This Document Contains Chapters 6 to 9 Technology Now Chapter 6: Purchasing and Maintaining a Computer A Guide to this Instructor’s Manual: We have designed this Instructor’s Manual to supplement and enhance your teaching experience through classroom activities and a cohesive chapter summary. This document is organized chronologically, using the same heading in orange that you see in the textbook. Under each heading you will find (in order): The Bottom Line which summarizes the main points in the section, Lecture Notes providing key section highlights, Teacher Tips, Classroom Activities, and Lab Activities. Pay special attention to teaching tips, and activities geared towards quizzing your students, enhancing their critical thinking skills, and encouraging experimentation within the software. In addition to this Instructor’s Manual, our Instructor’s Resources also include PowerPoint Presentations, Test Banks, and other supplements to aid in your teaching experience. For your students: Our latest online feature, CourseCasts, is a library of weekly podcasts designed to keep your students up to date with the latest in technology news. Direct your students to http://coursecasts.course.com, where they can download the most recent CourseCast onto their mobile devices. Ken Baldauf, host of CourseCasts, is a faculty member of the Florida State University Computer Science Department where he is responsible for teaching technology classes to thousands of FSU students each year. Ken is an expert in the latest technology and sorts through and aggregates the most pertinent news and information for CourseCasts so your students can spend their time enjoying technology, rather than trying to figure it out. Open or close your lecture with a discussion based on the latest CourseCast. Table of Contents
In this Chapter
2
6-2: Buying a Computer
2
6-5: Protecting Computer Hardware
3
6-7: Safeguarding Your Computer
3
6-10: Troubleshooting Common Hardware Problems
4
6-14: Keeping Your Computer in Working Condition
5
6-16: Using Software to Maintain Your Computer
5
6-19: End of Chapter Material
6
In This Chapter Buying a Computer Protecting Computer Hardware Safeguarding Your Computer Troubleshooting Common Hardware Problems Keeping Your Computer in Working Condition Using Software to Maintain Your Computer Buying a Computer THE BOTTOM LINE The computer you buy needs to be within your budget, and it must support the computing tasks you expect to perform. Before buying a computer you’ll need to weigh many options, including purpose, price, size, and shape, operating system, processing power and speed, memory, storage, and peripheral devices. LECTURE NOTES Explain that buying a computer can be a complex and costly event, and computers come in a wide spectrum of components and cost, making it extra important to prepare for the purchase by clearly listing priorities for what tasks will be done with the machine and establishing a budget. Review core features of computers that guide a purchasing decision, including form factor, operating system, hardware requirements, and add-on devices. CLASSROOM ACTIVITIES Project: Ask students to research purchase of a new computer with a budget of $1,000. Have them check common sites such as newegg.com and amazon.com, and compare what that budget can buy for a desktop, laptop, and tablet computer. How do the processor speed, RAM, hard drive capacity, and peripherals available compare across the different form factors at that price point? Are there some brands that offer more value at the same price? At that price point, do some brands have better reliability reviews than others? Some students may also wish to shop for components individually to assemble a computer at that budget from custom parts, and compare those options to a pre-assembled machine. Protecting Computer Hardware THE BOTTOM LINE Taking protective measures to safeguard your computer and peripheral devices will keep them in good physical working order. Protect your computer from environmental hazards such as temperature extremes, dust, dirt, sand, and power fluctuations. Be mindful of any physical hazards such as liquids and moving objects, and avoid working on unsteady surfaces. Be aware of any animals that might be present to damage equipment in your work space. LECTURE NOTES Review that computers contain sensitive, expensive components which must be protected from harmful conditions. Explain the major harmful conditions for computer components, and how to mitigate the danger from them, including extreme temperatures, physical impact, magnetic fields, liquids, and dust and sand. Discuss the dangers to computer equipment from power fluctuations, distinguishing between power outages and power surges, and strategies to protect against both. CLASSROOM ACTIVITIES Quick Quiz Answers or T/F Safeguarding Your Computer THE BOTTOM LINE Software programs, documents, photographs, music, and video files stored on your computer have value in both time and money. Because you have so much value tied up in your computer, you want to take steps to keep your computer and the data it contains safe and secure. Safeguard data by using secure devices, backing up your data, using passwords, building a firewall, and encrypting your data. LECTURE NOTES Emphasize that safeguarding a computer requires protecting the data and programs on the computer as much as the physical components. Review strategies for physically protecting computer components, including securing the rooms computers are used and stored in, cable locks, and the use of RFID and GPS technologies to recover missing or stolen computers. Describe strategies for protecting computer data, including local and online backups, passwords, encryption, and firewalls. CLASSROOM ACTIVITIES Class Discussion: Data and equipment loss Discuss personal experiences with computer theft or data loss. Most people who have worked with computers for any length of time probably have some experience with a hard drive crash, physically damaged machine, or hardware theft. Interesting parameters to consider include: did the student have any data backed up, were they able to recover any important data, and if so, what tools or services did they use to recover the data? If a professional service was used, how much did it cost? Does anyone have experience using GPS or RFID technology to track a lost or stolen device? Troubleshooting Common Hardware Problems THE BOTTOM LINE You rely on your computer every day, so when it doesn’t work, it’s important to be able to fix it as quickly and reliably as possible without any data loss and without spending a lot of money. Common hardware problems include a drive crash, general disk problems, display or monitor failures, input