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Ch 1 and 2 Student Questions
Ch 3 and 4 Student Questions
Operating System Types
Chapter 1
Chapter 2
Chapter 3A
Chapter 3B
Chapter 4A
Chapter 4B
Labs
Section 002 Syllabus
Section 004 Syllabus
Instructions
Complement Arithmetic
Weather Closings
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SURVEY OF OPERATING SYSTEMS
CIS 130
POLICIES, HINTS FOR SUCCESS, EXPECTATIONS
Why Are We Here? Will it be Hard? What are the Benefits?
 | We come from a wide variety of circumstances. Some are full time
students. Others are full time workers, part time, or self-employed
(you get to choose which 16 hours per day you want to work). We also
are here for a variety of reasons. Some are here to get certification
for thinks learned on the job or through self-study. Others are here
to learn the material for the first time. Some are here for practical
training. Others are preparing for a 4-year academic program.
Some are here to bolster grades to reenter a large university.
| The answer to the second question is: Yes. It is better not to
sugar coat it. This course will demand your time and
energy.
| The material in this course is oriented toward producing an entry-level
business computer professional at the working level. You will gain
experience in this course with systems common on personal computers.
Understanding the principles of this course will greatly reduce the effort
of learning specific new systems. Each operating system requires
in-depth knowledge of that particular system. You will still need to
learn those details at your place of work.
| The Windows 95 Advanced labs and UNIX labs will prepare you for today's
entry-level workforce. The ideas and most of the procedures of Windows
95 explored in the lab carry over to Windows 98. You will find the
transition easy. The practical workforce will always be faced with the
problem of keeping up with current procedures. Systems are changing
and new systems are being introduced faster than any one person can
master. This introduction should give you the basis for the next 2 to
3 years. This is long enough to continue building on your knowledge.
| UNIX is used in the academic and scientific environment, and also in the
world of the Internet. It has been around for a long time, and will
continue to be. You will find some variations from one system to
another, but what you learn here are the basics. You will be prepared
as a user of a UNIX system, and prepared for entry-level work as a trainee
to become a system administrator. |
| | | |
Grades and Time Commitment
| I do not grade on the curve. You will sink or swim on your own
performance. You are not in competition with anyone else. This
means that you can study with each other and help each other. I will
be delighted if everyone excels, and I will be heartbroken if everyone
fails. It is to your advantage to teach each other. Form study
groups.
| Grades depend on your performance on exams, homework, quizzes and labs.
| You must spend 3 hours outside of class studying and doing homework for
every 1 hour (or 50 minutes) of class lecture. This is the level of
effort required to really know the material. This is what is required
for academic excellence. This is what is required to make an A if you
do not already know the material. This is the normal expectation for
study requirements per class at major universities. Choose the grade
you want. The table below will give you an idea of how much time an
average student needs to spend outside of class for every hour (or 50
minutes) of lecture.
| Grade |
A |
B |
C |
D |
F |
| Hours/Class |
3 |
2 |
1 |
1/2 |
1/4 |
| Those of you who are balancing work and family life and taking courses
deserve great respect. Taking a course under such circumstances
requires a commitment of scarce time and money. Honoring your job and
family commitments first is expected. The decision to attend class and
complete assignments is your responsibility. Understanding this does
not make the course easier. This will cause stress during the
class. When you complete this course, you will be able to take pride
in your accomplishment.
| Programming courses require more programming time per class. Expect
to spend 5 to 6 hours in study, homework, and programming per hour of
lecture.
| Time for lab preparation depends on the course. For this course, 1/2
hour is adequate for the Windows 95 labs, and 1 hour for the UNIX
labs. Labs for natural sciences and engineering usually require about
2 hours preparation before lab. Advance preparation is the key to
being able to get a lab accomplished during the time the lab facilities are
available to you.
| The final course grade will be weighted according to the following table: |
| | | | | |
| Lab Assignments, weighted equally |
25% |
| Quizzes |
10% |
| Exam 1: Chapters 1, 2 |
9% |
| Exam 2: Chapters 3, 4 |
9% |
| Exam 3: Chapters 5, 6, 7 |
14% |
| Exam 4: Chapters 8, 11, 12, 14 |
18% |
| Final Exam |
15% |
| The following grading scale is standardized for FTCC:
| 93 <= x |
A |
Excellent command of material and ability to apply it
to new problems. Taking an accelerated follow-on course is a
reasonable goal. |
| 85 <= x < 93 |
B |
Mastered course material. Is fully qualified to
proceed to the next course immediately. |
| 77 <= x < 85 |
C |
Brief review is adequate preparation for the next
course. |
| 70 <= x < 77 |
D |
Significant review effort and practice is needed to be
prepared for additional study. |
| x < 70 |
F |
Inadequate knowledge to continue without repeating the
course. |
|
Absences
A person will be permitted to make up work or delay turning in work due
during classes for which an absence is excused. Absences will be excused
for the following circumstances:
| An unscheduled medical emergency for self or a dependent child or
dependent spouse. Routine medical and dental appointments that are
scheduled after class schedules are issued are not excused absences.
| Active duty military ordered by an immediate military superior to perform
a military duty during the scheduled class time. |
|
Even if all your absences are excused absences, you are still subject to the
absence percentage rules for being dropped from the class. If you already
know the material and are taking the class to get certification, let me
know. If your work has been excellent, I will consider retaining
you. Otherwise, it really is best for you to drop the class before the
last drop date. You don't want your grade point average lowered because
your personal schedule does not accommodate the class schedule.
This is college, not high school. The absence reporting requirement is
driven by external funding requirements. Grin and bear it. Your
decision to attend class is your responsibility. If you miss classes, you
do not have to hide from the teacher out of fear of being yelled at. If
you know in advance that you must miss class, let the teacher know so you can
schedule to make up exams and other work. The goal is to do what is
necessary to keep you on track so that you can complete the course successfully.
Class Participation
Everyone will be required to participate in class discussion. It is an
established fact in educational theory that listening to lectures is a bad way
to learn. Doing things and explaining ideas to others is an effective way
to learn. Everyone will be called on to work through ideas on the
board. Everyone will be required to present ideas to the class. This
is not an option. Some of you, like me, will be scared to death the first
several times you do it. The fear will not completely go away, but this
will help you gain confidence both in your knowledge of the material and also in
your own capabilities.
Classmates are expected to help each other. When a person falters in a
presentation, members of the class who have insight to the material or problem
are expected to ask leading questions and make helpful comments. It is not
to show that you know more than the person who is doing the presentation.
That game ended in high school. Our class goal is to learn.
We will occasionally work in groups in class to solve problems and discuss
ideas. Groups will be called on to present their solutions.
Lab Preparation
| Skim lab text before coming to lab so you know generally what the topic
is. Be prepared to start working through the lab when you come
in. You have only 50 minutes per lab.
| Make a list of each bold-faced word in the reading assignment that also
appears in the text glossary, Reference 5, beginning on page ADVWIN
432. These are terms that are in the regular text. You do not
need to include words that appear in gray shaded boxes or section titles. |
|
Lab Assignments
| Windows 95 labs will take 3 lab periods. The first two periods will
be used to read the lab manual Tutorial and perform the steps it
directs. You can identify where the first two parts are split in the
text by a set of three bullets. Look at the page numbers of the
reading assignment. You should see the set of three bullets on one of
these pages. The "Tutorial Assignment" will be done during
the second lab period. Case Problems will be done during the third lab
period.
| Turn in printed output and written assignments identified in the lab text.
| Turn in a hand-written vocabulary list of each bold-faced word in the
reading assignment.
| Print your name and section number on every page you turn in. |
| | |
Course Summary Note Sheet
| This is one sheet of paper that will contain brief notes on the whole
course. Notes on this sheet are to be reminders of important topics.
| Take one sheet of paper. Fold it in half so the crease forms two
vertical columns.
| Every lecture class, add 2 to 5 key ideas from that class to the list.
| EVERY DAY, look at every entry on this note sheet. This should only
take a few minutes. |
| | |
Class Preparation
| Read a chapter of the class text before it is presented in lecture.
Here is how to do it.
* Read the major subtitles of each section of the chapter. Get an idea
of the chapter organization.
* Copy the list Key Terms found at the end of the assigned chapter.
Copy the definitions from the back of the book. Leave space to explain
them as you encounter these terms in your reading.
* Read the chapter introduction carefully.
* Read the chapter conclusion to get an idea of what the chapter is trying
to achieve.
* Read the chapter for understanding.
| Make a list of the 3 to 5 main concepts of the chapter.
| Write questions about concepts you did not clearly understand.
| Prepare your class notebook to take notes.
List class date, chapter, topic at the top.
Draw a vertical line down the note paper 3 inches from the right edge of the
paper.
| Bring your course summary note sheet. |
| | | |
During Class
| Take lecture notes on the left side of the prepared note paper.
| As you listen and look at your notes, identify key concepts and
abstractions of ideas. Briefly write these on the right side of the
note paper close to the related notes. |
|
After Class
| Identify 2 to 5 key ideas from that day's lecture and assigned readings.
