Microsoft Office 2003 - Arizona Western Collegevirgil.azwestern.edu/~cvb/CIS120/Book Notes/NP11_IM_Chapter02.doc · Web viewDiscuss the variables that differentiate performance:

New Perspectives on Computer Concepts (11th edition) Instructor’s Manual 1 of 19

Computer ConceptsTutorial Two: Computer Hardware

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 blue that you see in the textbook. Under each heading you will find (in order): Lecture Notes that summarize the section, Figures and Boxes found in the section (if any), 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 CD also contains 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 mp3 player. 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 Chapter Objectives 2Section A: Personal Computer Basics 2Section B: Microprocessors and Memory 4Section C: Storage Devices 8Section D: Input and Output Devices 10Section E: Hardware Security 13Glossary of Key Terms 16

http://coursecasts.course.com/

New Perspectives on Computer Concepts (11th edition) Instructor’s Manual 2 of 19

Chapter Objectives Students will have mastered the material in Chapter One when they can:

Label the main components of a personal computer system

List the advantages and disadvantages of various desktop and portable computer form factors

Describe the target markets for home, media, game, and small business computers

List important factors to consider when shopping for a new computer

Explain how upgrades and mods fit into a computer purchase decision

List the factors that affect microprocessor performance

Explain how RAM works and how it differs from disk storage

List facts about RAM that are important to computer buyers and owners

Describe the differences between magnetic, optical, and solid state storage

Use criteria such as versatility, durability, capacity, access time, and transfer rate to compare storage technologies

Explain the factors that might help a shopper decide whther to purchase a CRT, LCD, or plasma display device

Compare and contrast the technologies and applications for ink jet, laser, and dot matrix printers

Describe the components of a computer’s expansion bus, including various types of expansion slots and cables

Explain the hardware compatibility considerations, device drivers, and procedures involved in installing a peripheral device

List ways you can protect your computer system hardware from theft and damage

SECTION A: PERSONAL COMPUTER BASICS

Personal Computer SystemsLECTURE NOTES

Review the components of a PC. If possible, take students on a tour of the building to look at different kinds of

setups, including PCs with flat screen monitors, or oversize monitors used by people with visual impairment or by graphic designers.

Examine floppy disks and CDs. Compare the usability of each. Talk about the future of floppy disk drives, now that many home systems are designed without floppy drives.

TEACHER TIPReview ads for computers. Have students bring in computer ads from magazines or stores such as Best Buy. Review the computer components discussed in the ad. This reinforces the terminology.

FIGURES Figure 2-1

CLASSROOM ACTIVITIES1. Assign a Project: Have students look around the classroom and make a list of all of the peripheral devices they see. 2. Quick Quiz:

1. The term ______ designates input, output, and storage equipment that might be added to a computer system. (Answer: peripheral device.)

2. True/False: The term personal computer system has only one meaning. (Answer: False.)

Desktop and Portable Computers LECTURE NOTES

Present students with a variety of professions or other scenarios, and ask them which computer design from Figures 2-2 and 2-3 is a good match. Discuss the role that cost plays in the selection of a type of computer.

Explain that tablet and handheld computers do not use the same sorts of input, processing, output, and storage components that traditional desktop computers use.

Discuss the advantages and disadvantages of portable components vs. their corresponding components in a desktop computer.

TEACHER TIPMake sure students understand that notebook computers, tablet computers, and ultra-mobile PCs are all types of portable computers.

FIGURES Figure 2-2, Figure 2-3

CLASSROOM ACTIVITIES1. Class Discussion: Have students come up with scenarios for which each type of computer is best suited. Be sure to cover desktop computers, portable computers, notebook computers, tablet computers, and ultra-mobile PCs.

Home, Media, Game, and Small Business SystemsLECTURE NOTES

Review the designations for personal computer systems. Students who are not gamers may be surprised to learn that this constituency is

the target audience for some of the most cutting-edge computers made today.

FIGURES Figure 2-4, Figure 2-5, Figure 2-6

CLASSROOM ACTIVITIES1. Quick Quiz:

1. True/False: A home computer system offers a hardware platform with super-charged support for most computer applications. (Answer: False.)

2. True/False: Some of the most cutting-edge computers are designed for gaming. (Answer: True.)

Buying Computer System ComponentsLECTURE NOTES

This section urges students to use what they have learned in this section when buying a computer.

