CS 2.0 Working Computers
Instructor’s Outline
Basic Training in Computer Science™
Revision 2.0
Written by John Nash.
Revised by Jordan Nash.
Adult Life Training, Inc.
An Indiana Not For Profit, Community Benefit, Educational Corporation
Affiliated with:
Abundant Life Church
3301 East Coliseum Blvd.
Fort Wayne, Indiana 46805
(260) 432-0014
This outline is intended to be used by the instructor to stay on target and insure all points are covered as efficiently as possible. It only lists the main points in order together with relevant teaching points on each item. It does not contain supporting information for the learner: it is a tool for the teacher.
1 Introduction
1.1 Good Morning
1.2 My Name is:
2 Fill in ISP (Individual Study Plan)
2.1 Side 1
2.1.1 Be certain contact info is filled in
2.1.2 If student says their phone number is very private then write that on the paper next to the phone number
2.1.3 Determine days student is genuinely occupied
2.1.4 If necessary, ask the ALTi office for help scheduling the student’s weekly appointment time after you have finished this class – don’t get hung up here
2.2 Side 2
2.2.1 Identify the problem they are having in as few words as possible. Use the check boxes instead of writing words if they fit
2.2.2 Write the goal of the training – how to fix the problem – in as few words as possible
2.2.3 Most of the time, check off each Plan module – in special cases the student will only want certain training, such as how to use the internet browser
2.2.3.1 Don’t argue with the student about what they need
2.2.3.1.1 Go along with them as much as possible
2.2.3.1.2 Just provide information so they can understand why
2.2.3.1.3 Example: “You need the information in Beginners Class before you can understand how to use the Internet browser because you must be able to start the computer and control a window to use the browser.”
2.2.3.2 Do require necessary prerequisite knowledge where appropriate.
2.2.3.3 Help the student understand why prerequisites are needed in some cases
2.2.3.4 Assure them that if they understand material they can then easily pass the module test at the end of the book so they will not be delayed.
3 Please do not attempt to turn on your computer until directed to do so by myself – we have some things to do first that require the computers remain OFF.
4 Introduction
4.1 This is a free computer class provided by Adult Life Training, Inc. (ALTi)
4.2 Circulate attendance sheet
4.2.1 Names
4.2.2 Phone number to call.
4.2.3 Phone numbers not used for any purpose other than computer class business, such as calling in advance if a class is canceled.
4.3 Come for training at your scheduled appointment time on your scheduled appointment day.
4.4 Please call if you will miss. 432-0014 x128
4.5 Snow days, delays, closings. We follow the same schedule as Fort Wayne Community Schools.
4.5.1 See web for WOWO and WBCL or listen on the radio
5 Short synopsis of how ALTI began:
5.1.1 Founder looking for work.
5.1.2 While he was looking he felt he should aid other workers by providing computer training so they could get work.
5.1.3 This is a “Faith Based” work.
5.1.4 We are a separate organization that COOPERATES with WorkOne and other agencies, but we are not part of the government.
5.1.5 ALTi is a separate organization from Abundant Life Church (ALC): ALC is kind enough to donate space for us to hold computer classes, and they pay for all the copying needed for the student books, but they are a separate organization.
5.1.6 Classes are FREE. Be certain they understand there is no fee for our help. We need donations, they may donate, and each donation is appreciated, but the classes are and always have been totally free.
6 Parts of the computer
Point to and explain the purpose of each part of the computer. Begin with the display.
Concerning turning the computer power on and off. There are two (2) keys 1. is that they are to LOOK for lights that are on BEFORE pushing a button: if a light is on on the computer box itself, then the power must be on, 2. is that the monitor IS NOT the computer and pushing the power button on the monitor is not going to help anything.
6.1 Monitor or Display shows the picture only.
6.1.1 It is NOT a computer, just a special TV. It DOES NOT control the computer. Note the power (sleep) light is amber, the On (active) light is green. We never turn off the monitor because it is automatic.
6.1.2 Be sure they understand that turning on the display does NOT turn on the computer. We always leave the display power button on. People push the power button on the display, then cannot understand why the computer does not start. If they do this during an employment interview (test) it will not reflect well on them.
6.2 Computer – everything plugs into the computer box. Must be an “on” button somewhere, usually on the front. Also point out CD-ROM/DVD drive, floppy drive (not on new computers), LIGHTS (show computer is already on – so don’t push the power button again!
6.3 Keyboard – used to type into the computer.
6.4 Mouse – many kinds, mouse (serial, ps/2, trackball, optical, infared, radio).
7 Keyboard
7.1 Main part of keyboard is like an IBM Selectric typewriter.
7.2 Shift Key moved up (both sides) to make room for ALT & CTRL keys.
7.3 Explain how CAPS LOCK and SHIFT work. Note difference between a typewriter and a computer – Shift reverses the effect of CAPS lock, except in numbers.