device problems, failures of peripheral devices, and power problems. LECTURE NOTES Emphasize that due to the complexity and sensitivity of computer components, hardware problems are not uncommon; however, with some preparation and research anyone can avoid costly repairs and long downtime by troubleshooting problems. Review common hardware problems and key related troubleshooting skills, including hard drive irregularities, disk space, RAM, and virtual memory issues, display problems, keyboard problems, pointing device problems, printer problems, and power problems. CLASSROOM ACTIVITIES Quick Quiz 1) ____ is the temporary storage used while the computer is running. (RAM (Random Access Memory)) 2) ____ technology used light in the form of a low-powered laser beam to record and read an optical disk. (Optical storage) 3) Most tablets communicate with their keyboards using ____ for a wireless connection. (Bluetooth) 4) Optimize the way files are stored on a hard drive by running a(n) ____ utility. (disk defragmentation, disk optimization) Keeping Your Computer in Working Condition THE BOTTOM LINE Taking care of your hard drive, removable media, and computer hardware is often a matter of common sense and will go a long way in protecting your computer investment in time and money. Maintaining peripherals is as important as maintaining the main computer. LECTURE NOTES Emphasize that a small amount of regular computer maintenance, both physical and software-based, can keep a computer running smoothly and quickly, and help guard against many common problems. Review important strategies for maintaining key computer components, including the hard drive, removable media, screens, keyboards, pointing devices, and printers. CLASSROOM ACTIVITIES Quick Quiz 1) ____ hard drives have no moving parts, and are less susceptible to dirt and impact. (Solid state) 2) ____ can leave residue inside a printer. (Toner) 3) If you use a laptop with a(n) ____, keep your hands and fingers clean to keep residue off of it. (touch pad) 4) To clean a display screen, you can use a 50/50 solution of water and alcohol, but do not use ____-based products. (ammonia) Using Software to Maintain Your Computer THE BOTTOM LINE Utility programs can help return your computer to better working condition by scanning for viruses and spyware. Be sure that your computer updates drivers, and frequently run the programs that clean up and optimize your hard drive. LECTURE NOTES Explain that using software-based utilities to maintain computer components and contents is as important as physical strategies to keeping a computer running smoothly and without error. Review common software utilities used to maintain a computer, including disk cleanup utilities, disk defragmentation utilities, and device drivers. Discuss the use of software utilities to protect a computer and its data from harmful malware and network intrusion, including protection from viruses, spyware, and adware. CLASSROOM ACTIVITIES Quick Quiz 1) A(n) ____ utility, available on many operating systems, removes unused files from your hard drive so the computer doesn't search through unneeded files. (disk cleanup) 2) A(n) ____ is software that helps peripheral devices communicate with a computer. (device driver) 3) ____ poses a security risk because it can track and steal your personal information. (Spyware) 4) ____ programs show you unsolicited advertisements in banners or pop-up windows. (Adware) End of Chapter Material Chapter Review: Focused questions prompting review of each chapter section. Test Your Knowledge Now: Multiple choice questions spanning chapter topics. Try This Now: Activities designed to allow application of chapter content using real-world tools. Critical Thinking Now: Scenarios written to encourage independent thought and debate on subjects covered in the chapter. Ethical Issues Now: Exercise offering opportunity to explore ethical issues related to chapter content. Team Up Now: Exercise designed to encourage group work exploring a subject covered in the chapter. Top of Document Technology Now Chapter 7: The Connected Computer A Guide to this Instructor’s Manual: We have designed this Instructor’s Manual to supplement and enhance your teaching experience through classroom activities and a cohesive chapter summary. This document is organized chronologically, using the same heading in orange that you see in the textbook. Under each heading you will find (in order): The Bottom Line which summarizes the main points in the section, Lecture Notes providing key section highlights, Teacher Tips, Classroom Activities, and Lab Activities. Pay special attention to teaching tips, and activities geared towards quizzing your students, enhancing their critical thinking skills, and encouraging experimentation within the software. In addition to this Instructor’s Manual, our Instructor’s Resources also include PowerPoint Presentations, Test Banks, and other supplements to aid in your teaching experience. For your students: Our latest online feature, CourseCasts, is a library of weekly podcasts designed to keep your students up to date with the latest in technology news. Direct your students to http://coursecasts.course.com, where they can download the most recent CourseCast onto their mobile devices. Ken Baldauf, host of CourseCasts, is a faculty member of the Florida State University Computer Science Department where he is responsible for teaching technology classes to thousands of FSU students each year. Ken is an expert in the latest technology and sorts through and aggregates the most pertinent news and information for CourseCasts so your students can spend their time enjoying technology, rather than trying to figure it out. Open or close your lecture with a discussion based on the latest CourseCast. Table of Contents
In this Chapter 2
7-2: Introduction to Networks 2
7-6: Connecting to a Network 3
7-9: How Networks Work 4
7-12: Types of Networks 4
7-15: The Internet 5
7-20: The Networked World 6
7-23: Network Risks 7
7-26: Network Security Basics 8
