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Unformatted text preview: Chapter I Introduction to Computer Science Page 1 Chapter I Introduction to Computer Science Chapter I Topics 1.1 Teaching the Exposure Way 1.2 Exposure Equation 1.3 Roller Coaster Emotions 1.4 Tackling Computer Science 1.5 Excessive Help 1.6 Computer Fundamentals 1.7 A Brief History of Computing 1.8 How Do Computers Work? 1.9 Messages with Morse Code 1.10 Electronic Memory 1.11 Counting in Other Number Systems 1.12 Memory and Secondary Storage 1.13 What Is Programming? 1.14 Programming Languages 1.15 Networking 1.16 Hardware and Software 1.17 Summary Page 2 Exposure Java A, 2008 Edition 06-10-2008 1.1 Teaching the Exposure Way One of the most important elements of learning in a classroom is the student teacher relationship. Who claims that? Me, Leon Schram, a computer science teacher for more than twenty-five years. If you are a student - at John Paul II High School - reading this book, your suspicions were correct. Something happened to Mr. Schram back in the Sixties when he was in Vietnam. You might suspect too much exposure to Agent Orange? It has probably caused some brain cell damage. You know, the slow dissolving one brain-cell-at-a-time kind of damage. Makes sense, it has been about 40 years since Vietnam and this guy is acting very weird these days. Many years ago I learned quite a lesson about relationships with students. I had a young lady in my class who had trouble with math. No, let me be honest, this girl was pitiful with any type of mathematical problem. Our school had some type of talent show and I went to see it. I was absolutely blown away. This girl, my bless-her-will-she-ever-learn-math-student , had the voice of an angel. She was animated, she was incredibly talented, and suddenly I saw her differently. That talent show knocked me straight out of my tunnel-vision-view of a struggling math student. I told her the following day how impressed I was with her performance. She beamed and was so pleased that I had noticed. Something neat happened after that. Sure, she still agonized in math but she worked, and tried, harder than she had done previously. At the same time, I tried harder also. The teacher/student relationship, which had developed, made her a better student and it made me a better teacher. I have been a teacher for a long time, and I have been a student for even longer. As a teacher, and as a student, I have seen my share of books that hardly ever get opened. Students try hard to learn. However, they do not get it, get bored, get disinterested, get frustrated, feel stupid, are intimidated .... pick your poison. The book just sits somewhere and becomes useless. Now this particular book may be the most informative, most complete, most up-to-date, most correct book on the subject, but if the book sits and occupies space, the content matters little....
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This note was uploaded on 10/14/2010 for the course APSC AP taught by Professor Kurt during the Spring '98 term at Wooster.
- Spring '98