7.4 Identify ENTER and BACKSPACE.
7.5 Escape key and function keys.
7.6 Six-pack (insert, delete, home, end, pgup, pgdn) and arrow keys.
7.7 Number keypad
7.7.1 redundant of six pack & arrow keys. Note these are the bottom (un-shifted) markings on the number keypad.
7.7.2 NumLock must be pressed to give numbers.
7.7.3 +, -, *, / and another ENTER key are on the number keypad
8 Mouse
8.1 Pointing device
8.2 Motion – move mouse away from you the arrow on the screen moves up, left it moves left, etc.
8.3 Buttons
8.3.1 Left button is normally used. Click to select things. Double click to start programs or open items on the desktop. Single click to start programs from a menu, including the launcher.
8.4 Holding the mouse
8.5 Avoiding Carpel-tunnel syndrome
8.6 Note mouse failure – arrow doesn’t move smoothly on the screen.
8.7 Open the mouse, remove the ball.
8.8 Note the two rollers inside. They tell the computer how the mouse is moving.
8.9 Holding the mouse sideways sends the wrong signal to the computer, so hold it straight.
8.10 The mouse ball picks up dust, lint, and other things from the surface that the mouse rolls on, so keep the mouse pad clean.
8.11 Explain how to clean the rollers.
8.12 Reassemble the mouse.
9 Starting the computer
9.1 Look for lights BEFORE you start pushing buttons
9.2 Display’s power button DOES NOT turn on the computer. We leave it on all the time – the display turns itself off when there is no video signal
9.3 Power button is usually on the front of the computer box
9.4 Not the reset button.
9.5 Look at the lights FIRST. If they are on then the computer is already running.
9.6 If power is on and display does not have a picture, wiggle the mouse or touch a keyboard key.
9.7 doesn’t matter what color or shape the box is – look for things you can recognize – CD-ROM, power button, Lights.
9.8 Now, have the students push the power button and observe each student actually hits the right button and the lights come on.
10 This is usually the one hour mark. It is a good place to take the first coffee break.
11 Desktop – identify parts. Point to them. Identify the commonality between Microsoft, Apple, and Linux.
11.1 Task Bar
11.1.1 Start on Microsoft Windows; Applications Places System menus on Red Hat, CentOS, Ubuntu.
11.1.2 Clock
11.1.3 Launchers
11.1.4 Empty section in middle for window buttons on Microsoft Windows, separate task bar for Linuxes.
11.2 Desktop (background).
11.3 Icons
12 Standard parts of a window. Identify the commonality between Microsoft, Apple, and Linux.
12.1 Open My Documents (User’s Home)
12.1.1 Start it in un-maximized state with all borders well on screen. Nothing on the edge where it is hard to see.
12.2 Identify the Title Bar
12.2.1 Words on title bar
12.2.2 Chevron at the left
12.2.3 Three buttons at the right
12.2.3.1 dash – minimize (hide)
12.2.3.2 box (window) – maximize/un-maximize
12.2.3.3 X – close
12.2.4 Demonstrate the minimize button
12.2.4.1 A better name for this button is HIDE
12.2.4.2 click it – see the window move to the task bar button
12.2.4.3 click the task bar button, see it move back to the screen
12.2.4.4 click the taskbar button for one window, see it minimize and restore to the screen on alternate clicks.
12.2.4.5 Putting the window back on the screen after it has been hidden is called RESTORE
12.2.5 Demonstrate the Maximize / un-maximize button
13 Standard Window Actions. Identify the commonality between Microsoft, Apple, and Linux.
13.1 Move
13.1.1 Click and hold in middle of title bar: the windows moves in tact wherever the mouse goes
13.2 Resize
13.2.1 Bottom, Top, then sides
13.2.2 Click and hold when you see the double arrow at any edge: the edge moves where the mouse moves.
13.2.3 The GRIP – bottom right corner of the window
13.2.3.1 Easier to grab than the edges
13.2.3.2 can move BOTH up and down AND side to side at the same time with the grip
13.2.4 Play Caterpillar game
14 Stopping the computer
14.1 Start / Logoff / Shutdown / OK on Microsoft
14.2 System / Logout / Shutdown on Red Hat and CentOS
14.3 Click the user by the clock at the far right side of the task bar to get the menu on Ubuntu.
14.4 Explain why shutdown is necessary vs. just pushing the power button again.
15 If they can do the above independently, then they are ready to start the core classes next time. If they are not ready to move forward then review the material they have not yet apprehended next week until they can do it independently.