In This Chapter Introduction to Networks Connecting to a Network How Networks Work Types of Networks The Internet The Networked World Network Risks Network Security Basics Introduction to Networks THE BOTTOM LINE Networks can be simple or complex, and network components can interact in different ways. Networks can span limited areas the size of your home office or school, or they can be as large as a town or a country. The Internet, a collection of personal, local, regional, national, and international computer networks, is the largest network in the world. LECTURE NOTES Explain that network is a system of two or more computers and communications devices linked by wires, cables, or a telecommunications system. Describe different types of networks. Describe how networks make connections and the components used in the process. Refer to Table 7-1. Define different network architectures, including peer-to-peer and client/server models. Describe home networks and network devices referencing Table 7-2. Note key differences between LANs and WANs. Introduce the Internet and the infrastructure that makes up the Web, including NSPs, ISPs, and PANs. Review differences between wired and wireless networks. CLASSROOM ACTIVITIES Class Discussion: How do you view your local area connection? To view your local network connection on a Windows computer, type network in the Search text box, and then select Network and Sharing Center to view the basic network information and to set up connections. Project: Have the students research different ISPs, what they entail, and discuss the different options for individuals and businesses. Critical Thinking: Why would you change the preset password on your home router? What is a strong password? Change the preset password on your home router to a strong password, which is long and uses numbers, letters, and symbols. LAB ACTIVITIES How fast is your network? Ask students to guess how fast their local network is, and then instruct them to visit speedtest.net and test download and upload speeds. Recommend any tools to improve speed. Connecting to a Network THE BOTTOM LINE To communicate, networks must conform to network standards. To connect to a network, computers need hardware devices and connection options. LECTURE NOTES Explain that computers need specific network hardware, services, and standards to connect to a LAN or a WAN. Discuss network standards and review the way computers access a network, the type(s) of hardware used, data transmission speeds, and the types of cable and wireless technology used. Define a network, and explain that computers need hardware devices and connection options. Refer to Table 7-3 for a list of network standards, including Ethernet, PoE, Powerline, Wi-Fi, Bluetooth, 3G, and 4G. Explain the different types of communications hardware including NICs, modems, and routers. Discuss mobile computing and methods that smartphones, laptops, and tablets connect to networks. #CONNECTINGNOW Check out the app stores of Android at play.google.com, Apple at store.apple.com and Microsoft at microsoftstore.com. You can use your portable device to search the Internet, download movies and music, or send and receive email and text messages anywhere you can get a signal. Discuss the different app stores with the class. CLASSROOM ACTIVITIES Class Discussion: What are the different types of ISPs in your area? Poll the class and discuss the different ISPs students use at home. Ask how many and what types of devices (wired & wireless) are connected to their home network. Discuss differences throughout, and pros & cons. Critical Thinking: Why would you use a mobile phone instead of a landline? Who doesn’t need a landline, and why? Who does? Please explain? LAB ACTIVITIES What are common network standards, and how are they used? Instruct students to include an example of each in their response. Students should use the information in the chapter and in Table 7-3 to answer this question. How Networks Work THE BOTTOM LINE Networks need hardware to transmit data. Networks let you share resources and data to get your work done. LECTURE NOTES Discuss how computers connect and digital devices to share resources (storage devices, printers, servers, and communications hardware) and data (programs and information). Explain the differences between domain-based networks and peer-to-peer networks. Define wireless networks and list the various wireless devices, including computers, printers, scanners, cameras, and mobile devices. Discuss wireless routers. Students should understand what a router is and what it is used for. Explain Wi-Fi and where hotspots can be found. Students should understand network hardware such as cables, connectors, ports, hubs, switches, and modems. Ensure students are familiar with various types of modems and cables. Define protocols, or rules for network devices. Students should have a basic understanding of TCP/IP and IPv4, IPv6. Describe bandwidth and how internet connections vary in bandwidth. #CONNECTINGNOW To locate free Wi-Fi hotspots in your town or city, search for your location at openwifispots.com. CLASSROOM ACTIVITIES Project: Have students draw a sketch of their home layout from the top-down. Have students describe where their access point or router is located, and if it is in the best possible place for a strong signal. Refer back to the #ConnectingNow box. Students should place the access point or router in a central location in your home away from physical obstructions such as plaster or brick walls that weaken the signal. LAB ACTIVITIES Instruct students to locate free Wi-Fi hotspots in your city or town. Students should use online resources such as openwifispots.com to help them in their search and create a list of at least 3 different spots. Discuss student findings and lead a discussion of various hotspots students have actually used. Types of Networks THE BOTTOM LINE Network topologies include star, bus, ring, and mesh networks, as well as combination topologies. Network architecture includes client/server and peer-to-peer (P2P). File, print, database, and Web servers are powerful computers that manage network traffic and give people access to network resources. LECTURE NOTES Discuss the basics of a network and that it can be defined by its topology—or how computers and devices are physically. Students should have a good understanding of the four different types of topologies. Refer to Table 7-4 for a list of network topologies. Explain how devices connect to each other, be sure to give solid definitions of wired and wireless networks and the benefit of one over the other. Students should understand what a server is and common servers and their purposes. Refer to Table 7-5 for complete information. Describe a peer-to-peer network, including Internet P2P, and the BitTorrent P2P file-sharing protocol. Note different types of networks and when they are used, including PAN, LAN, NAN, MAN, and WAN. Explain what an Intranet, extranet and VPN are. #CONNECTINGNOW Schools typically have a campus network that provides access to servers so students can access class files using connected devices. Explain and discuss what type of network the campus network is, and how to connect to it. CLASSROOM ACTIVITIES Class Discussion: Discuss BitTorrent with the class. Note that digital media producers in the film and television industry use bittorrent.com to post large video files for their customers. Explain that BitTorrent is used for distributing music and movies over the Internet. Discuss the pros and cons of using BitTorrent to distribute files. Project: Students are to play the role of a network administrator. The purpose of this network is to provide access to software, files, and other resources being shared via the network. What type of network should be configured, and why? LAB ACTIVITIES Break up into groups of 2-4 students. Instruct each group to list and describe the four network topologies and draw an arrangement of each network. Student answers should be similar to Table 7-4. The Internet THE BOTTOM LINE People use the Internet every day for tasks such as visiting Web sites to listen to music, do their banking, and stay in touch with family and friends. Although many people think the Web is the same thing as the Internet, in fact, the Web is only part of the Internet. LECTURE NOTES Explain the basics of the Internet noting that it is the largest network in the world, consisting of millions of computers connected through millions of networks spanning the globe. Describe cloud computing and why people use cloud computing to store files and access applications. Talk about the Web, including all the components that make up the web. Be sure to touch on the following: Web pages, links, Web sites, home page, and Web browsers. Define e-commerce and discuss examples of e-commerce. Explain VoIP, VoIP providers such as Skype, why VoIP is used, and how it is used. Discuss email as a communication tool on the Internet. Students should understand email technology and be able to define components of an email address. Explain different methods of communicating through messaging and chatting. Refer to Table 7-6 for a list of services, their purpose, and benefits. Describe Social Networking, Web 2.0, Internet2, Net Neutrality and Social Media. Students should have a good understanding what each topic is, and how each is used to interact and share content. #CONNECTINGNOW Using Google Wallet, you can tap your phone to pay for purchases in retail stores and redeem offers. Students can chat with friends, family, and coworkers through messaging systems such as Facebook Chat, AOL Instant Messenger, Yahoo! Messenger, GChat, Apple iChat, and Skype. Wikis, blogs, Twitter, social networking sites, and Web-based applications are sometimes characterized as Web 2.0. CLASSROOM ACTIVITIES Class Discussion: Have students research and discuss different types of jobs that on the internet. Instruct students to use online resources such as LinkedIn.com in their search. Jobs similar to web developer, web graphics designer, should be present in student lists. LAB ACTIVITIES Have students send a video email to each other. Refer students to www.eyejot.com. They can create a free account and record a video message using their computer’s built-in camera and microphone. The Networked World THE BOTTOM LINE Local area networks connect small groups of people. Wide area networks connect large groups of people. The Internet connects the world. LECTURE NOTES Discuss networks and how they connect you to friends, neighbors, and other people all over the world. Be sure to touch on the following topics: email, text messaging, VoIP, and Web browsing. Explain storage, including storage devices, remote storage, and personal online storage. Compare and discuss communication types including Text and Video communication. #CONNECTINGNOW Office 365 allows you to access the Microsoft cloud storage service seamlessly while using the Office suite. A direct line of sight is required between infrared devices, with no obstructions such as a wall or a table between them. Radio waves from Bluetooth or Wi-Fi devices, however, can travel through walls. Office 365 for business or schools includes a video conferencing tool named Lync that provides screen sharing, polling capabilities, and recording. CLASSROOM ACTIVITIES Project: Instruct students to explore different video chat options available on their smartphone. With permission, students should download and install a video chat app, such as Snapchat, and use it to chat with a partner. LAB ACTIVITIES Personal online storage has many options available, free and paid. Students should research the different options and sign up for a personal online storage service they are interested in. Instruct students to write up a detailed report on why they made their selection, and the features it includes. Network Risks THE BOTTOM LINE Recovering from a network attack or data theft can take a lot of time and money. You need to know about common online security risks so you can safeguard your data, software, and hardware. LECTURE NOTES Explain what an online security risk is and the different types of attacks. Include discussion on the following topics: Computer crimes Cybercrimes Identity theft Viruses Describe the different type of attackers, including the following: Hacker Cracker Malware Zombie Discuss cookies, spyware, and adware and the effect these can have on your computer. Detail programs to help battle infection including Windows Defender. Lead a discussion on the common forms of malware including phishing examples and characteristics. #CONNECTINGNOW Windows Defender is a free anti-virus and antispyware program provided with Windows 8. All platforms can be infected with malware. Almost 700,000 new malware threats for the Android platform were detected in the past year. A virtual currency called Bitcoin has been used to launder profits of both online and offline criminal activity. CLASSROOM ACTIVITIES Class Discussion: Lead a discussion with students about their personal experience with online security risks. Students should talk about their encounters, what happened, and what steps they are taking to prevent it in the future. Antivirus and Antispyware programs should be discussed. LAB ACTIVITIES Identity theft is a serious problem. Discuss with students the various methods hackers are using to steal personal information. Talk about ways to prevent identity theft and cybercrimes. Network Security Basics THE BOTTOM LINE Protecting a network involves a combination of common sense and complex technology. Network security methods include authentication, biometric devices, encryption, and firewalls. LECTURE NOTES Discuss common sense in relation to network security basics. Touch on encryption, authentication, firewalls, and biometric devices and how they help. Define authentication methods and how they are used. Be sure usernames, passwords, CAPTCHA, and physical objects are part of the conversation. Explain encryption and wireless network keys. #CONNECTINGNOW On your home wireless router, change the SSID from its default to a unique