TEJ3M Expectations


By the end of this course, students will:
A1. describe how computer components function, and discuss trends in the development of computer hardware;
A2. describe the functions of BIOSes and operating systems, and how they interact with each other and with computer hardware;
A3. describe the function of electronic components and the use of these components in control systems and other circuits, and calculate values for circuit components;
A4. describe network concepts, services, and security;
A5. demonstrate an understanding of the use of binary numbers, hexadecimal numbers, and Boolean algebra in computer logic and data processing.

A1. Computer Hardware

By the end of this course, students will:
A1.1 describe how the internal components of a computer function (e.g., CPU, mainboard, disk drives, RAM, chipset, video card, sound card, expansion slot);
A1.2 describe various standards for connecting computer components (e.g., parallel port, RS-232, USB, IEEE 1394, VGA, DVI);
A1.3 describe trends in the development of computer hardware (e.g., size, cost, and speed of processors, memory, and hard drives; video resolution; capacity of optical disks).

A2. Computer Systems

By the end of this course, students will:
A2.1 describe the essential functions and other features of various operating systems (e.g., functions: management of resources, files, processes, and applications; features: services, usability, performance, applications such as text editor, web browser, or media player);
A2.2 describe changes that may be required when upgrading hardware components or features of a computer system (e.g., BIOS updates, installation of drivers for new hardware, resolution of compatibility issues);
A2.3 describe the essential functions performed by the BIOS firmware in computer systems (e.g., POST [power on self test], boot sequence, hardware recognition, detection of master boot record);
A2.4 describe how the BIOS, hardware, and operating system of a computer interact.

A3. Electronics, Robotics, and Computer Interfacing

By the end of this course, students will:
A3.1 identify and describe the functions of electronic components (e.g., resistor, capacitor, diode, LED);
A3.2 describe the function of electrical devices used in control systems (e.g., stepper motor, direct-current motor, touch sensor, accelerometer, optical sensor, power supply);
A3.3 calculate the values of components in electronic circuits using fundamental laws (e.g., Ohm’s law, Kirchhoff’s laws);
A3.4 explain the importance of advances in electronics (e.g., compare size, cost, and performance of vacuum tubes, transistors, and integrated circuits);
A3.5 compare the advantages and disadvantages of interfacing using desktop computers, micro-controllers, and programmable logic controllers.

A4. Networking Concepts

By the end of this course, students will:
A4.1 explain fundamental network concepts (e.g., bandwidth, throughput, full duplex, half duplex);
A4.2 explain the fundamental aspects of TCP/IP addressing as it pertains to workstations on a network (e.g., workstation IP address, subnet mask, MAC [media access control] address, default gateway address);
A4.3 describe various services offered by servers to network clients (e.g., HTTP, FTP, SMTP, telnet, printing, file transfers and storage, login);
A4.4 describe methods for making a network secure (e.g., firewalls, data and password encryption, user authentication, WEP or WPA keys, security of server room).

A5. Data Representation and Digital Logic

By the end of this course, students will:
A5.1 describe binary and hexadecimal numbers, and convert positive integers among decimal, binary, and hexadecimal number systems;
A5.2 compare binary and hexadecimal representation of addresses and data (e.g., absolute addressing, character codes, colours);
A5.3 relate Boolean algebra to the fundamental logic gates and to combinations of these gates, using symbolic, algebraic, and numeric representations.


By the end of this course, students will:
B1. build, configure, and maintain a computer system, and connect peripheral devices;
B2. set up, optimize, and back up a computer system;
B3. design, construct, create diagrams for, and troubleshoot electronic circuits and interfaces for control systems;
B4. design, install, configure, test, and troubleshoot networks;
B5. demonstrate an understanding of fundamental programming concepts, and develop a program that interacts with an external device.

B1. Hardware Solutions

By the end of this course, students will:
B1.1 build a computer from parts to meet specified requirements (e.g., for gaming, business, entertainment, media centre, or graphic design);
B1.2 use correct procedures to prevent damage to sensitive components (e.g., use anti-static wrist straps and mats, disconnect power when inserting expansion cards);
B1.3 install and configure peripheral devices in a computer system (e.g., printer, video camera, external drives);
B1.4 document maintenance and troubleshooting of computer hardware on a day-to-day basis (e.g., use a journal or log to record work done, time taken, problems found, solutions attempted, and results).