Students should also consider their budget, and how they plan to use the computer.

Discuss upgrading a computer and the costs, difficulty, and accessibility. Go over Macintosh vs. PC vs. Linux. Emphasize which system your students will

use for class assignments. Be sure to mention that these product lines include similar input, output, and peripheral devices. Also add that software is often platform-specific, and while you can now install Windows on a Mac and run Windows software on it, software written for a Macintosh computer is unlikely to run on a PC.

FIGURES Figure 2-7, Figure 2-8, Figure 2-9, Figure 2-10

CLASSROOM ACTIVITIES1. Class Discussion: Present a version of the table in Figure 2-8 (or a similar list of usage plans) with the purchase recommendations omitted, and ask students to fill in the recommendations based on how the purchaser intends to use the computer.2. Quick Quiz:

1. A(n) ______ is a custom, hand-built modification to a computer system component. (Answer: mod.)

2. True/False: A computer priced higher than US$2,000 is the computer equivalent of a four-door sedan because a majority of buyers select computers at this price point. (Answer: False.)

3. Which of the following weighs 2 pounds and lacks a physical keyboard?a. ultra-mobile PCb. notebook computerc. tablet computerd. gaming PC

(Answer: A.)

SECTION B: MICROPROCESSORS AND MEMORY

Microprocessor BasicsLECTURE NOTES

This section gives students information they will need when they want to compare computers.

Discuss the variables that differentiate performance: clock rate, word size, cache capacity, and instruction set complexity.

Discuss how performance is measured. Review the difference between serial and parallel processing.


TEACHER TIPAsk students to think up situations that illustrate serial and parallel processing. Use the pizza oven example on page 69 in the chapter to begin the discussion.

CLASSROOM ACTIVITIES1. Assign a Project: Have students write a paragraph comparing and contrasting serial and parallel processing.2. Quick Quiz:

1. Using a technology called ________, a processor can begin executing an instruction before it completes the previous instruction. (Answer: pipelining.)

2. A single microprocessor that contains circuitry for more than one processing unit is called a(n) _________. (Answer: multi-core processor.)

LAB ACTIVITY

The New Perspectives Lab “Benchmarking” on page 110 deals with issues that relate to this section of the textbook. You might want to go through the lab during class time if you have a computer with a projection device. Or, assign this lab for students to do on their own.

Today’s MicroprocessorsLECTURE NOTES

Review how to determine which microprocessor is best for students’ PCs. Explain the factors that students should consider.

TEACHER TIPInform students of the type of microprocessors in classroom computers and explain why those are well-suited to the computers’ uses.

FIGURES Figure 2-14

CLASSROOM ACTIVITIES1. Class Discussion: Ask students how they would determine which microprocessor is best for their PCs. What factors will they consider? What activities do they use their computers for and how will those uses affect their requirements?2. Quick Quiz:

1. _______ is a technique for increasing the speed of a computer component. (Answer: Overclocking.)

2. True/False: There is no risk involved in overclocking. (Answer: False.)

Random Access MemoryLECTURE NOTES

Use the chalkboard analogy to explain RAM. Explain that the computer uses RAM as a temporary storage area. It copies things

to RAM while waiting to use them. You can write a mathematical equation on the board, and solve it. Then you can erase the equation and write a poem on the chalkboard. The chalkboard holds whatever you are working on at the moment. It can be erased and used again, just as RAM is cleared and reused. You can extend this analogy by mentioning that you could also write instructions that students must follow to complete an assignment (analogous to programs in RAM).

Cover the difference between RAM and hard disk storage. Stress that RAM is temporary storage, and hard disk space is permanent storage.

Anything stored in RAM goes away when the computer is turned off (or if you exit from a program). Anything stored on a hard disk is stored there permanently, unless you delete it.

Virtual memory puzzles many students, because “it’s not really there.” Point out that during a power failure, you lose the data in RAM, but what happened to the data in virtual memory (on disk) during a power failure? Although a power failure does not erase the contents of virtual memory, it becomes inaccessible in most cases because it loses the pointers from real memory.

Cover SDRAM vs. RDRAM. You can return to the computer ads to determine the current standard sizes for SDRAM and RDRAM. You can also remove or point out a DIMM on your demonstration computer.

FIGURES Figure 2-15, Figure 2-16, Figure 2-17, Figure 2-18, Figure 2-19

CLASSROOM ACTIVITIES1. Assign a Project: Have students write a paragraph comparing and contrasting RAM and hard-disk storage.

Read-Only MemoryLECTURE NOTES

Compare RAM and ROM. Explain that RAM chips are usually configured on a small circuit board (such as a

DIMM), and hold data only when the computer is receiving power. That’s why RAM chips are considered volatile. In contrast, ROM contains “hard-wired” instructions called the ROM BIOS, which are a critical part of the boot process. Some people compare the ROM BIOS to a car’s starter motor. The computer must receive its startup instructions from somewhere—that’s the job of ROM.

CLASSROOM ACTIVITIES1. Class Discussion: Ask students how ROM differs from RAM and note the differences on a whiteboard.

EEPROMLECTURE NOTES

Explain that EEPROM replaces CMOS technology. Be sure to distinguish between the kinds of data stored in EEPROM and data that is

stored in ROM. On a running demonstration computer, run the setup program to show the kinds of

settings EEPROM contains. Point out the types of problems you can solve by using the EEPROM setup

program. Compare the different types of memory. Use the table below.

Memory Role in Computing Types of Data Stored

Perm or Temp Storage

RAM Holds data before and after it is processed

Documents, program instructions

Temporary storage

ROM Contains instructions to help a computer prepare for processing tasks

Boot instructions

Permanent storage

EEPROM Updates information on the hardware on your computer

System configuration information

Permanent storage (requires no power to hold data)

Virtual Allows the computer to use disk storage to simulate RAM

Documents, program instructions

Temporary storage

FIGURES Figure 2-20

CLASSROOM ACTIVITIES1. Group Activity: Have the students work in teams and begin to build a virtual computer system of their dreams. Have them begin by finding three software packages on the Internet and record the system requirements. Using this information, determine the processor speed and RAM needed by the ideal system to run the software. If you want, you could assign each group a different dollar amount that it could spend. Students can use computer ads or the Internet to research the costs of their choices.2. Quick Quiz:

1. With ____ processing, the processor must complete all steps in the instruction cycle before it begins to execute the next instruction. (Answer: serial.)

2. True/False: RAM is a temporary holding area for data, application program instructions, and the operating system. (Answer: True.)

3. A computer stores its basic hardware settings in __________.a. ROMb. RAM

c. RIMMd. EEPROM(Answer: D.)

LAB ACTIVITYSend students to a manufacturer’s Web site, such as the Dell or Gateway site. Can they draw any conclusions about the relationship between processor speed and price of the computer?

SECTION C: STORAGE DEVICES

Storage BasicsLECTURE NOTES

Compare technologies. Show examples of several different kinds of devices: CDs, DVDs, tapes, Zip disks, flash memory cards. Discuss the pros and cons of each kind of storage medium.

Cover adding storage capabilities to a computer. Show the empty drive bays on your demonstration computer in the classroom.

Review the problems posed by increasingly sophisticated storage devices and the rapid migration through technologies. You can easily read a book that was printed a hundred years ago, but probably can’t access the text stored on a 5¼-inch floppy disk.

TEACHER TIPMake sure students understand that storage mediums and storage devices are different things. A storage medium is the disk, tape, CD, DVD, paper, or other substance that contains data. A storage device is the mechanical apparatus that records and retrieves data from a storage medium.

FIGURES Figure 2-21


1. ____ is the average time it takes a computer to locate data on the storage medium and read it. (Answer: Access time.)

2. True/False: Storage capacity is directly related to storage density. (Answer: True.)

Magnetic Disk and Tape TechnologyLECTURE NOTES

Use Figure 2-22 to illustrate how a computer stores data on magnetic media. Explain that magnetic storage devices are susceptible to corruption by dust, liquid,

and magnets. If possible, use a demonstration computer to show students a hard drive, including

the drive spindle and hard disk platter. Why are hard disks so popular? Ask students where they would store the data on

their laptops, if the laptop had no hard disk. Review the different types of hard disk controllers. Discuss EIDE, DMA, Ultra ATA, and SCSI. What does a tape backup system look like? Bring a variety of tape cartridges to

class. Cover the advantages and disadvantages of magnetic tape vs. removable disks as

backup media.


TEACHER TIPWill 3½-inch floppy disks become obsolete? Most data transmission now takes place electronically, over networks and over the Internet. Many new computers are sold without floppy drives. Can students think of reasons why they still might want to use a floppy disk?

CLASSROOM ACTIVITIES1. Class Discussion: Ask students to come up with scenarios in which each type of storage device (hard disk drive, second hard disk drive, floppy disk, tape drive) is most appropriate.2. Quick Quiz:

1. Hard disk, floppy disk, and tape storage can be classified as ______________. (Answer: magnetic storage.)

2. True/False: Floppy disk storage is the preferred type of main storage for most computer systems. (Answer: False.)

CD and DVD TechnologyLECTURE NOTES

Explain how optical storage works. Figure 2-26 shows the pits on an optical storage device like a compact disc.

If possible, disassemble a CD or DVD drive and point out the tracking mechanism, laser lens, drive spindle, and laser pickup assembly. Otherwise, use Figure 2-27.

Review the differences between CDs and DVDs. Use pages 82-83 to discuss the meaning of CD-ROM, DVD-ROM, CD-R, etc. If possible, compare computer ads from a year ago with those available today to

track the growth in DVD+RW/DVD-RW drive availability and the decrease in price.

TEACHER TIPYou might want to pass around a CD and a DVD to make the point that the two technologies look extremely similar.


CLASSROOM ACTIVITIES1. Assign a Project: Have students write a paragraph comparing and contrasting ROM, R, and RW.2. Class Discussion: Using the table in Figure 2-29 as a guide, have students discuss what type of CD or DVD drive they need. Why?

Solid State StorageLECTURE NOTES

Explain how solid state storage works. Explain that solid state storage is very reliable, and needs very little power to run,

but storage capacity is limited. Do students know whether they have used any solid state storage devices? They

may not know that cell phones and digital cameras use solid state storage technology.

Review the advantages of this kind of technology, including portability and price.

FIGURES

Figure 2-30, Figure 2-31, Figure 2-32


1. ______________ is a technology that stores data in erasable, rewritable circuitry. (Answer: Solid state storage.)

2. True/False: Once data is stored, it is non-volatile. (Answer: True.)3. A(n) ____ is a device that reads and writes data on solid state storage. (Answer:

card reader.)

Storage WrapupLECTURE NOTES

What does a drive bay look like? Use the demonstration computer to show students a drive bay. Otherwise, use

Figure 2-33.


CLASSROOM ACTIVITIES1. Group Activity: Continuing with the project of designing their dream computer system, ask students in each group to decide what kind of optical storage device they need, using the chart in Figure 2-29. 2. Quick Quiz:

1. When a hard disk’s read-write head runs into a dust particle or other contaminant on the disk, it can cause a(n) ______________. (Answer: head crash.)

2. True/False: A computer’s DVD drive can read discs that contain computer data as well as discs that contain DVD movies. (Answer: True.)

3. ____ access is the ability of a device to “jump” directly to the requested data.a. Sequentialb. Randomc. Flashd. Transfer

(Answer: B.)

SECTION D: INPUT AND OUTPUT DEVICES

Basic Input DevicesLECTURE NOTES

List as many different kinds of input devices as you can. Record the list on a chalkboard or on a whiteboard. While students will certainly name a keyboard, they may not realize that a joystick and a microphone also qualify as input devices. Discuss the input device used in a tablet computer and in other, less traditional, computer systems.

Show examples of devices. If possible, bring in as many examples of input devices as you can. Ask your computer lab for old keyboards, mice, trackballs, etc.

FIGURESFigure 2-35, Figure 2-36, Figure 2-37

TEACHER TIPInput devices can be designed for specialized tasks. Ask students to come up with examples of other kinds of input devices that are not standard with office computers. For example, a supermarket scanner is an input device.

CLASSROOM ACTIVITIES1. Group Activity: Divide the class into two groups and challenge each group to make a list of all of the input devices they can think of. Which group came up with more examples?

LAB ACTIVITY Refer students to the New Perspectives Web site for a Student Edition Lab called

“Using Input Devices.”

Display DevicesLECTURE NOTES

Review the different kinds of monitors. If possible, show a standard CRT, and then compare it to an LCD and a plasma screen. If your school doesn’t have these kinds of monitors available, use pictures from computer ads or the Internet.

Go over the role of the graphics card. Without the proper graphics card, a monitor is useless.

In a demonstration computer, point out the graphics card and how it connects to the display device.

Discuss the various graphics card technologies and resolutions.


CLASSROOM ACTIVITIES1. Class Discussion: Have students identify the type of display device(s) used in the classroom. What types of display devices do they have at home or work? 2. Quick Quiz:

1. A(n) ________ display device uses the same sort of glass tube as a television. (Answer: CRT.)

2. True/False: Dot pitch is a measure of image clarity. (Answer: True.)3. ____ technology creates an on-screen image by illuminating miniature colored

fluorescent lights arrayed in a panel-like screen.a. CRTb. Plasma screenc. LCDd. None of the above

(Answer: B.)

PrintersLECTURE NOTES

Explain that there is a vast assortment of printers available. If you have more than one type of printer available in your computer lab,

demonstrate to students the difference in print quality and speed provided by each.

Discuss multifunctional printers. These have gained popularity in the printer market. Discuss with students the benefits and drawbacks of buying one piece of equipment to carry out multiple tasks (e.g., you can only carry out one function at a time).

Review with students the most common functions carried out by multifunctional printers: printing, copying, faxing, and scanning.

Point out that as with single-function printers, the quality and reliability of these multifunctional printers varies greatly depending on manufacturer and purchase price.

On a Windows computer, show students how to install a new printer using the Printers window in the Control Panel.

FIGURESFigure 2-42, Figure 2-43, Figure 2-44, Figure 2-45

CLASSROOM ACTIVITIES1. Assign a Project: Have students write a paragraph comparing and contrasting the different types of printers (ink jet, laser, dot matrix). 2. Class Discussion: What types of printers do students have experience with? What are the pros and cons of each type?

TEACHER TIPIf possible, take a tour of your building, looking for specialized types of printers. Visit a local copy shop, or encourage students to do so on their own, and be on the lookout for different sorts of printers.

Installing Peripheral DevicesLECTURE NOTES

Demonstrate how to connect a peripheral device to an expansion card, or let students do it themselves on demonstration computers. Use Figure 2-48 for reference.

Go over the different kinds of expansion slots. A practical point about computer I/O is that microcomputers have expansion slots of different types: ISA, PCI, and AGP. To add devices to a computer system, expansion cards are plugged into these slots. However, cards are built for only one type of slot. Users must know the type of card and the type of slot that is available.

Introduce Plug and Play technology. Discuss the evolution of this technology. Find examples of devices that use this technology.

Explain that because expansion cards do not fit in the compact case of a notebook computer, the preferred route for expanding notebook computers is plugging PCMCIA cards into PCMCIA slots.

You can point out that a PCMCIA slot can accept more than one card (usually 1-2). If possible, bring in a notebook or handheld computer and show how to insert a

card in the card slot to increase memory or add peripheral devices. Go over the different kinds of connectors. Students find this very confusing.

Use Figure 2-50 to show some of the different kinds of connectors that are available, or try to bring in some samples.

FIGURESFigure 2-46, Figure 2-47, Figure 2-48, Figure 2-49, Figure 2-50

TEACHER TIPShow students that in most cases it is difficult to accidentally use the wrong kind of connector, because the wrong kind just will not fit onto the port.

CLASSROOM ACTIVITIES1. Group Activity: Each group should decide what kind of printer it needs, as part of designing a dream computer system. Make sure students weigh the costs and benefits of each type of system.2. Quick Quiz:

1. Display device image clarity is measured in ________. (Answer: dot pitch.)2. True/False: An expansion port is a small circuit board that provides a computer

with the ability to control a storage device, an input device, or an output device. (Answer: False.)

3. The printer used for “back-office” applications is a(n) ____________ printer.a. ink jetb. dot matrixc. laserd. thermal transfer(Answer: B.)

SECTION E: HARDWARE SECURITY

Anti-theft DevicesLECTURE NOTES

Review the tips for preventing theft. Ask students to come up with other suggestions besides those listed in Figure 2-

51.

TEACHER TIPIf possible, point out anti-theft devices used in the classroom and allow students to inspect them.


CLASSROOM ACTIVITIES1. Class Discussion: What security measures do students currently take to protect their computers? What measures does the school take?

Surge Protection and Battery BackupLECTURE NOTES

If possible, show a surge strip to the students.

Emphasize that not all power strips provide surge suppressor protection, and that students should review their own equipment to find out if their computers are protected.



1. A(n) ________ is a sudden increase or spike in electrical energy. (Answer: power surge.)

2. True/False: A UPS only provides surge protection. (Answer: False.)

Basic MaintenanceLECTURE NOTES

Discuss with students the suggestions listed in Figure 2-58. How many of these steps do students take regularly? Do the students appreciate the importance, for example, of antivirus and spyware definitions, or of regular backups?

TEACHER TIPIf possible, pass around a can of compressed air and have students use it to clean their keyboards. Do they notice a difference after using it?


CLASSROOM ACTIVITIES1. Class Discussion: What are students’ current maintenance routines? How are classroom computers taken care of?

Troubleshooting and RepairLECTURE NOTES

Students have probably heard of the blue screen of death. Survey students about their experience with the BSoD.

If possible, step through one of the troubleshooters like the one shown in Figure 2-60 so students can see how the answer to each question drives the next panel in this resource.


CLASSROOM ACTIVITIES1. Group Activity: Each group should decide what kind of additional hardware security it needs, as part of designing a dream computer system.2. Quick Quiz:

1. ________ is a limited version of Windows that allows you to use your mouse, monitor, and keyboard, but no other peripherals. (Answer: Safe Mode.)

2. True/False: Manufacturers advise against the use of battery backup for printers because it is not economical. (Answer: True.)

3. All of the following are valid tips for regular computer maintenance EXCEPT ____________.

a. Scan your computer for viruses once a week.b. Run utilities that ensure peak performance for your hard drive.c. Keep spyware definitions updated.d. Delete your browser’s history/cache files daily to free up space for

temporary files.(Answer: D.)

Glossary of Key Terms access time (77) benchmarks (69) blue screen of death (103) cache (68) card reader (84) CD (81) CD drive (81) CISC (complex instruction set computer ) (69) CRT (cathode ray tube) (90) data bus (95) data transfer rate (77) desktop computer (58) dot matrix printer (92) dot pitch (dp) (90) double layer DVD (81) drive bays (86) duplex printer (93) duty cycle (93) DVD (81) DVD drive (81) EEPROM (electrically erasable programmable read-only memory) (74) expansion bus (95) expansion card (95) expansion port (96) expansion slot (95) floppy disk (80) form factor (58) front side bus (68) gigahertz( GHz) (67) graphics card (91) graphics processing unit (GPU) (91) hard disk controller (79) hard disk drive (78) hard disk platter (78) HD-DVD (81) head crash (80) home computer system (60) Hyper-Threading Technology (69) HyperTranspot (68) ink jet printer (92) joystick (89) lands (81) laser printer (92) LCD (liquid crystal display) (90)

Level 1 cache (68) Level 2 cache (68) Linux platform (64) Mac platform (64) magnetic storage (78) Media Center PC (60) megahertz (MHz) (67) microprocessor clock (67) multi-core processor (69) nanosecond (73) non-volatile (84) notebook computer (59) optical storage (81) overclocking (70) parallel processing (69) PC card (96) PC platform (64) PC slot (96) peripheral device (56) pipelining (69) pits (81) pixels (90) plasma screen (90) Plug and Play (PnP) (97) pointing device (88) pointing stick (89) portable computer (59) power surge (99) Printer Control Language (PCL) (94) PostScript (94) RAM (random access memory) (71) random access (77) read-write head (78) refresh rate (90)

resolution (91) RISC (reduced instruction set

computer) (69) ROM (73) ROM BIOS (74) Safe Mode (105) sequential access (77) serial processing (69) solid-state storage (84) storage density (77) storage device (76) storage medium (76) surge strip (100) SVGA (Super VGA) (91) SXGA (Super XGA) (91) system unit (57) tablet computer (59) tape drive (80) touch screen (89) trackball (89) trackpad (89) ultra-mobile PC (UMPC) (59) U3 drive (85) UPS (uninterruptible power supply)

(100) USB (94) USB flash drive (85) UXGA (Ultra XGA) (91) VGA (Video Graphics Array) (91) viewable image size (vis) (90) viewing angle width (90) volatile (72) Word size (68) WUXGA (91) XGA (extended Graphics Array) (91)

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