Technology Guide 1: Computer Hardware
Chapter Outline
TG1.1 Learning About Hardware
TG1.2 The Central Processing Unit
TG1.3 Computer Memory
TG1.4 Computer Hierarchy
TG1.5 Input and Output Technologies
TG1.6 Creative Methods of Hardware Utilization
TG1.7 Strategic Hardware Issues
Teaching Tips and Strategies
Simplifying Memory
Most students have grown up with computers. It is surprising that many students cannot
distinguish between an 800 MHz Pentium III and a 1.2 GHz Pentium III. Often students think
the faster the chip, the better the PC. This chapter should help students understand better
how speed is not the best predictor of performance, that each part in the computer system
affects the performance of the computer. For instance, an 800 MHz processor with a bus
speed of 266MHz will perform better than a 1.2 GHz processor with 100MHz bus speed. It is
like the difference between a Corvette stuck behind a line of traffic on a two-lane highway
and a Volkswagen traveling at the speed limit on the freeway. Even though the Corvette is
capable of running at higher speeds, it will be slower than the Volkswagen because of the
constraint of the type of thoroughfare over which it is traveling.
Terms such as bus speed, MHz (megahertz), and RAM (Random Access Memory) may
confuse students. Try equating CPU speed with vehicle speed by substituting MPH for MHz
So, an 800 MHz (or MPH) machine is slower than a 1.2 GHz (gigahertz) machine (or 1200
,MPH). Students seem to grasp this type of terminology better. When discussing with
students the importance of memory, go over the different types of memory such as EDO,
SDRAM and DDR, and how these different types of RAM run at different speeds. Explain to
them that another way to understand 128MB DDR RAM is to relate it to 128 gallons of
water. This illustrates to students that RAM is the amount of memory a computer has. (For
instance, 256MB DDR RAM, means it can hold double the amount of 128MB DDR RAM or
another 128 gallons of water!)
How Gaming Technology Has Changed
Next, it is helpful to go over a brief history of computers.
Students are very involved in game machines such as the Xbox, Playstation 2, and
Gamecube. Ask the class if they remember their first game system. Then, ask what their
thoughts are about the playability and graphics of the machine. Proceed to a discussion
about the older technology that was involved with those machines compared to the newer
technology of today. Students will find themselves interested and aware of how quickly
technology changes and how if they do not keep up with technology, they might become like
has-beens such as Atari, Coleco Vision, Intellevision, Sega Dreamcast.
Better Technology, Lower Prices
Question the students to get them thinking about why the Commodore 64 only had 64KB of
memory compared to the average computer today with 128MB. Bring this point up to
reinforce to students that the costs of computer technology have gone way down. As
technology costs go down, more businesses and consumers will convert to the newer
technology because they can afford it.
It wasn’t that long ago that 4 MB of RAM cost over $200! Currently, 128 MB of RAM costs
about $28.95, shipping included! Another example you can give students is that laptops
used to cost $4,000 for an entry level machine, and now the average cost is around $1,300.
This leads to some very involved discussions.
Have students take out their calculators. Ask them how someone centuries ago who wanted
to calculate 50 + 75 + 89 + 10 – 12 would do it. There will be interesting comments, such as
the cavemen would use pebbles and lay them out and keep adding them, or the Chinese
would use the abacus (counting beads). Ask students how we would do it now, and most
,will reply, “Using a calculator or doing it by hand.” Then let them know that the calculator
hasn’t been around that long. The first calculator cost around $1,000 and could only add,
subtract, divide, and multiply. Ask how much their calculators cost nowadays. Most will
reply, “$10 or $20.” Reinforce to students that as technology becomes more mainstream,
prices go down.
AT&T’s Big Mistake
Technology changes so fast it can leave companies losing market share through no fault of
their own. A good example is AT&T. When the government determined that AT&T was a
monopoly and had them split the company, AT&T held on to the long distance
communications arm of the business. “Baby Bells” (regional telephone companies) were
then created to handle the local markets. Who knew that almost two decades later that this
would be a huge strategic mistake? What AT&T didn’t know was that cellular phones, which
used to have spotty service and be very expensive, would now become mainstream and
cheap. Calling plans were created that let consumers call anywhere in the U.S. for a low
monthly fee. This has hurt AT&T’s business due to the fact that many consumers are using
cell phones instead of their home (landline) phone. Also, many consumers and businesses
now send e-mail instead of using long-distance telephone service.
