U1 Day 3-4: PD Discussion Topic


We will be taking apart a computer and looking at the inside. Also showing a variety of peripherals that they can use with their computer.


First, I would have students pull up the Carnegie Mellon University website. Then, I would like to give them a scenario/persona of a random person. They will need to identify the main computer necessities of this “person”, then identify which part of the computer they will need to focus on, using the website. It will be a good way for them to prepare for the project.


Use a graphic organizer with the image of the computer and have the students label the parts and then define each in their own words. Have students collaborate with their elbow partner to see if they agree. The SmartBoard can be used to slide the parts of the computer in the correct place and have the students bye group or volunteer define each part.


Last year I brought in two old computers and we just took them apart together in class. Everyone got to see the components, and the kids got to decide in small groups what each item was before we talked about them. We then put them back together so that they could see the general relation between the parts. This led into the system building activity. I really like the resources provided as well, and am planning on having them do a quick comparison in groups between the Alienware and Chromebooks just so that they have a better idea what they are doing before starting the comparison project for a friend or family member.


I will be co-teaching ECS with my school’s tech support specialist. To assist with hands-on learning, I expect that we will be able to provide the students with an opened-up and partially disassembled desktop computer. We may also be able to offer an opened-up laptop for them to compare it to, seeing how the basic parts of a computer are the same despite their smaller size.


I would have students work together in pairs. Their task would be to research computers and their components and then draw a diagram, label, and define what they have learned. This allows them to be artistic and cooperative with each other. They would then display their work for other students to see. The class can then walk around to view each diagram and, using Post Its, make note of things missing or that they really like about the other students’ diagrams.


I plan to show the students the parts of the computer. I may remove the parts of the computer and have them re-install them, explaining what they are and what they do as they put it together.


Students will visit our Cisco class to explore and research the hardware in details.


I originally thought I would have the students research the different components online, but after reading the responses, I like the idea of having an actual computer that is broken down so that they can physically see and touch the components and see how they all fit together. I really like the kitchen analogy too!


How about opening up a CPU unit that we use in the classroom so that students can see what is inside?


I will use an old computer that we can disassemble in class. I will borrow a student from our IT Academy to help facilitate this lesson so students can see that other students are actually learning and can communicate what they’ve learned in a classroom setting.
We will open the computer in the classroom and allow students to touch the parts and ask questions.


I think the graphic from Carnegie Cyber Academy of computer hardware would be a great start. I would have students review the info and choose what they think would be the most important component for them. We could list them on the board with why they think it is the most important. After all are listed, a discussion could ensue regarding the pitfalls of having “lesser” components in other areas.


I agree with you. I have parts from older computers that I would show my students such as a motherboard, floppy disk drives and a cd disk drive, etc. It is very important for them to see what the inside of a computer looks like and how they all interact and how it really works.


thank you. I was planning on referencing the analogy to the body (where the brain is like the CPU, the backbone like the motherboard, etc), but I find your kitchen idea more accessible. Perhaps I could explain the computer with one analogy and ask the students to make a different analogy.


Rather than taking a computer apart myself, I have arranged for students from my school’s computer repair (vocational) class to come do a lesson for my students in which they will show the innards of both a desktop and a laptop computer.


I had all of the students find someone to talk to about a “computer” someone they know will be buying. Computer is in quotes because I am allowing students to use their definition of what a computer is. This way they are not limited to researching just a traditional computer. Before they research their specific computer we will dissect a desktop in class to identify all the parts and use the online resource for a description of each part. Part of their buying project will be to compare the parts present in their computer to the one we took apart describing why certain parts may not be in their type of computer and why they are or are not different.


To introduce the topic I had one of our tech guys bring in a computer and they took it apart and talked about each piece and how it fit. Then we began the lesson.


I have access to old desktop computers and will have the students take apart and reassemble them.
While the computers are apart we will label and describe what they do.


I would introduce hardware pieces using YouTube videos.


I will start by showing a video about the different parts of a computer. Then I am hoping to get some old computers from my tech department that my students can take apart and reassemble. I feel that the hands on approach will create more interest than just researching the different parts.