name that is difficult for others to guess. The iPhone5s was the first phone to include fingerprint biometric scanner technology. Go to twitter.com, search for @SAMTechNow, the book’s Twitter account, and then follow @SAMTechNow to get tweets on your home page. CLASSROOM ACTIVITIES Class Discussion: Lead a discussion with students about how to secure your network. Discuss creating strong passwords, setting permissions, and enabling the highest level of encryption. LAB ACTIVITIES Firewalls can be physical or virtual. Instruct students to explore their home network and the various firewalls used on their network. Students should be able to describe any physical firewalls installed and which firewall programs are installed on their computers. Students should also give their opinion if they feel their network is secure enough, and how to change it if not. End of Chapter Material Chapter Review: Focused questions prompting review of each chapter section. Test Your Knowledge Now: Multiple choice questions spanning chapter topics. Try This Now: Activities designed to allow application of chapter content using real-world tools. Critical Thinking Now: Scenarios written to encourage independent thought and debate on subjects covered in the chapter. Ethical Issues Now: Exercise offering opportunity to explore ethical issues related to chapter content. Team Up Now: Exercise designed to encourage group work exploring a subject covered in the chapter. Top of Document Technology Now Chapter 8: Safety and Security A Guide to this Instructor’s Manual: We have designed this Instructor’s Manual to supplement and enhance your teaching experience through classroom activities and a cohesive chapter summary. This document is organized chronologically, using the same heading in orange that you see in the textbook. Under each heading you will find (in order): The Bottom Line which summarizes the main points in the section, Lecture Notes providing key section highlights, Teacher Tips, Classroom Activities, and Lab Activities. Pay special attention to teaching tips, and activities geared towards quizzing your students, enhancing their critical thinking skills, and encouraging experimentation within the software. In addition to this Instructor’s Manual, our Instructor’s Resources also include PowerPoint Presentations, Test Banks, and other supplements to aid in your teaching experience. For your students: Our latest online feature, CourseCasts, is a library of weekly podcasts designed to keep your students up to date with the latest in technology news. Direct your students to http://coursecasts.course.com, where they can download the most recent CourseCast onto their mobile devices. Ken Baldauf, host of CourseCasts, is a faculty member of the Florida State University Computer Science Department where he is responsible for teaching technology classes to thousands of FSU students each year. Ken is an expert in the latest technology and sorts through and aggregates the most pertinent news and information for CourseCasts so your students can spend their time enjoying technology, rather than trying to figure it out. Open or close your lecture with a discussion based on the latest CourseCast. Table of Contents
In this Chapter 2
8-2: Personal Health Risks 2
8-3: Data Risks 3
8-5: Email and Internet Risks 3
8-8: Financial Risks 4
8-10: Privacy Risks 5
8-12: Personal Information Security 5
8-15: Electronics and the Environment 6
In This Chapter Personal Health Risks Data Risks Email and Internet Risks Financial Risks Privacy Risks Personal Information Security Electronics and the Environment Personal Health Risks THE BOTTOM LINE When you use a computer or tablet, repetitive movements, such as frequent clicking, tapping, and mouse movements, can cause injuries; eye strain can cause headaches and other problems. Frequent computer users may risk social disorders and computer addiction. Ergonomically designed workstations can prevent or reduce injury. LECTURE NOTES Explain repetitive strain injuries and the different types of these injuries. Discuss methods of curbing the personal health risks when using computers. Discuss ergonomic workstations and describe a workspace with ergonomics in mind. #SECURITY If you are under 25, you are considered a part of “Generation Text” and may experience thumb and wrist injuries. When using a tablet, some people use their laps as tables, which can cause excessive strain on the neck, shoulders, fingers, wrists, and forearms. CLASSROOM ACTIVITIES Class Discussion: Engage students in a lively discussion about personal health risks in relation to ergonomics and working safely. Discuss what causes eye and neck strain. Students should talk about setting up a workspace that minimizes potential risks. Quick Quiz: Computer vision syndrome effects are limited to discomfort. T/F? False Internet addiction is the excessive use of the Internet in many areas. T/F? True Carpal tunnel syndrome is a RSI that only affects the wrist. T/F? False LAB ACTIVITIES Students should research different types of internet addiction online. Instruct students to present a short text about one particular case of internet addiction they found online which had a large effect on someone’s life. What changes can be made to balance technology use with healthy activities? Data Risks THE BOTTOM LINE Possible causes of data loss include the following: a personal computer hard drive crash, natural disasters destroying devices, physical damage to devices as a result of water or exposure to extreme climates, theft or loss of devices, and insecure cloud storage. If hackers steal your data, identity theft or monetary loss can result. LECTURE NOTES Review the different types of hard drives and hardware failure. Solid state hard drives and magnetic hard drives should be touched upon as well as the Blue Screen of Death. Describe types of attacks and hacks in-depth. Be sure to cover hackers, cybercrime and the hacker community. Define cyberterrorism, cyberterrorists, viruses and worms. Review data in the cloud and methods of data protection. HOT TECHNOLOGY NOW With the new technology called the Internet of Things, consumers may invite a new wave of cyberattack risks into their home thermostats, TVs, and refrigerators. CLASSROOM ACTIVITIES Critical Thinking: Why would you back-up data in the cloud? What would using the cloud do to prevent loss and theft? Ask students to discuss the various reasons for both questions. LAB ACTIVITIES Instruct students to research the latest articles on recent cybercrimes. They should explain the type of cybercrime and what steps could have been taken to prevent it, if any. Lead the class in discussion of the most popular crime. Email and Internet Risks THE BOTTOM LINE