B2. Computer Systems

By the end of this course, students will:
B2.1 set up and configure a home office system (e.g., computer, scanner, printer, appropriate software);
B2.2 use system utilities for optimization and backup (e.g., defragment files; scan hard drives for defective sectors; run complete, incremental, and differential backups);
B2.3 configure a computer system to use multiple operating systems (e.g., dual boot, virtual machines).

B3. Electronics, Robotics, and Computer Interfacing

By the end of this course, students will:
B3.1 use a design process (see pp. 22–23) to design and safely construct and test interfacing or robotics circuits (e.g., for LED traffic lights, VU meter, alarm system, or motor control), using appropriate materials and techniques, including soldering;
B3.2 troubleshoot an electronic circuit using appropriate methods and test equipment (e.g., methods: isolation and substitution of components; equipment: multimeter, oscilloscope, logic probe);
B3.3 draw and interpret diagrams that represent circuit components and functions (e.g., schematic diagram, block diagram, flow chart);
B3.4 use computer programs to simulate circuit performance and to draw schematic diagrams and circuit layouts (e.g., circuit simulator, schematic capture software, printed circuit board layout software).

B4. Network Setup and Management

By the end of this course, students will:
B4.1 design, install, and configure a peer-to-peer network (e.g., choose appropriate computers and network interfaces, construct cables, enable file sharing) using appropriate tools, materials, and equipment (e.g., UTP cable, 8P8C connectors, crimping tool, cable tester);
B4.2 draw diagrams of various LAN types (e.g., peer-to-peer, client-server) and topologies(e.g., bus, star, ring);
B4.3 construct various network cables (e.g., straight-through, crossover);
B4.4 use a variety of methods to verify the operation of a network (e.g., visual inspection, ping, ipconfig, telnet, tracert, arp);
B4.5 use a problem-solving process (see pp. 21–23) to troubleshoot networks.

B5. Computer Programming

By the end of this course, students will:
B5.1 use constants, variables, expressions, and assignment statements correctly, taking into account the order in which operations are performed;
B5.2 use input statements, output statements, selection structures, and repetition structures in a program;
B5.3 use a design process (see pp. 22–23) to write, test, and debug a computer program that controls and/or responds to the inputs from an external device (e.g., LED array, motor, relay, infrared sensor, temperature sensor).


By the end of this course, students will:
C1. describe environmental issues related to the widespread use of computers and associated technologies;
C2. describe societal issues related to the widespread use of computers and associated technologies.

C1. Technology and the Environment

By the end of this course, students will:
C1.1 describe the effects of computer and electronic technology on the environment (e.g., accumulation of electronic waste, including lead and other toxic materials used in computers; release of ozone-destroying chemicals used to wash soldering flux from circuit boards; energy consumed by computers left in standby mode; fuel consumption and air pollution reduced by computerized traffic-control systems);
C1.2 outline how community partners and government agencies apply the reduce/reuse/recycle concept to computer technology.

C2. Technology and Society

By the end of this course, students will:
C2.1 describe the benefits of computer and electronic technology for society (e.g., greater efficiency and lower costs for information services, improved access to technology for economically disadvantaged people and nations, development of a “global village”);
C2.2 describe some of the drawbacks of computer and electronic technology for society (e.g., loss of privacy, infringement of intellectual property rights through unlicensed copying and electronic distribution, a more sedentary lifestyle, spam, telemarketing, Internet gambling addictions).


By the end of this course, students will:
D1. demonstrate an understanding of relevant safety practices, standards, and legislation;
D2. describe ethical and security issues related to the use of computers;
D3. describe various careers related to computer technology and electronics, and the entry requirements for these careers.

D1. Health and Safety

By the end of this course, students will:
D1.1 comply with relevant industry practices, standards, and related legislation to ensure workplace safety (e.g., standards and regulations specified in the Workplace Hazardous Materials Information System [WHMIS] and the Electrical Safety Code; grounding and enclosure standards for electrical circuits; ergonomically sound workplace
arrangements and practices);
D1.2 describe and use appropriate equipment, techniques, and strategies to avoid health and safety problems associated with computer use (e.g., back injuries from improper lifting of heavy equipment, repetitive strain injuries, eye strain).

D2. Ethics and Security

By the end of this course, students will:
D2.1 describe the components of an acceptable-use policy for computers (e.g., restrictions on commercial or personal use, prohibition of inappropriate content, protection of privacy);
D2.2 explain the importance of and comply with software licensing legislation (e.g., copyright and patent acts);
D2.3 explain the importance of security (e.g., password protection, encryption) for confidential data and other sensitive electronic information (e.g., to protect against industrial espionage or identity theft).