The goal of this discussion is to get students to realize that technology is important and
changes at a very fast pace. As future managers, they will be required to stay ahead of the
technology curve.
Review Questions
Section TG 1.1 – Before you go on…
1. Decisions about hardware focus on what three factors?
The three factors are: capability (power and appropriateness for the task), speed,
and cost.
2. Define hardware, and list the major hardware components.
, Hardware refers to the physical equipment used for the input, processing, output,
storage, and communications activities of a computer system. It consists of:
Central processing unit: (CPU) – manipulates the data and controls the tasks
performed by the other components.
Primary storage – internal to the CPU; temporarily stores data and program
instructions during processing.
Secondary storage – external to the CPU; stores data and programs permanently for
future use
Input technologies – accept data and instructions and convert them to a form that
the computer can understand.
Output technologies – present data and information in a form people can
understand.
Communication technologies – provide for the flow of data from external computer
networks (e.g., the Internet and intranets) to the CPU, and from the CPU to computer
networks.
Section TG 1.2 – Before you go on…
1. Briefly describe how a microprocessor functions.
The microprocessor has three main parts: the control unit (CU), the arithmetic-
logic unit (ALU) and registers (storage buffers). The CU directs the flow of data
and instructions to and from the ALU, the registers, and other storage devices. It
also controls the operation of the entire system. The ALU performs the
mathematical computations and logical operations. The registers are high-speed
storage areas that store data and instructions on entry to the CPU, as well as the
results of processing before exit to output/storage devices.
Figure TG1.1 illustrates this process.
2. What factors determine the speed of the microprocessor?
Microprocessor speed is rated in machine instruction cycles per second, or MIPS.
MIPS are determined by the following factors:
Chapter Outline
TG1.1 Learning About Hardware
TG1.2 The Central Processing Unit
TG1.3 Computer Memory
TG1.4 Computer Hierarchy
TG1.5 Input and Output Technologies
TG1.6 Creative Methods of Hardware Utilization
TG1.7 Strategic Hardware Issues
Teaching Tips and Strategies
Simplifying Memory
Most students have grown up with computers. It is surprising that many students cannot
distinguish between an 800 MHz Pentium III and a 1.2 GHz Pentium III. Often students think
the faster the chip, the better the PC. This chapter should help students understand better
how speed is not the best predictor of performance, that each part in the computer system
affects the performance of the computer. For instance, an 800 MHz processor with a bus
speed of 266MHz will perform better than a 1.2 GHz processor with 100MHz bus speed. It is
like the difference between a Corvette stuck behind a line of traffic on a two-lane highway
and a Volkswagen traveling at the speed limit on the freeway. Even though the Corvette is
capable of running at higher speeds, it will be slower than the Volkswagen because of the
constraint of the type of thoroughfare over which it is traveling.
Terms such as bus speed, MHz (megahertz), and RAM (Random Access Memory) may
confuse students. Try equating CPU speed with vehicle speed by substituting MPH for MHz
So, an 800 MHz (or MPH) machine is slower than a 1.2 GHz (gigahertz) machine (or 1200
,MPH). Students seem to grasp this type of terminology better. When discussing with
students the importance of memory, go over the different types of memory such as EDO,
SDRAM and DDR, and how these different types of RAM run at different speeds. Explain to
them that another way to understand 128MB DDR RAM is to relate it to 128 gallons of
water. This illustrates to students that RAM is the amount of memory a computer has. (For
instance, 256MB DDR RAM, means it can hold double the amount of 128MB DDR RAM or
another 128 gallons of water!)
How Gaming Technology Has Changed
Next, it is helpful to go over a brief history of computers.