Smartphones and tablets, as well as personal computers, are prime targets for attacks by malware such as viruses, worms, and Trojan horses. Opening an email attachment or going to an unsecure Web site can infect your computer. Once your system is infected, your normal computer activities and security are severely compromised. LECTURE NOTES Explain the different types of malware, including leading discussion on viruses, worms, Trojan horse, rootkits, and spyware. Review hoaxes and phishing methods as well as unsafe sites. Discuss wireless networks and how they are used by individuals, strangers, and hackers legally and illegally. Explain protection practices including firewalls, antivirus, and antispyware software. #SECURITY One recent virus blocked users from viewing their own data files until they paid a ransom to unlock their information. Back up your smartphone periodically to a mobile cloud-based service such as iCloud for iPhones. Password-protect your home wireless router to protect from WiFi piggybacking. CLASSROOM ACTIVITIES Class Discussion: Discuss the various methods of phishing and hoaxes students have personally encountered in their email. Talk about how to determine if an email is a hoax and what steps to take. Quick Quiz A rootkit is a type of virus. T/F? False Spam can try to convince you that you have a virus. T/F? True Snopes.com provides warning about hoaxes and spam. T/F? True LAB ACTIVITIES Neighbors and strangers piggyback on Wi-Fi often. Instruct students to research piggybacking and war driving and describe the best method to avoid passing sensitive data over unsecured networks. Financial Risks THE BOTTOM LINE Your financial transactions are not secure from hackers, phishing sites, and other online frauds, you can experience significant financial losses. Always make sure you’re using a secure Web site whenever you conduct any online transaction; use smart practices for every computer or device you use. LECTURE NOTES Define the electronic wallet to students and engage in discussion on online banking and shopping. Discuss PayPal and how PayPal is used in online shopping. #SECURITY Keep an eye on your credit card accounts online instead of waiting for your monthly statement to check for fraud. Set up text or email notifications with your online bank account to notify you of suspicious purchases, significant withdrawals, or a low balance. CLASSROOM ACTIVITIES Critical Thinking: Why should you protect yourself on the Internet? Lead the classroom in a lively discussion good practice for online shopping, browser protection, and bank account monitoring. LAB ACTIVITIES Instruct students to research local banks and their privacy and security features for online banking. Students should list their top 3 banks and discuss why they would open an account at that particular bank in regards to security. Privacy Risks THE BOTTOM LINE Using your identity, thieves usually commit financial fraud. Prevent identity theft by safeguarding your personal information. Cyberbullying and cyberstalking both use Web technologies to harass or intimidate an individual. To stay safe and maintain your privacy, it’s important to limit the information you share online. LECTURE NOTES Explain identity theft and what thieves target, such as Social Security numbers, credit cards, debit cards, ATM numbers, and PINs. Discuss cyberbullying and cyberstalking and the impact it has in schools and society. Describe online identities and social media. Discuss methods to protect and deter identity theft. #SECURITY Search for your name on google.com and bing.com to see what information is available about you. There are two types of cookies. Temporary cookies are session cookies that are stored for a short time and then removed when the browser is closed. Permanent cookies are stored for a long time on your hard drive. CLASSROOM ACTIVITIES Class Discussion: Cyberbullying is a serious issue. Lead the class in a discussion about cyberbullying, netiquette and cyberstalking. What is your school’s policy on cyberbullying and what students can do to prevent and deter cyberbullying. LAB ACTIVITIES Ask students to review their online identity and privacy settings. Instruct students to explore their Facebook/Twitter/Instagram settings and if possible, list any items that are “red flags” for potential employers or college admissions. Students should take appropriate measures to remove these “red flags” if possible and list steps to take in the future to avoid “red flag” scenarios. Personal Information Security THE BOTTOM LINE Personal information is very important to each person and should be safeguarded. Vast amounts of personal information are passed among people, employers, and agencies in a flash through computers and the Internet, so it is possible for this information to land in the wrong hands. When you conduct business on the Internet that requires you to enter personal information, you can use settings in your browser and your home network router to safeguard your information. LECTURE NOTES Review why personal information security matters and how to choose a strong password and/or PIN number. Describe two-step verification and biometrics. Discuss how to adjust browser settings to take advantage of built-in security. #SECURITY As visitors from other countries enter the United States, U.S. Customs and Border Protection collects biometric data including fingerprints and photos, which are checked against databases that track terrorists and illegal immigrants. Just like phishing, “smishing” uses smartphone text messages as a scam. The text message may contain a link directing you to download a mobile app designed to steal your personal information or your digital wallet to drain your bank account. CLASSROOM ACTIVITIES Class Discussion: Discuss choosing a strong password. Students should discuss rules for creating a strong password and should be able to give examples such as “Gatsby129#49”. LAB ACTIVITIES Instruct students to research the latest biometric technology for mobile devices. Students should make a list of devices and their biometric features. If possible, students can give an example to the class on their own device of using a fingerprint to unlock a phone. Electronics and the Environment THE BOTTOM LINE Green, or environmentally friendly, computing and recycling can reduce the environmental impact of electronic waste and ultimately reduce costs. Electronic waste and disposal is a global issue. LECTURE NOTES Describe electronic trash, or e-waste, to students. Lead a discussion on electronic trash, toxic electronic parts, and toxic trade. Review green computing and discuss how to find environmentally friendly electronic products. #SECURITY Go to twitter.com, search