pa#e 46 o ?



Pa#e A+ o ?



%;*TA3E, )6E/T ? E0-0TA/)E

In electronics 'e are dealin# 'ith "olta#e, current and resistance in circuits. /e 'ill descri(e these electrical

terms usin# an analo#y that closely resem(les electronics R HS)987LI$3 *'ater lo'in#.

%ota+e

olta#e is the electrical orce, or Q&ressureQ, that causes current to lo' in acircuit. It is measured in OLT3 * or E. Ta!e a loo! at the dia#ram.

olta#e 'ould (e the orce that is &ushin# the 'ater *electrons or'ard.

)urrent

$urrent is the mo"ement o electrical char#e - the lo' o electrons throu#h the electronic

circuit. $urrent is measured in 8PE9E3 *8P3, 8 or I. $urrent 'ould (e the lo' o'ater mo"in# throu#h the tu(e *'ire.

esistance

9esistance is anythin# that causes an o&&osition to the lo' o electricity in a circuit. It is used to control the amount o "olta#e

andor am&era#e in a circuit. E"erythin# in the circuit causes a resistance *e"en 'ire. It is measured in OH3 *Ω.

Pa#e A1 o ?



;HM@0 *A“The amount of current flowing in a circuit made up of pure resistances is directly proportional to the electromotive forces impressed

on the circuit and inversely proportional to the total resistance of the circuit.”

In sim&ler terms, Ohms La' means

1 8 steady increase in "olta#e, in a circuit 'ith constant resistance, &roduces a constant linear rise

in current.

2 8 steady increase in resistance, in a circuit 'ith constant "olta#e, &roduces a &ro#ressi"ely *not

a strai#ht-line i #ra&hed 'ea!er current.

Ohms La' is a set o ormulas used in electronics to calculate an un!no'n amount o current,

"olta#e or reistance. It 'as named ater the ;erman &hysicist ;eor# 3imon Ohm. =orn 1?5?.

)ied 15BA.

Pa#e A2 o ?



TE)H/-)A* DEF-/-T-;/

Ohms La' is a ormulation o the relationshi& o "olta#e, current, and resistance, e%&ressed as

/here

is the olta#e measured in "olts

I is the $urrent measured in am&eres

9 is the resistance measured in Ohms

Ohms La' is used to calculate a missin# "alue in a circuit.

In this sim&le circuit there is a current o 12 am&s *128 and a resisti"e load o 1 Ohm *1/. 7sin# the irst ormula rom a(o"e 'e

determine the olta#e

% 12 x 1 5 % 12 %ots >12%:

I 'e !ne' the (attery 'as su&&lyin# 12 "olt o &ressure *"olta#e, and there 'as a resisti"e load o 1 Ohm

&laced in series, the current 'ould (e

- 12 B 1 5 - 12 Amps >12A:

I 'e !ne' the (attery 'as su&&lin# 12 and the current (ein# #enerated 'as 128, then the 9esistance 'ould

(e

12B12 5 1/

/ote5 9emem(er a (attery is not measured in am&era#e as is commonly (elie"ed 'ith (e#inners to electronics. The (attery su&&lies

the &ressure that creates the lo' *current in a #i"en circuit. The am&era#e ratin# on a (attery is QHo' lon# the (attery 'ill last or

one hour 'hile dri"in# a circuit o that am&era#eQ. It is measured in 8m&era#e-Hours. 3o a 1+++m8h 'ould last or 1 hour in a oneam& circuit. *1+++m8h is 18 or one hour

8n easy 'ay to remem(er the ormulas is (y usin# this dia#ram.

Pa#e A4 o ?



To determine a missin# "alue, co"er it 'ith your in#er. The hori>ontal line in the middle means to di"ide the

t'o remainin# "alues. The QQ in the (ottom section o the circle means to multi&ly the remainin# "alues.

N I you are calculatin# "olta#e, co"er it and you ha"e I 9 let * I times 9.

N I you are calculatin# am&era#e, co"er it, and you ha"e di"ided (y 9 let *I9.

N I you are calculatin# resistance, co"er it, and you ha"e di"ide (y I let *9I.

/ote5 The letter E is sometimes used instead o % or "olta#e.

Pa#e AA o ?



6/DE0TA/D-/3 ? )A*)6*AT-/3 0E-E0 )-)6-T0

<A0-) 6*E0

8 series circuit has certain characteristics and (asic rules summari>ed here

1. The same current lo's throu#h each &art o a series circuit.2. The total resistance o a series circuit is eFual to the sum o indi"idual resistances.

4. olta#e a&&lied to a series circuit is eFual to the sum o the indi"idual "olta#e dro&s.A. The "olta#e dro& across a resistor in a series circuit is directly &ro&ortional to the si>e o the resistor.B. I the circuit is (ro!en at any &oint, no current 'ill lo'.

Lets loo! at each o these closer to #ain an understandin# o series circuits.

"1. The same current flows through each part of a series circuit."

In a series circuit, the am&era#e at any &oint in the circuit is the same. This 'ill hel& in calculatin# circuit"alues usin# Ohms La'.

Sou 'ill notice rom the dia#ram that 1 am& continually lo's throu#h the circuit. /e 'ill #et to the

calculations in a moment.

"2. The total resistance of a series circuit is equal to the sum of individual resistances."

In a series circuit you 'ill need to calculate the total resistance o the circuit inorder to i#ure out the am&era#e. This is done (y addin# u& the indi"idual "alues

o each com&onent in series.

In this e%am&le 'e ha"e three resistors. To calculate the total resistance 'e use

the ormula

RT = R1 + R2 + R3

5 + 5 + 10 = 20 Ohms

R total is 20 Ohms

:o' 'ith these t'o rules 'e can learn ho' to calculate the am&era#e o a circuit.

9emem(er rom Ohms La' that ! " # $. :o' 'e 'ill modiy this sli#htly and say I = V / R total .

Lets ollo' our e%am&le i#ureRT = R1 + R2 + R3

RT = 20 Ohms

Pa#e AB o ?



I = V / RT

I = 20V / 20 Ohms

I = 1 Amp

I 'e had the am&era#e already and 'anted to !no' the "olta#e, 'e can use Ohms La' as 'ell.

V = I x R total

V = 1 A x 20 Ohms V = 20 V

"Voltage rops"

=eore 'e #o any urther lets deine 'hat a Q"olta#e dro&Q is. 8 "olta#e dro& is the amount the "olta#e

lo'ers 'hen crossin# a com&onent rom the ne#ati"e side to the &ositi"e side in a series circuit. I you

&laced a multimeter across a resistor, the "olta#e dro& 'ould (e the amount o "olta#e you are readin#.This is &ictured 'ith the red arro' in the dia#ram.

3ay a (attery is su&&lyin# 1+ "olts to a circuit o t'o resistors each ha"in# a "alue o B

Ohms. 8ccordin# to the &re"ious rules 'e i#ure out the total resistance.

RT = R1 + R2 = 5 = 5 = 10 Ohms :e%t 'e calculate the am&era#e in the circuit

I = V / RT = 10V / 10 Ohms = 1 Amp

:o' that 'e !no' the am&era#e or the circuit *remem(er the am&era#e does not chan#e in a series circuit 'e

can calculate 'hat the "olta#e dro&s across each resistor are usin# Ohms La' * I % 9.

V1 = 1A x 5 Ohms = 5 V V2 = 1A x 5 Ohms = 5 V

:o' 'e #et to the ne%t rule.

"!. Voltage applied to a series circuit is equal to the sum of the individual voltage drops."

This sim&ly means that the "olta#e dro&s ha"e to add u& to the "olta#e comin# rom the (attey or (atteries.

total 1 2 4 ...

In our e%am&le a(o"e, this means that B B 1+.

". The voltage drop across a resistor in a series circuit is directl# proportional to the si$e of the resistor."

This is 'hat 'e descri(ed in the olta#e )ro& section a(o"e.

Voltage drop = Curret times Resistor si!e"

"%. If the circuit is &ro'en at an# point( no current will flow."

The (est 'ay to illustrate this is 'ith a strin# o li#ht (ul(s. I one is (urnt out, the 'hole thin#

Pa#e A o ?



sto&s 'or!in#.

Pa#e A? o ?



.D*E/%T?D*(DA G C?C.?T(DA '?/?E C(/C.(T%

8 Parallel circuit is one 'ith se"eral dierent &aths or the electricity to tra"el. Its a ri"er that has (een di"ided

u& into smaller streams. Ho'e"er, all the streams come (ac! to the same &oint to orm the ri"er once a#ain.

The &arallel circuit has e%tremely dierent characteristics than a series circuit. 0or one, the total resistance o aParallel $ircuit is )*T eFual to the sum o the resistors *li!e in a series circuit. The total resistance in a &arallel

circuit is always less than any of the %ranch resistances. 8ddin# more &arallel resistances to the &aths causes the

total resistance in the circuit to decrease. 8s you add more and more (ranches to the circuit the total current 'illincrease. /hyM /ell remem(er rom Ohms La' that the lo'er the resistance, the hi#her the current.

<A0-) 6*E0

8 Parallel circuit has certain characteristics and (asic rules summari>ed here

1. 8 &arallel circuit has t'o or more &aths or current to lo' throu#h.

2. olta#e is the same across each com&onent o the &arallel circuit.4. The sum o the currents throu#h each &ath is eFual to the total current that lo's rom the source.

A. Sou can ind total resistance in a Parallel circuit 'ith the ollo'in# ormula

19t 191 192 194 ...

9t 9 *totalB. I one o the &arallel &aths is (ro!en, current 'ill continue to lo' in all the other &aths.

"1. + parallel circuit has two or more paths for current to flow through."

This is sel e%&lanatory. 3im&ly remem(er that P898LLEL means t'o &aths u& to thousands o &aths. The lo'o electricity is di"ided (et'een each accordin# to the resistance alon# each route.

Pa#e A5 o ?



"2. Voltage is the same across each component of the parallel circuit."

Sou may remem(er rom the last section that the "olta#e dro&s across a resistor inseries. :ot so 'ith a &arallel circuit. The "olta#e 'ill (e the same any'here in the

circuit.

"!. The sum of the currents through each path is equal to the total current that flows from the source."

I one &ath is dra'in# 1 am& and the other is dra'in# 1 am& then the total is 2 am&s at the source. I there are A

(ranches in this same 2 am& circuit, then one &ath may dra' 1A8 *.2B8, the ne%t 1A8 *.2B, the ne%t 128

*.B8 and the last 18. )ont 'orry, the ne%t rule 'ill sho' you ho' to i#ure this out. 3im&ly remem(er orno' that the (ranch currents must tally to eFual the source current.

". ,ou can find T*T+- RIT+)0 in a arallel circuit with the following formula 1/Rt = 1/R1 3 1/R2 3 1/R! 3 ...

=eore 'e #et into the calculations, !ee& in mind 'hat 'e said at the start o this section QThe total resistanceo a &arallel circuit is )*T equal to the sum o the resistors *li!e in a series circuit. That said, lets di# into the

ormula.

/e 'ill use a &arallel circuit 'ith 4 &aths as an e%am&le *it can <ust as easily (e 2, A or a 1+++ resistors in

&arallel. The &o'er source is &ro"idin# 1+ "olts and the "alue o the resistors are A Ohm, A Ohm and 2 Ohm. Voltage = 10V

R1 = # Ohm

R2 = # Ohm R3 = 2 Ohm

9emem(er that Q9tQ means Total resistance o the circuit.

91, 92, etc. are 9esistor one, 9esistor t'o, etc.1 1 1 1

$$ = $$ + $$ + $$ Rt R1 R2 R3

There%ore&

1 1 1 1

$$ = $$ + $$ + $$ Rt # # 2

It is easiest to chan#e the ractions into decimal num(ers *e%am&le 1 di"ide (y A eFuals .2B1/Rt = "25 + "25 + "5 1/Rt = 1

:o' you ha"e to #et rid o the 1 on the let side so...

9t 11

t 1 ;$m

In the e%am&le 'e see a 1+ and 2+ ohm resistor in &arallel 'ith a 1+ olt source. 0irst 'e i#ure out the

total resistance o the circuit

Pa#e A6 o ?



1/Rt = 1/10 + 1/20

Rt = '"'( Ohms

:o' that you !no' this you can i#ure out the total am&era#e *It usin# Ohms La'

I total )It* = 10V / '"'( Ohms = 1"5 Amps

Thereore the total am&era#e (et'een the t'o resisti"e &aths must eFual 1.B 8m&s *9ule 4. :o' 'e can i#ure out e%actly 'hat each

&ath is &ullin# usin# Ohms La' once more. 9emem(er that the "olta#e is the same e"ery'here in a &arallel circuit. 3o 'e !no' the

"olta#e and the resistance

I1 = 10V / 10 Ohm = 1 A I2 = 10V / 20 Ohm = "5 A

/e i#ured the total am&era#e *It &re"iously, so no' 'e can dou(le chec! i the i#ures are correct

I1 + I2 = It

1A + "5A = 1"5A $ he,

"%. If one of the parallel paths is &ro'en( current will continue to flow in all the other paths."

The (est 'ay to illustrate this is also 'ith a strin# o li#ht (ul(s in &aralallel. I one is (urnt out, the others stay

lit.

Pa#e B+ o ?



6/DE0TA/D-/3 ? )A*)6*AT-/3 );M<-/AT-;/

)-)6-T0

8 Q$O=I:8TIO: $I9$7ITQ is *as you may ha"e already #uessed a circuit that is a (lend o series &aths and &arallel &aths.

<A0-)0

Sou must irst i#ure out the resistance o each indi"idual &arallel &ath in the circuit. Lets ta!e the circuit to the

ri#ht as an e%am&le. There is an 5 Ohm resistor in series *91 and t'o A Ohm resistors in &arallel, 9294

* &ote' The (( means that the two resistors are in parallel . To i#ure out the total resistance o that section o thecircuit 'e use the ollo'in#

1. 0ind the resistance o the &arallel circuit usin# the &arallel ormula.

19 192 194

19 1A 1A19 .2B .2B

19 .B

9294 1.B 2 Ohms

:o' that you !no' the resistance o the &arallel su(circuit, you add all the series resistances. 9emem(er the total resistance o 92

94 can no' (e &lu##ed into the series calculation to i#ure out the remainin# "alues usin# Ohms La'. 3ee i#ure to the let.

2 0ind the total resistance in the circuit (y addin# 91 and 9294.

9t 91 *9294

9t 5 Ohms 2 Ohms

9 total 1+ Ohms

:o' that you !no' the total resistance o the circuit you can i#ure out the total am&era#e usin# Ohms La'.

I total di"ide (y 9 total

It 1+ 1+ Ohms

I total 1 8m&.

Pa#e B1 o ?



0rom here you can i#ure out each com&onents "olta#e dro& or current.The (est ad"ice in indin# the "alues or a com(ination circuit is to first %reak each part of the circuit down into series and parallel

sections and follow those formulas. Once that is com&lete, com%ine them for your master calculations.

Pa#e B2 o ?



Here is a sc$ematic o a brea"boar". emember t$at t$e outsi"e rows are connecte"

$oriContay, w$ie t$e interna coumns o ie $oes are connecte" erticay.

Here are some exampes o poor wirin+, w$ic$ may ea" to probems w$en testin+ your

cicuits.

Pa#e B4 o ?

Connected

(horizontally)

Connected

(vertically)

Divider

I you &ush the

insulation into thehole, the

connectors 'ill (e

orced a&art andthe connection to

your 'ire 'ill not

occur. :o $onnection

Too much

e%&osed

co&&er 'ire,

may lead to

short circuits.

$ommon 'irin# mista!es made on the (read(oard

Insulation

=read(oard

$onnectors

$o&&er/ire

$orrect /irin#



esistor )oour )o"e

$olour =and 1 =and 2 =and 4

=lac! + + 1=ro'n 1 1 1+

9ed 2 2 1++

Oran#e 4 4 1+++

Sello' A A 1++++

;reen B B 1+++++

=lue 1++++++

iolet ? ? 1+++++++

;rey 5 5 1++++++++/hite 6 6 1+++++++++

Pa#e BA o ?

=and 1

9ed

=and 2

9ed

=and 4

=ro'n

=and A

;old

2 2 %1+

+

UBK

22 %1++

UBK22+ V UBK

*2+6W241V

BK + 22+ is 11

Lo'er 9an#e

22+ – BK 22+ – 11

2+6 V

7&&er 9an#e 22+ BK

22+ 11

241V



?D* Aate Experiment /eport B ! %omeod!

8n 8:) #ate is one o the si% undamental di#ital circuits. Ty&ically the 8:) #ates are arran#ed in #rou&s o our on an inte#ratedcircuit chi& la(elled ?AL3+5. The chi& is arran#ed as sho'n (elo'

urpose o t$e experiment

The &ur&ose o the e%&eriment isI. To in"esti#ate the #ate 8:) chi& *?AL3+5

II. To determine ho' the in&uts and out&uts 'or! in an 8:) chi&

III. To determine ho' electrical current lo's in a (read(oard

Answers to uestions

1. The truth ta(le or an 8:) #ate.

2. =•1+ +

4. =•++ +

A. =• +1 +

B. The 8:) #ate re&resents a series circuit.

. There are A 8:) #ates in a re#ular ?AL3+5 chi&.

?. There are 1A &ins on a re#ular ?AL3+5 chi&.

5. 8n 8:) #ate has 2 out&ut states *+ or 1.

6. The =oolean eFuation or in terms o 8 and = is B A X •= M

Pa#e BB o ?

8

=

B A X •=

8 =

+ + +

+ 1 +

1 + +

1 1 1



Computer Careers

1. 8&&lication )e"elo&er

2. $ )e"elo&er

4. $om&uter 3cientist

A. $oni#uration)e"elo&ment ana#er B. $ontrols En#ineer

. )ata(ase 3&ecialist?. )ata 3ecurity 3&ecialist )esi#n Pro#rammer

5. Electrical )esi#n En#ineer

6. ;7I 3ot'are En#ineer

1+. Hac!er 11. Interace )esi#ner

12. Ja"a )e"elo&er

14. Ja"a X 3ot'are En#ineers1A. Lead Pro#rammer 8nalyst)e"elo&er

1B. ac O3 )es!to& 3ot'are En#ineer 1. echanical )esi#n En#ineer 1?. odelin#3ot'are En#ineer

15. :et'or! 8dministrator

16. :et'or! 8nalyst2+. :et'or! En#ineer

21. Oracle 8&&lication Im&lementer

22. Peo&lesot Technical 8rchitect

24. Po'er 3u&&ly En#ineer 2A. Protocol 3ystems 3ot'are 8rchitect

2B. D$ alidation 8nalyst

2. 9o(otics En#ineers2?. 3enior :et'or! 8dministrator 3ot'are )esi#n En#ineer

25. 3enior Inormatics 3ot'are En#ineer

26. 3ot'are )e"elo&er 4+. 3ot'are En#ineers

41. 3ot'are Testin# 8nalyst I

42. 3ot'are Test alidation

44. 3ystems 8dministrator 4A. 3ystem 8nalyst

4B. 3ystems En#ineer

4. 3ystems :et'or! En#ineer

4?. Technical Trainer 45. /e( 8&&lications En#ineer

46. /indo's $O En#ineer

Pa#e B o ?



9eFuirements

$lassiied 8d

Jo( )escri&tion

9elated Jo(s

Educational – 9eFuirements

Educational institutions

Leadin# institutions

3alary -- E%&ectations

0uture <o( &ros&ects

$ommon &laces o em&loyment

/or!&lace issues

1 to 2 &a#e 'ritten *re&ort orm includin# /or! $itied

4-B- min. &resentation

To&ics chosen (y YYYYYYYYYYYYYYYYYYYYYYYY

/ritten due (y

Presentation date

C a s s i 1 i e d ? d

" o 5 * e s c r i p t i o n

/ e a t e d " o

5 s

E d u c a t i o n a / e ) u i r e m e

n t s

% a a r !

$ u t u r e ; o 5

p r o s p e c t s

C o m m o n p

a c e s E m p o ! m e n t

H o r & p a c e

( s s u e s

H r i t t e n

H o r & C i t e d

T o t a

2 6 2 4 2 2 2 2 5 3 30

Pa#e B? o ?



.sing Jariaes

aria(les are used to recei"e and store inormation. To declare a "aria(le

one must use the im command, #i"e the "aria(le a name, and deine the

ty&e. 0or e%am&le to declare a "aria(le named d(l9adius as a dou(le one

'ould do the ollo'in#

*im d/adius ?s *oue

Please note that "aria(le names should (e meanin#ul to hel& !ee& the

&ro#ram easy to ollo'. :otice that the &rei% d&l 'as used to hel&

indicate that the "aria(le is o ty&e )ou(le.

Lets try a &ro#ram that uses "aria(les.

Pa#e B5 o ?



#;ect Dame)aption

0orm1 rm$ircle8rea $ircle 8rea

La(el1 l(lDuestion /hat is the area o a circle

'ith radius M

La(el2 l(l8ns'er Empty

$ommand1 cmd$alculate $alculate

$ommand2 cmd)one )one)ou(le clic! the 0alculate (utton and add the ollo'in# code

*ption 4plicit

rivate u& cmd0alculate50lic'67

im d&lRadius +s ou&le

Pa#e B6 o ?



Dim "b)irceArea As Doube

d&lRadius = 8

d&l0ircle+rea = !.1 9 d&lRadius : 2

l&l+nswer.0aption = d&l0ircle+rea

nd u&

)ou(le clic! the one (utton and add the ollo'in# code

rivate u& cmdone50lic'67

6noa" Me

nd u&

Pa#e + o ?



