Standard: CTS 1.2 Hardware: Students synthesize hardware and peripheral concepts critical to the design of a working computer system.

Install, configure, optimize and upgrade personal computer components including storage devices, display devices, and basic input and multimedia devices.

Building a custom PC is just that …Custom. Read the scenarios below and fill the tables accordingly. Make sure and build to exceed requirements but not budget. Make sure and leave some room to pay yourself. Make sure and fill out the table completely and provide a link to your source in the source column. Also, make notes on what about the scenario did you use to determine specs on. Make sure and sell me in your sales bit

This resource provides short lessons covering a range of topics from algorithmic thinking to computer processing, with the goal of providing essential computing education without the need for screens. We hope to equip younger children with computational skills, preparing them to tackle modern societal issues and contribute positively to the workforce of tomorrow. By providing an accessible curriculum focusing on topics in computer science, we hope to eliminate barriers preventing students from achieving their full potential in this field.  

For this 3-part project, students will practice using the problem-solving steps by pretending to help a family member or friend who has asked them to give a recommendation of which computer to buy.

How does the global network infrastructure work and what are the design principles on which it is based? In what ways are these design principles compromised in practice? How do we make it work better in today’s world? How do we ensure that it will work well in the future in the face of rapidly growing scale and heterogeneity? And how should Internet applications be written, so they can obtain the best possible performance both for themselves and for others using the infrastructure? These are some issues that are grappled with in this course. The course will focus on the design, implementation, analysis, and evaluation of large-scale networked systems.
Topics include internetworking philosophies, unicast and multicast routing, congestion control, network quality of service, mobile networking, router architectures, network-aware applications, content dissemination systems, network security, and performance issues. Material for the course will be drawn from research papers, industry white papers, and Internet RFCs.

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

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.

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 

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.

MASLab (Mobile Autonomous System Laboratory), also known as 6.186, is a robotics contest. The contest takes place during MIT’s Independent Activities Period and participants earn 6 units of P/F credit and 6 Engineering Design Points. Teams of three to four students have less than a month to build and program sophisticated robots which must explore an unknown playing field and perform a series of tasks.
MASLab provides a significantly more difficult robotics problem than many other university-level robotics contests. Although students know the general size, shape, and color of the floors and walls, the students do not know the exact layout of the playing field. In addition, MASLab robots are completely autonomous, or in other words, the robots operate, calculate, and plan without human intervention. Finally, MASLab is one of the few robotics contests in the country to use a vision based robotics problem.