Credit Points: 15
Workload: 48 contact hours
Campus: Melbourne, Sydney
Aims & Objectives
This is a core unit out of a total of 24 units in the Bachelor of Networking (BNet) and Bachelor of Engineering Technology (Telecommunications) BEngTech(Tel). This unit addresses the BNet and BEngTech(Tel) course learning outcomes and complements other courses in a related field by developing students’ knowledge and skills in platform technologies. For further course information refer to: http://www.mit.edu.au/study-with-us/programs/bachelor-networking and http://www.mit.edu.au/study-with-us/programs/bachelor-engineering-technology-telecommunications. This unit is part of the AQF Level 7 (BNet and BEngTech(Tel)) courses.
This unit provides the concepts and principles of basic operation of platform technologies, including general purpose computers and peripherals, and communication infrastructure such as transmission systems (copper, wireless, optical fibre), networking and networking devices. In addition, this unit introduces digital data representation, including number systems and character encodings.
A practical "hands-on" component will develop essential skills to install, use, and support PC hardware and software by providing the training to ensure the necessary proficiency. This unit also develops skills to be able to identify and diagnose possible problems and troubleshoot personal computer systems.
This unit will cover the following topics:
- Historic evolution of computers
- Basic computer structure and operation
- Troubleshoot computer system/parts
- Number systems
- Future directions
On successful completion of this unit, students should be able to:
- Describe basic computer structure and operation;
- List factors that may affect computer performance, diagnose basic computer problems and perform some hardware troubleshooting;
- Report on different integer number systems and convert between them;
- Explain floating point representations using the IEEE754 standard;
- Describe basic electrical primitives;
- Describe drivers of future change in computing;
- Under supervision, explain and describe the working of a general-use computer system.
Tutorial/Workshop: 2 hours
Learning Outcomes Assessed
|Assignment 2 with Reflective Journal||a-f*||15%|
|Laboratory participation & submission||a-g*||10%|
|Final Examination (2 hours)||a-g*||50%|
*refer to learning outcomes above.
- W. Stallings, Computer Organization and Architecture, 10th Ed, Pearson Higher Ed., USA, 2016
- J. Andrews, J. Dark, J. West, A+ Guide to Hardware, 9th ed. Cengage Learning, MA, USA, 2016.
- I. Englander, The Architecture of Computer Hardware and Systems Software: An Information Technology Approach, 5th ed. Wiley, 2014.
- S. Mueller, Upgrading and Repairing PCs. 22nd ed. Que Publishing, 2015.
- R. White, How Computers Work: The Evolution of Technology. 10th ed. Que Publishing, 2014.
- J. Andrews, A+ Guide to Software, 9th ed. Cengage Learning, 2016.
MIT is committed to ensure the course is current, practical and relevant so that graduates are “work ready” and equipped for life-long learning. In order to accomplish this, the MIT Graduate Attributes identify the required knowledge, skills and attributes that prepare students for the industry.
The level to which Graduate Attributes covered in this unit are as follows:
|Ability to communicate||Independent and Lifelong Learning||Ethics||Analytical and Problem Solving||Cultural and Global Awareness||Teamwork Cooperation, Participation and Leadership||Specialist knowledge of a field of study|
|The standard is covered by theory and practice, and addressed by assessed activities in which the students always play an active role, e.g. workshops, lab submissions, assignments, demonstrations, tests, examinations|
|The standard is covered by theory or practice, and addressed by assessed activities in which the students mostly play an active role, e.g. discussions, reading, intepreting documents, tests, examinations|
|The standard is discussed in theory or practice; it is addressed by assessed activities in which the students may play an active role, e.g. lectures and discussions, reading, interpretation, workshops, presentations|
|The standard is presented as a side issue in theory or practice; it is not specifically assessed, but it is addressed by activities such as lectures or tutorials|
|The standard is not considered, there is no theory or practice or activities associated with this standard|