for @SAMTechNow, the book’s Twitter account, and then follow @SAMTechNow to get tweets on your home page. CLASSROOM ACTIVITIES Lead a class discussion on Green computing and the electronic products in the classroom that are environmentally friendly. Students should present any devices they have that are Green for class discussion. LAB ACTIVITIES Instruct students to research toxic electronics and the legal and illegal exports of toxic e-waste. Students should be able to present a short list of both types of exports and what actions can be taken to be sure electronics are disposed of properly. End of Chapter Material Chapter Review: Focused questions prompting review of each chapter section. Test Your Knowledge Now: Multiple choice questions spanning chapter topics. Try This Now: Activities designed to allow application of chapter content using real-world tools. Critical Thinking Now: Scenarios written to encourage independent thought and debate on subjects covered in the chapter. Ethical Issues Now: Exercise offering opportunity to explore ethical issues related to chapter content. Team Up Now: Exercise designed to encourage group work exploring a subject covered in the chapter. Top of Document Technology Now Chapter 9: Communication A Guide to this Instructor’s Manual: We have designed this Instructor’s Manual to supplement and enhance your teaching experience through classroom activities and a cohesive chapter summary. This document is organized chronologically, using the same heading in orange that you see in the textbook. Under each heading you will find (in order): The Bottom Line which summarizes the main points in the section, Lecture Notes providing key section highlights, Teacher Tips, Classroom Activities, and Lab Activities. Pay special attention to teaching tips, and activities geared towards quizzing your students, enhancing their critical thinking skills, and encouraging experimentation within the software. In addition to this Instructor’s Manual, our Instructor’s Resources also include PowerPoint Presentations, Test Banks, and other supplements to aid in your teaching experience. For your students: Our latest online feature, CourseCasts, is a library of weekly podcasts designed to keep your students up to date with the latest in technology news. Direct your students to http://coursecasts.course.com, where they can download the most recent CourseCast onto their mobile devices. Ken Baldauf, host of CourseCasts, is a faculty member of the Florida State University Computer Science Department where he is responsible for teaching technology classes to thousands of FSU students each year. Ken is an expert in the latest technology and sorts through and aggregates the most pertinent news and information for CourseCasts so your students can spend their time enjoying technology, rather than trying to figure it out. Open or close your lecture with a discussion based on the latest CourseCast. Table of Contents
In this Chapter
2
9-2: Digital Communication
2
9-3: Electronic Mail
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9-6: Messaging
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9-8: Podcasts and Online Conferences
4
9-10: Blogs and Wikis
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9-12: Social Networks
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9-14: Internet Etiquette
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9-17: End of Chapter Material
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In This Chapter Digital Communication Electronic Mail Messaging Podcasts and Online Conferences Blogs and Wikis Social Networks Internet Etiquette Digital Communication THE BOTTOM LINE Digital communications require a communications system and standards. To take advantage of digital communications, you also use communications software installed on your digital device, including text messaging and email applications. LECTURE NOTES Define digital communications as those which involve transmitting information from one computer or mobile device to another. Discuss common types of digital communication, including email, instant messaging, text messaging, podcasts, blogs, wikis, and social networks. Explain that digital communications requires two key elements: a communications system and communications protocols. Review common communications protocols, including TCP/IP, Wi-Fi, and WiMAX. CLASSROOM ACTIVITIES Quick Quiz 1) ____ specify the method and speed that devices use to transmit data. (Protocols) 2) ____ is a network protocol that defines how to route data across a network. (TCP/IP) 3) Computers and devices that communicate using radio waves across a medium distance of 100 to 900 feet use ____. (wireless fidelity or Wi-Fi) 4) To communicate wirelessly over long distances, devices can use ____, also known as the 802.16 standard. (WiMAX) Electronic Mail THE BOTTOM LINE When people say “email”, they usually mean an email message, which is an electronic document transmitted on a computer network. To use email, you need an email account, email software, and a connection to a network such as the Internet. LECTURE NOTES Provide an overview of the key elements that allow email communication in an email system: the computers and software that provide email services, including an email server, which routes email messages through the Internet or a private network. Distinguish between local email, which employs the Post Office Protocol (POP) to download messages, and Webmail, which uses the Internet Message Access Protocol (IMAP). Both email systems rely on the Simple Mail Transfer Protocol (SMTP) for sending all types of email messages. Review the three-part structure of an email address (user ID, “At” symbol, and Domain name), and the key parts of an email message (header and body). Discuss email security, including spam, spam filters, and phishing emails. CLASSROOM ACTIVITIES Quick Quiz 1) The email server determines the best route for the message, which often involves sending the message to a series of network devices called ____. (routers) 2) A local email client uses the ____ protocol that downloads messages from an email server for permanent storage on your computer. (Post Office Protocol (POP)) 3) Webmail uses the ____ protocol that leaves messages on the server and stores them only temporarily on your computer. (Internet Message Access Protocol (IMAP)) 4) ____ is the protocol for sending all types of email messages. (Simple Mail Transfer Protocol (SMTP)) Messaging THE BOTTOM LINE Types of electronic messages you can exchange include instant messages, text messages, chat, and forum postings. To exchange some types of messages, everyone who is communicating must be online at the same time, while other types