Students are very involved in game machines such as the Xbox, Playstation 2, and
Gamecube. Ask the class if they remember their first game system. Then, ask what their
thoughts are about the playability and graphics of the machine. Proceed to a discussion
about the older technology that was involved with those machines compared to the newer
technology of today. Students will find themselves interested and aware of how quickly
technology changes and how if they do not keep up with technology, they might become like
has-beens such as Atari, Coleco Vision, Intellevision, Sega Dreamcast.
Better Technology, Lower Prices
Question the students to get them thinking about why the Commodore 64 only had 64KB of
memory compared to the average computer today with 128MB. Bring this point up to
reinforce to students that the costs of computer technology have gone way down. As
technology costs go down, more businesses and consumers will convert to the newer
technology because they can afford it.
It wasn’t that long ago that 4 MB of RAM cost over $200! Currently, 128 MB of RAM costs
about $28.95, shipping included! Another example you can give students is that laptops
used to cost $4,000 for an entry level machine, and now the average cost is around $1,300.
This leads to some very involved discussions.
Have students take out their calculators. Ask them how someone centuries ago who wanted
to calculate 50 + 75 + 89 + 10 – 12 would do it. There will be interesting comments, such as
the cavemen would use pebbles and lay them out and keep adding them, or the Chinese
would use the abacus (counting beads). Ask students how we would do it now, and most
,will reply, “Using a calculator or doing it by hand.” Then let them know that the calculator
hasn’t been around that long. The first calculator cost around $1,000 and could only add,
subtract, divide, and multiply. Ask how much their calculators cost nowadays. Most will
reply, “$10 or $20.” Reinforce to students that as technology becomes more mainstream,
prices go down.
AT&T’s Big Mistake
Technology changes so fast it can leave companies losing market share through no fault of
their own. A good example is AT&T. When the government determined that AT&T was a
monopoly and had them split the company, AT&T held on to the long distance
communications arm of the business. “Baby Bells” (regional telephone companies) were
then created to handle the local markets. Who knew that almost two decades later that this
would be a huge strategic mistake? What AT&T didn’t know was that cellular phones, which
used to have spotty service and be very expensive, would now become mainstream and
cheap. Calling plans were created that let consumers call anywhere in the U.S. for a low
monthly fee. This has hurt AT&T’s business due to the fact that many consumers are using
cell phones instead of their home (landline) phone. Also, many consumers and businesses
now send e-mail instead of using long-distance telephone service.
The goal of this discussion is to get students to realize that technology is important and
changes at a very fast pace. As future managers, they will be required to stay ahead of the
technology curve.
Review Questions
Section TG 1.1 – Before you go on…
1. Decisions about hardware focus on what three factors?
The three factors are: capability (power and appropriateness for the task), speed,
and cost.
2. Define hardware, and list the major hardware components.
, Hardware refers to the physical equipment used for the input, processing, output,
storage, and communications activities of a computer system. It consists of:
Central processing unit: (CPU) – manipulates the data and controls the tasks
performed by the other components.
Primary storage – internal to the CPU; temporarily stores data and program
instructions during processing.
Secondary storage – external to the CPU; stores data and programs permanently for
future use
Input technologies – accept data and instructions and convert them to a form that
the computer can understand.
Output technologies – present data and information in a form people can
understand.
Communication technologies – provide for the flow of data from external computer
networks (e.g., the Internet and intranets) to the CPU, and from the CPU to computer
networks.
Section TG 1.2 – Before you go on…
1. Briefly describe how a microprocessor functions.
The microprocessor has three main parts: the control unit (CU), the arithmetic-
logic unit (ALU) and registers (storage buffers). The CU directs the flow of data
and instructions to and from the ALU, the registers, and other storage devices. It
also controls the operation of the entire system. The ALU performs the
mathematical computations and logical operations. The registers are high-speed
storage areas that store data and instructions on entry to the CPU, as well as the
results of processing before exit to output/storage devices.
Figure TG1.1 illustrates this process.
2. What factors determine the speed of the microprocessor?
Microprocessor speed is rated in machine instruction cycles per second, or MIPS.
MIPS are determined by the following factors:
