Our third video defines the term digital. We also explain what binary is and show the viewer how to count in binary and do conversions from our every day base 10 numbering system to binary.

This course considers the interaction between law, policy, and technology as they relate to the evolving controversies over control of the Internet. In addition, there will be an in-depth treatment of privacy and the notion of "transparency" -- regulations and technologies that govern the use of information, as well as access to information. Topics explored will include:

Legal Background for Regulation of the Internet
Fourth Amendment Law and Electronic Surveillance
Profiling, Data Mining, and the U.S. PATRIOT Act
Technologies for Anonymity and Transparency
The Policy-Aware Web

In this activity, students will use a tutorial on the U.S. Environmental Protection Agency's website to learn about how surface water is treated to make it safe to drink.

In this lesson, students will investigate error. As shown in earlier activities from navigation lessons 1 through 3, without an understanding of how errors can affect your position, you cannot navigate well. Introducing accuracy and precision will develop these concepts further. Also, students will learn how computers can help in navigation. Often, the calculations needed to navigate accurately are time consuming and complex. By using the power of computers to do calculations and repetitive tasks, one can quickly see how changing parameters likes angles and distances and introducing errors will affect their overall result.

Green computer will be one of the major contributions, which will break down the 'digital divide', the electronic gulf that separates the information rich from the information poor.

Through six lesson/activity sets, students learn about the functioning of sensors, both human and robotic. In the activities, student groups use LEGO MINDSTORMS(TM) NXT robots and components to study human senses (sight, hearing, smell, taste, touch) in more detail than in previous units in the series. They also learn about the human made rotation, touch, sound, light and ultrasonic sensors. "Stimulus-sensor-coordinator-effector-response" pathways are used to describe the processes as well as similarities between human/animal and robotic equivalent sensory systems. The important concept of sensors converting/transducing signals is emphasized. Through assorted engineering design challenges, students program the LEGO robots to respond to input from various LEGO sensors. The overall framework reinforces the theme of the human body as a system with sensors that is, from an engineering perspective. PowerPoint® presentations, quizzes and worksheets are provided throughout the unit.

Students learn how to program using loops and switches. They see how loops enable us to easily and efficiently tell a computer to keep repeating an operation. They also see that switches permit programs to follow different instructions based on whether or not preconditions are fulfilled. Using the LEGO MINDSTORMS(TM) NXT robots, sensors and software, student pairs perform three mini programming activities using loops and switches individually, and then combined. With practice, they incorporate these tools into their programming skill sets in preparation for the associated activity. A PowerPoint® presentation, pre/post quizzes and worksheet are provided.

Building on the programming basics learned so far in the unit, students next learn how to program using sensors rather than by specifying exact durations. They start with an examination of algorithms and move to an understanding of conditional commands (until, then), which require the use of wait blocks. Working with the LEGO MINDSTORMS(TM) NXT robots and software, they learn about wait blocks and how to use them in conjunction with move blocks set with unlimited duration. To help with comprehension and prepare them for the associated activity programming challenges, volunteer students act out a maze demo and student groups conclude by programming LEGO robots to navigate a simple maze using wait block programming. A PowerPoint® presentation, a worksheet and pre/post quizzes are provided.

Searching for things on the Internet can be like hunting for a needle in a large haystack. Just how large is the Internet?

This video explains different human-computer interactions that can take place in learning. Instructional designers should be aware of such interactions when creating content.

Students are provided with a rigorous background in human "sensors" (including information on the main five senses, sensor anatomies, and nervous system process) and their engineering equivalents, setting the stage for three associated activities involving sound sensors on LEGO® robots. As they learn how robots receive input from sensors, transmit signals and make decisions about how to move, students reinforce their understanding of the human body's sensory process.

Four lessons related to robots and people present students with life sciences concepts related to the human body (including brain, nervous systems and muscles), introduced through engineering devices and subjects (including computers, actuators, electricity and sensors), via hands-on LEGO® robot activities. Students learn what a robot is and how it works, and then the similarities and differences between humans and robots. For instance, in lesson 3 and its activity, the human parts involved in moving and walking are compared with the corresponding robot components so students see various engineering concepts at work in the functioning of the human body. This helps them to see the human body as a system, that is, from the perspective of an engineer. Students learn how movement results from 1) decision making, such as deciding to walk and move, and 2) implementation by conveying decisions to muscles (human) or motors (robot).

This is a unit of study whose competency is to explain Basic ICT Concepts, use and demonstrate the use of common hardware the objectives are: Know and understand basic ICT concepts and describe the function and purpose of ICT tools. Identify computer parts and its peripherals.

Information and Communication Technology (ICT) means any information which is communicated with the help of technology at any time and from anywhere.Go through some material on ICT ICT 

Welcome to the first video in my new series: Mr. Ford's Guide to the A+ Certification Exam: How To Be A Computer Technician.
In this video I talk about the goals of this course and my qualifications to help you achieve your CompTIA A+ Certification.
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This course presents the fundamentals of object-oriented software design and development, computational methods and sensing for engineering, and scientific and managerial applications. It cover topics, including design of classes, inheritance, graphical user interfaces, numerical methods, streams, threads, sensors, and data structures. Students use Java programming language to complete weekly software assignments.
How is 1.00 different from other intro programming courses offered at MIT?
1.00 is a first course in programming. It assumes no prior experience, and it focuses on the use of computation to solve problems in engineering, science and management. The audience for 1.00 is non-computer science majors. 1.00 does not focus on writing compilers or parsers or computing tools where the computer is the system; it focuses on engineering problems where the computer is part of the system, or is used to model a physical or logical system.
1.00 teaches the Java programming language, and it focuses on the design and development of object-oriented software for technical problems. 1.00 is taught in an active learning style. Lecture segments alternating with laboratory exercises are used in every class to allow students to put concepts into practice immediately; this teaching style generates questions and feedback, and allows the teaching staff and students to interact when concepts are first introduced to ensure that core ideas are understood. Like many MIT classes, 1.00 has weekly assignments, which are programs based on actual engineering, science or management applications. The weekly assignments build on the class material from the previous week, and require students to put the concepts taught in the small in-class labs into a larger program that uses multiple elements of Java together.

OBJECTIVES:To know what is a computerTo be familiar with the history of computers.To identify the different types of computers.To identify the hardware components of a computer. 

This course is an introduction to the consideration of technology as the outcome of particular technical, historical, cultural, and political efforts, especially in the United States during the 19th and 20th centuries. Topics include industrialization of production and consumption, development of engineering professions, the emergence of management and its role in shaping technological forms, the technological construction of gender roles, and the relationship between humans and machines.