involve one person posting a message that someone reads later. LECTURE NOTES Explain that electronic messaging can be of two types: synchronous communications where everyone who is communicating must be online at the same time, and asynchronous communications which involve one person posting a message that someone reads later. Discuss types of synchronous communications, including instant messaging and online chat. Discuss types of asynchronous communications, including text messaging using SMS and MMS, message boards, and newsgroups. CLASSROOM ACTIVITIES Quick Quiz 1) Real-time messaging among group members is called ____. (chat) 2) ____ communications involve one person posting a message that someone reads later, as with a text message or forum. (Asynchronous) 3) ____ technology lets one computing device identify the status of another. (Presence) 4) A(n) ____, also called an Internet forum, is an online discussion site where people participate in a conversation by posting messages. (message board) Podcasts and Online Conferences THE BOTTOM LINE You can download podcasts, which are audio or video files, and play them on your computer, tablet, smartphone, or portable media player. To collaborate with others online, you can have a Web conference or a Webinar. LECTURE NOTES Explain that podcasts and online conferences are commonly used communications technologies that allow people to connect with other people and learn and share information. Define podcast as an audio or video file stored online and distributed by downloads or through feeds. Review Really Simple Syndication (RSS) technology, which is commonly used to distribute podcasts. Define Web conference as a meeting that takes place on the Web, and include an overview of Webinars and video conferences. CLASSROOM ACTIVITIES Quick Quiz 1) A(n) ____ is basically a service that you subscribe to so you can receive frequently updated Web content. (feed) 2) With ____ audio, you start listening to the content right away without having to wait for the entire file or broadcast to download to your computer. (streaming) 3) Using Google ____, small businesses can set up free voice and video conversations for up to 10 people. (Hangouts) 4) The technology for feeds is called ____, a data format for distributing online content. (Really Simple Syndication, Rich Site Summary, RSS) Blogs and Wikis THE BOTTOM LINE People use blogs to read the opinions of others and to comment on topics of interest to them. To collaborate with other people online, you can use a wiki. LECTURE NOTES Define blog, short for Web log, as a Web page listing journal entries with commentary and information, usually about a particular interest. Provide an overview of the variety of blog types, including text-based blogs, video vlogs, and microblogs. Define wiki as a collaborative web site that members of a group can access and edit using a Web browser. CLASSROOM ACTIVITIES Quick Quiz 1) The author of a blog is called a(n) ____. (blogger) 2) The worldwide collection of blogs is referred to as the ____. (blogosphere) 3) A(n) ____ allows users to publish short messages, usually between 100 and 200 characters, for others to read. (microblog) 4) A(n) ____ is a collaborative Web site that members of a group can access and edit using a Web browser. (wiki) Social Networks THE BOTTOM LINE You join a social network to share your interests, experiences, contacts, and files with other members of the social network site. Social networks are available for a wide range of interests, and can involve sharing media such as photos and videos. LECTURE NOTES Define social network as a Web site that links people via the Internet to form an online community. Provide an overview of social network types, including general interest sites such as Facebook, photo-sharing sites, video-sharing sites, and professional networking sites. Discuss the variety of social networking tools, including profiles, groups, friend lists, timelines, and news feeds. Review guidelines for maintaining security and privacy while participating in social networks. CLASSROOM ACTIVITIES Quick Quiz 1) To join a social network, you complete an online form to create a virtual identity, also called a(n) ____. (profile) 2) Video-sharing sites provide a place to post short videos, also called ____. (clips) 3) On a social network, you can form a(n) ____, which is a collection of people who share a particular background or interest. (group) 4) In Facebook, the ____ (originally known as the Wall) lists posts with the most recent content at the top of the list. (Timeline) Internet Etiquette THE BOTTOM LINE Knowing the rules for online communication means you can express yourself without being misunderstood. Following the rules helps you develop beneficial personal and professional relationships and engage in online conversations that are constructive, friendly, and enjoyable. LECTURE NOTES Define netiquette as a set of guidelines for acceptable online communication. Emphasize that etiquette in online communications is as, if not more, critical than in direct personal communication, because all communication is separated from tone of voice, facial expression, and body language, which can give very different context to the words shared. Review basic guidelines for maintaining courteous and professional digital communications, especially in email, instant messaging, blogs, comments sections, and social networks. CLASSROOM ACTIVITIES Quick Quiz 1) When you're meeting friends and working with colleagues, you're guided by rules for acceptable behavior, called ____. (etiquette) 2) In netiquette, the term ____ is used to describe posting hostile or insulting comments about another online participant. (flaming) 3) Using social networks to monitor or keep track of a member's activities or whereabouts can be considered ____. (cyberstalking) 4) Protect your online ____, which is information about you that others can find on the Internet. (reputation) End of Chapter Material Chapter Review: Focused questions prompting review of each chapter section. Test Your Knowledge Now: Multiple choice questions spanning chapter topics. Try This Now: Activities designed to allow application of chapter content using real-world tools. Critical Thinking Now: Scenarios written to encourage independent thought and debate on subjects covered in the chapter. Ethical Issues Now: Exercise offering opportunity to explore ethical issues related to chapter content. Team Up Now: Exercise designed to encourage group work exploring a subject covered in the chapter. Top of Document Instructor Manual for Technology Now: Your Companion to SAM Computer Concepts Corinne Hoisington 9781305110144
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