7ser In&utost &ro#rams reFuire in&ut rom the user. =elo' is a sim&le &ro#ram that acce&ts user in&ut and calculates the area o a circle.

#;ect Dame)aption

0orm1 rm$ircle8rea $ircle 8rea

La(el1 l(l7serIn&ut Enter a radius

La(el2 l(l8ns'er

Te%t(o%1 t%t9adius

$ommand1 cmd$alculate $alculate$ommand2 cmd)one )one

The codin# or the &ro#ram is


im d&lRadius +s ou&le

im d&l0ircle+rea +s ou&le

d&lRadius = t4tRadius.Te4t d&l0ircle+rea = !.1 9 d&lRadius : 2

l&l+nswer.0aption = "+nswer = " ; d&l0ircle+rea

nd u&


<nload frm0ircle+rea

nd u&

Pa#e 1 o ?



rivate u& t4tRadius50hange67

l&l+nswer.0aption = "" 0lear the te4t field

nd u&

V+RI+>-( 0*)T+)T +) I)<T *? +T+

8 com&uter can (e thou#ht to ha"e a memory. $an thin! o acom&uters memory as a series o Qmail(o%esQ into 'hich inormation can

(e stored. Each Qmail(o%Q, or location, has its o'n numeric address.

BA6+2 BA6+4 BA6+A BA6+B

9ather than ha"in# to remem(er a numeric memory location, in

isual =asic 'e identiy a &articular memory location (y #i"in# it a name

*identiier.

1. 0trin+ - any name or character set.

- 1 (yte &er character

- *e.#. dollo&, one1+ten

@ A 8%%!% characters

2. -nte+er - any 'hole num(er includin# ne#ati"es.

2 (ytes

*e.#. -4,-2,-1,+,1,2,4

range &etween - '278 ? 9'277

4. *on+ - any 'hole num(er includin# ne#ati"es.

- A (ytes

range &etween - 214748'48 ? 9214748'47

A. 0in+e - any num(er includin# ne#ati"es.

- A =ytes

*e.#. 1.124, -2.4A, 4, -1+

range is &igBBB

B. Doube - any num(er includin# ne#ati"es.

Pa#e 2 o ?



- 5 =ytes

*e.#. 1.124, -2.4A, 4, -1+

range is &igBBB

. )urrency - 5 =ytes

range is &igBBB

?. <ooean - true or alse

- 2 =ytes

5. Date - Jan 1,+1++, throu#h )ec 41 6666

- 5 =ytes

6. ;bect - 8ny o(<ect reerence

- A (ytes

1+. %ariant - 8ny numeric "alue u& to the ran#e o dou(le

8s a&&ro&riate

etting + ata T#pe

=y deault, i you dont s&eciy a data ty&e, a "aria(le is #i"en the Variant

data ty&e. The "ariant data ty&e can store many !inds o data - num(ers,

strin#s, etc. T$e ariant "ata type makes it possibe or you not to

"ecare ariabes at a an" or your ariabes to contain "ierent

types o aues w$ie your co"e is runnin+, $oweer t$ere is a memory

costGGG

To set-u& and use a "aria(le in isual =asic you should do aminimum o t'o thin#s

1 use the command im

2 #i"e the "aria(le a name. Please note some names can not &e used

and names must start with a letterBBBB

Pa#e 4 o ?



4 declare the "aria(le as one o the 6 data ty&es a(o"e

0or e%am&le i 'e 'anted to set-u& a single data ty&e "aria(le named

area 'e 'ould ha"e to do the ollo'in#.

im area +s ingle

Pa#e A o ?



3election

-n many pro+rams "ecisions

are reuire". ;ne way t$is is

$an"e" is to use t$e f )Then

construct. )onsi"er t$esimpe assBFai pro+ram

s$own beow.

;bect /ame )aptionBText0orm1 Pass0ail The Pass0ail &ro#ram

La(el1 l(l7serProm&t Please enter a mar! (et'een +-1++

$ommand1 cmdPass0ail Pass0ailM

$ommand2 cmd)one )one

Te%t=o%1 t%tar! empty

Te%t=o%2 t%tOut&ut empty

O&tion E%&licitPri"ate 3u( cmdPass0ailY$lic!*

)im d(lar! 8s )ou(le

d(lar! t%tar!.Te%t

I d(lar! Z B+ Then

t%tOut&ut.Te%t QPassQ

Else

t%tOut&ut.Te%t Q0ailQ

End I

End 3u(

Pri"ate 3u( cmd)oneY$lic!*

7nload rmPass0ail

End 3u(

Pa#e B o ?