D3. Career Opportunities

By the end of this course, students will:
D3.1 describe various careers related to computer technology and electronics that require postsecondary education (e.g., computer engineer, systems analyst, network analyst, information technology technician);
D3.2 describe entry requirements, including computer expertise, for careers related to computer technology (e.g., apprenticeships, university programs, college programs, industry certifications);
D3.3 identify groups and programs that are available to support students who are interested in pursuing non-traditional career choices in computer technology (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant trade/industry associations);
D3.4 demonstrate an understanding of and apply the Essential Skills that are important for success in the computer technology industry, as identified in the Ontario Skills Passport (OSP)(e.g., reading text, writing, document use, computer use, oral communication, numeracy, thinking skills);
D3.5 demonstrate an understanding of and apply the work habits that are important for success in the computer technology industry, as identified in the Ontario Skills Passport (e.g., working safely, teamwork, reliability, organization, working independently, initiative, self-advocacy);
D3.6 maintain an up-to-date portfolio that includes pieces of work and other materials that provide evidence of their skills and achievements in computer technology (e.g., Passport to Safety certificate, OSP Work Plan, OSP Transition Plan, circuit diagrams, photographs of projects, video of working robot), and explain why having a current portfolio is important for career development and advancement.

TEJ3M Course Outline

Always in development! 

Reminder Service

Remind.com is a service that I will use to send email and text notifications to students and parents.

To subscribe, please follow the directions in the relevant document:


Day 1

  • Locker assignment (period 1 only)  
  • Log in!
  • Land Acknowledgement
  • Tech permission form [GC]
  • Bring your headphones to school! (you’ll need them to listen to tutorials) [GC]
  • I’m not your teacher — I’m your facilitator and a co-learner… (discussion)
  • Class Rules: Respect, respect, respect! (that’s it!)
  • Log into Chrome | Sync Bookmarks & Extensions
    • Multiple IDs (personal and DSBN)
  • Google Classroom (you must log in with your DSBN account)
  • Introductions | Grade 12’s, also see me for other instructions.
  • Network Overview
    • Create class folder in M Drive and subfolders for each unit
  • Bookmark for Success!
    • GC View All
    • GC Stream
    • DSBN Gmail
  • Filename Convention (for Google Docs/Classroom and assignments where you do not have a dedicated handin folder for yourself) [GC]
    • Initials_DocumentTitle
    • Assignment in Classroom: Submit a text file containing your favourite quote. Be sure it uses the filename convention described above.
  • Reminder Service + [GC]
  • Pre-course Questionnaire + [GC]
    • Note: some students may be asked to brainstorm as a group before submitting content for the “Is there anything specific you hope to do or learn in this course?” section. You will be advised if this affects you.
  • Course Overviews (independent reading) 

Day 2

Day 3

Day 4

  • Email Lists + (may no longer be necessary now that we are using Google Classroom) 
Old Material:
Short URL for this page: http://goo.gl/BlgoU2

Introducing Yourself

Students, look for the assignment on Google Classroom.

Teachers, see my blog post about this assignment here.

Archiving Your Google Data

I always encourage students to use the personal Google account for school work so they still “own” the data after they leave high school.

But what if they haven’t, and they’re above to move on to a postsecondary school or the workplace?

There are basically two options:

  1. Move your data to your personal account
  2. Download your data

To move your data to a new account, just visit https://takeout.google.com/transfer and enter the relevant information. Just be sure you have enough disk quota in your personal account or you may run into trouble.

To download your data, visit https://takeout.google.com/settings/takeout and select the data you want to download. Note that this can take a long time, depending on how much data you have in your Google account.


Cool Tech


Over the semester, you will be asked to do two informal presentations related to “Cool Tech”, one each half semester. Most students will choose to present on something technological (computer hardware, software, game platforms, entertainment hardware, etc.) that is relatively new, but you may also choose something else with the permission of your instructor.

Your presentation must be centered around a Google Slides slideshow. You must  submit the form to get your topic approved and prepare a short slideshow to present to the class. Be sure the title of your slideshow includes the name of the topic and the course code.