In the &re"ious e%am&le

there 'ere only t'o

choices. I 'e 'ant to

ma!e more than t'o

choices 'e can use

If C..

lseIfC.

lse

The ollo'in# &ro#ram #rou&s a &ersons numerical #rade into a letter

#rade *i.e. 8, =, $, ), 0.

O&tion E%&licit


7nload e

End 3u(

Pri"ate 3u( cmdLetter;radeY$lic!*

)im d(lar! 8s )ou(le d(lar! t%tar!.Te%t

I d(lar! Z 5+ Then

t%tOut&ut.Te%t Q8Q

ElseI d(lar! Z ?+ Then

t%tOut&ut.Te%t Q=Q

ElseI d(lar! Z + Then

t%tOut&ut.Te%t Q$Q ElseI d(lar! Z B+ Then

t%tOut&ut.Te%t Q)Q

Else

t%tOut&ut.Te%t Q0Q

End I

End 3u(Pa#e o ?



3oba %ersus *oca %ariabes

O&tion E%&licit

)im int0ail 8s Inte#er

)im intPass 8s Inte#er

Pri"ate 3u( cmdE;rdY$lic!*

)im str;rd 8s 3trin#

str;rd t%t#in&.Te%t

I str;rd Q8Q Or str;rd Q=Q Or str;rd Q$Q Or str;rd Q)Q Then

intPass intPass 1

Else

int0ail int0ail 1

End I

l(l:umPass Q:um(er o students that &assed Q X intPass l(l:um0ail Q:um(er o students that ailed Q X int0ail

End 3u(

Pri"ate 3u( 0ormYLoad*

intPass +

int0ail +

End 3u(

Pa#e ? o ?




7nload rm;rades

End 3u(

Pa#e 5 o ?



;T-;/ <6TT;/0 >AD-;:9adio (uttons are used to &ic! (et'een a num(er o o&tions. I &laced on a rame only one (utton can (e chosen. $onsider the

&ro#ram (elo'

rogram +ssignmentD1 0omputer nginerering

># Er. oulsson <sing V>8 ?or Er. oulsson u&mitted ec 1@/2@@%

AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA

ro&lem efinition A The following program calculates the cost of a drin'.

AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA

*ption 4plicit

rivate 0onst E+--RI0 +s 0urrenc# = 1 0onstant used to rep. the cost of

a small drin'

rivate 0onst -+RFRI0 +s 0urrenc# = 2 0onstant used to rep. the cost of

a large drin' rivate u& ?orm5-oad67

optmall.Value = ?alse

opt-arge.Value = ?alse

nd u&

rivate u& opt-arge50lic'67

l&lTotalrice.0aption = -+RFRI0

nd u&

rivate u& optmall50lic'67

l&lTotalrice.0aption = E+--RI0 nd u&


<nload Ee

nd u&

Pa#e 6 o ?



;T-;/ <6TT;/0 >AD-;:$hec! (o%es are used to &ic! (et'een a num(er o o&tions. $onsider the &ro#ram (elo'

*ption 4plicit

rivate e4tra +s 0urrenc#

rivate ice0reamrice +s 0urrenc#

rivate 0onst 0*)RI0 +s 0urrenc# = @.2% 0onstant used to rep. the cost of a small drin'

rivate 0onst +)<TRI0 +s 0urrenc# = @.% 0onstant used to rep. the cost of a small drin'

rivate 0onst E+--RI0 +s 0urrenc# = 1 0onstant used to rep. the cost of a small drin'

rivate 0onst -+RFRI0 +s 0urrenc# = 2 0onstant used to rep. the cost of a large drin'

rivate u& ?orm5-oad67

e4tra = @ optmall.Value = ?alse

opt-arge.Value = ?alse

nd u&

rivate u& opt-arge50lic'67

ice0reamrice = -+RFRI0

l&lTotalrice.0aption = ice0reamrice 3 e4tra

nd u&

rivate u& optmall50lic'67

ice0reamrice = E+--RI0


nd u& rivate u& ch'0one50lic'67

If ch'0one.Value = v&0hec'ed Then

e4tra = e4tra 3 0*)RI0

lse

e4tra = e4tra A 0*)RI0

nd If


nd u&

rivate u& 0h'eanuts50lic'67

If 0h'eanuts.Value = v&0hec'ed Then

e4tra = e4tra 3 +)<TRI0 lse

e4tra = e4tra A +)<TRI0

nd If


nd u&


<nload Ee

nd u&

Pa#e ?+ o ?



For.../ext *oop

O&tion E%&licit

Pri"ate 3u( t%t:um(erY$han#e*

l(l8ns'er.$a&tion QQ

End 3u(

Pri"ate 3u( cmd$alculate8"era#eY$lic!*

)im intEnd:um(er 8s Inte#er

)im int3umO:um(ers 8s Inte#er

)im int$urrent:um(er 8s Inte#er

intEnd:um(er t%t:um(er.Te%t

int3umO:um(ers +

0or int$urrent:um(er 1 To intEnd:um(er

int3umO:um(ers int3umO:um(ers int$urrent:um(er

:e%t

l(l8ns'er.$a&tion QThe a"era#e o the num(ers rom 1 to Q X

intEnd:um(er X Q is Q X int3umO:um(ers intEnd:um(er

End 3u(


7nload e

End 3u(

Pa#e ?1 o ?



D;...$ie *oop >con"ition at t$e en":

O&tion E%&licit


)im int$ounter 8s Inte#er

)im strTitle 8s 3trin#, strProm&t 8s 3trin#, strPass'ord 8s 3trin#

int$ounter +

strTitle QPass'ordQ

strProm&t QPlease enter your &ass'ord (elo'.Q

)o

strPass'ord In&ut=o%*strProm&t, strTitle int$ounter int$ounter 1

Loo& /hile strPass'ord [Z Qha&&inessQ 8nd int$ounter [ B

I int$ounter B Then

s#=o% QPass'ord not acce&ted.Q

7nload e End &ro#ram

End I

End 3u(


7nload e

End 3u(

Pa#e ?2 o ?



D;$ie *oop >con"ition at t$e be+innin+:

O&tion E%&licit


)im int$ounter 8s Inte#er

)im strTitle 8s 3trin#, strProm&t 8s 3trin#, strPass'ord 8s 3trin#

int$ounter +

strTitle QPass'ordQ

strProm&t QPlease enter your &ass'ord (elo'.Q

strPass'ord In&ut=o%*strProm&t, strTitle

)o /hile strPass'ord [Z Qha&&inessQ 8nd int$ounter [ B

int$ounter int$ounter 1

strPass'ord In&ut=o%*strProm&t, strTitle Loo&

I int$ounter B Then

s#=o% QPass'ord not acce&ted.Q

7nload e End &ro#ram

End I

End 3u(


7nload e

End 3u(

Pa#e ?4 o ?



-nestment )acuator

*ption 4plicit


im d&lInterestRate +s ou&le

im curInvestment +s 0urrenc#

im curFoal +s 0urrenc#

im int,ears +s Integer

im cur0urrentValue +s 0urrenc#

d&lInterestRate = t4tRate.Te4t / 1@@

curInvestment = t4tInvestment.Te4t

curFoal = t4tndingValue.Te4t

int,ears = @

cur0urrentValue = curInvestment

o cur0urrentValue = cur0urrentValue 3 6cur0urrentValue 9 d&lInterestRate7

int,ears = int,ears 3 1

-oop Ghile cur0urrentValue H curFoal

l&l,ears+nswer.0aption = "The num&er of #ears = " ; int,ears

nd u&


<nload Ee

nd u&

Pa#e ?A o ?



<owin+ 0cores*ption 4plicit

rivate intighcore +s Integer( int-owcore +s Integer

rivate u& cmdntercores50lic'67

0onst intentinel +s Integer = A1 im intcore +s Integer( strTempcore +s tring

l&l+nswer.0aption = ""

intighcore = @

int-owcore = !@1

strTempcore = Input>o46"cores"( "nter a &owling score 6A1 to finish7"7

If strTempcore = "" Then

intcore = intentinel

lse intcore = strTempcore

nd If

o Ghile intcore HJ intentinel

If intcore H int-owcore Then

int-owcore = intcore

nd If

If intcore J intighcore Then

intighcore = intcore

nd If

strTempcore = Input>o46"cores"( "nter a &owling score 6A1 to finish7"7

If strTempcore = "" Then

intcore = intentinel

lse

intcore = strTempcore

nd If

-oop

nd u&

rivate u& cmdtatistics50lic'67

l&l+nswer.0aption = "The high score is " ; intighcore ; " and the low score is

" ; int-owcore

nd u&


<nload EeEnd 3u(

Pa#e ?B o ?

lessonoutline 2011 tej2o1 sept

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