Sources of Material

Relevant Expectations


  • D3.1 explain how emerging technologies can affect personal rights and privacy (e.g. video surveillance, cyberbullying, identity theft);
  • D3.2 describe some emerging technologies and their implications for, and potential uses by, various members of society;
  • D3.3 describe some of the solutions to complex problems affecting society that have been or are being developed through the use of advanced computer programming and emerging technologies (e.g., monitoring and regulating electrical supply and demand; using facial recognition programs to verify the identity of persons entering a country; analysing criminal activity by overlaying crime data on satellite imagery; analysing large-scale meteorological data to predict catastrophic storms).


  • D2.1 demonstrate an understanding of emerging areas of research in computer science (e.g., cryptography, parallel processing, distributed computing, data mining, artificial intelligence, robotics, computer vision, image processing, human–computer interaction, security, geographic information systems [GIS]);
  • D2.2 demonstrate an understanding of an area of collaborative research between computer science and another field (e.g., bioinformatics, geology, economics, linguistics, health informatics, climatology, sociology, art);
  • D2.3 report on an area of research related to computer science, using an appropriate format (e.g., website, presentation software, video).


  • D3.1 describe the evolution of some emerging programming languages;
  • D3.2 investigate and report on innovations in information technology (e.g., webcasting, VoIP, multiplayer online gaming) and their potential impact on society and the economy;
  • D3.3 describe programming requirements for a variety of emerging technologies (e.g., web programming, smartphones, embedded systems).


  • D3.1 explain the impact of a variety of emerging technologies on various members of society and on societies and cultures around the world and on the economy;
  • D3.2 investigate an emerging technology and produce a report using an appropriate format (e.g., technical report, website, presentation software, video).


  • C2.1 research and compare technological eras (e.g., agricultural, industrial, information), and describe ways in which societal needs influenced these eras;
  • C2.2 research and describe cases where technological design has improved the quality of living (e.g., fireproofing, prosthetic limbs, air purifiers, catalytic converters);
  • C2.3 demonstrate an understanding of ways in which history, trends, culture, and geography have inspired technological design.


  • C2.1 independently research and report on political, economic, cultural, and/or environmental issues that affected technological innovations in the past (e.g., traffic congestion spurred development of compact vehicles, increasing population density led to the construction of taller buildings);
  • C2.2 describe examples of how culture, economics, and politics could influence the future design of products and/or processes (e.g., environmental awareness and rising costs for fossil fuels could increase the development and use of alternative energy sources);
  • C2.3 describe how technological change affects society (e.g., developments in telecommunications, health care, and robotics).


  • C2.1 demonstrate an understanding of social standards and cultural sensitivity and use appropriate and inclusive content, images, and language in communications media productions (e.g., including people from different races, cultures, and backgrounds in media productions; portraying minority groups with respect and sensitivity; avoiding sexism, homophobia, and cultural or racial bias);
  • C2.2 describe the effects of recent changes in communications technology and applications on society and the economy (e.g., effects arising from the use of devices such as cellular phones, personal digital assistants [PDAs], and portable media players and from the emergence of computer-based social networks, user-generated web content such as wikis and blogs, and easy-to-download music file formats);
  • C2.3 identify emerging communications technologies and describe their potential impact on society and the economy;
  • C2.4 describe legal concepts and issues relating to communications technology and media production (e.g., copyright, privacy rights, consent);
  • C2.5 describe social and ethical issues relating to the use of communications technology (e.g., promotion of hatred, irresponsible use of the Internet, cyberbullying, cultural appropriation).


  • C2.1 describe some of the effects that technological innovations of the past have had on society (e.g., effects on health, on people’s ability to travel and communicate, on living standards, on education) and the economy (e.g., creation of new types of jobs, automation of factories);
  • C2.2 describe how society is being affected today by various new and emerging technologies (e.g., electronic messaging, Global Positioning System [GPS], wireless access, hybrid vehicles, nanotechnology, biotechnology);
  • C2.3 describe economic, ecological, social, and safety considerations facing consumers when they make choices between particular products or services (e.g., natural versus synthetic materials, renewable versus non-renewable resources; inexpensive products created in developing countries versus more costly products created domestically; higher-priced products with additional safety features versus less costly products without them);
  • C2.4 demonstrate an understanding of, and respect for, cultural and social diversity as they develop and create various products or services (e.g., prepare foods from various countries around the world, use video or graphic images that are representative of the school population, demonstrate hairstyles from various cultures, compare traditional landscaping styles of different cultures);
  • C2.5 describe how social and economic factors influence the development and use of technology (e.g., high fuel prices and safety concerns influence automotive design, rotating blackouts speed the development of energy alternatives, people’s desire to be connected with family and friends drives telephone and wireless device design).