Add these to the course summary note sheet. |
Daily Review
| Review your course summary note sheet every day for 1-3 minutes. |
Weekly Review
| Read your class notes taken since your last exam.
| Work (or rework) one problem for each chapter since your last exam. |
|
Class Assignments
| FM = Flynn and McHoes, "Understanding Operating Systems".
| I must be able to read your work. I expect your work to be neat and
organized clearly. Use good spelling and grammar. It may be
hand-written. You may use the spelling and grammar checker features of
a word processor.
| Key Terms: Write the definition of each term. Underline the term
being defined. Begin each term on a new line. You may use more than
one line per definition. Many of these are defined in the glossary on
pages 399 - 423. You may copy them.
| Exercises: Skip a line between exercises. Label each
exercise. Copy the problem statement of the exercise before doing the
problem. For multiple part problems, you may answer one part before
writing the problem statement of the next part.
| Print your name and section number on every page you turn in. |
| | | |
Material You are Responsible for Learning, Exams, and Lectures
It is not physically possible to say everything in a lecture that you need to
know. You will still be tested on readings and assignments, even if
specific items are not said in class.
It is not possible to test you on everything you should learn. A test
is a random sample to measure your understanding. It is not a check list
against which you determine if you have learned everything you should to know.
Intelligence Gathering for an Exam
Find out
| what material the exam will cover,
| if the teacher will provide a review sheet, formula sheet, checklist, or
other study aids,
| the number of questions of each type (true/false, multiple choice, fill in
the blank, essay, problem solving),
| how much time is allowed,
| what notes, references, and tools can be used during the exam,
| if scratch paper will be provided,
| teacher preferences for pen or pencil,
| if a special test booklet is required, and
| if you will get the test back. |
| | | | | | | |
Preparing for an Exam
| Keeping up with class reading, homework, and labs on a routine basis is
the best preparation.
| Don't wait to the last moment to cram.
| Get a full night's sleep for the two nights before the exam.
Routinely exercise. You will always do better on an exam if you are
awake, rested, and in good health.
| If a calculator is permitted during an exam, make sure your calculator
batteries are fresh. You should replace batteries at the beginning of
each semester.
| If the exam will have essay questions, formulate questions of your own and
prepare answers. Ask a classmate to check your answers for
organization, grammar, and spelling. You do the same for others. |
| | | |
Test Taking Strategies During the Exam
Put your name at the top of every page of your test. On the first page,
also write the test date, course number, and teacher's name.
Leave 1.5 inch margins on the left and right edges of your paper for teacher
comments, and for you to make last-minute additions near the end of the exam
period.
Read the directions for the test.
Before answering any questions, rapidly read through the test.
| Quickly decide how much time to spend on each part of the test.
| On a 50 minute test, schedule only 40 minutes for answering
questions.
| 3 - 5 minutes at the beginning of a test period is for test
preparation.
| 5 minutes at the end of a test period are for reviewing the test for
omissions, spelling and grammar errors, and simple mistakes.
| If points are marked on the exam, use those to help allocate time for the
associated questions. |
| | | |
On a scratch sheet of paper:
| Brain dump formulas, terms, definitions, and other list-type information
you are afraid you might forget.
| If you have essay questions, write down academic reference citations to
use later in the test. For example: Alfred E. Newman,
"What, Me Worry?", MAD Magazine (1960).
| Write notes to remind you of ideas related to essay questions.
| Turn your scratch paper in with your test, even if the teacher did not ask
for it. |
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Multiple Choice and True/False Questions
| Unanswered questions get no points. Answer every question, even if
you have to guess.
| Advice on changing answers: Unless you are absolutely certain your marked
answer is not correct, do not change your answer. Most of the
time when people change answers, the first answer was correct and the new
choice was wrong.
| Go through each question twice. On the first pass, eliminate choices
that are obviously wrong. Use your knowledge to pick the best answer
from the remaining choices. If you are unsure of which one is best,
you can put a light question mark by the question and come back to it
later. Sometimes, other questions might add information that will help
you decide.
| In the last few minutes of an exam, return to these unanswered questions
and choose an answer. If you have to, randomly choose from the choices
you have not eliminated. |
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Short Answer and Fill in the Blank Questions
| Short answer questions can usually be answered with just one to three
sentences.
| Make your first sentence the best one-sentence answer possible for the
question.
| If the question is ambiguous, then tell the teacher the different meanings
the question can have. Ask the teacher to clarify the question for the
class. Sometimes doing this will give away the answer, and the teacher
cannot comply. If this is true, then (2) pick the meaning that fits
the context of class lecture or text presentation, and (3) answer the
question with the meaning you chose. |
| |
Calculator Use
| If a calculator is relevant to your course, learn to use it well.
| Clear all variables before starting each new problem, unless it is a
multiple-step problem.
| Save intermediate steps in named variables. Recall these
intermediate steps for subsequent computations when needed. Choose
variable names that correspond to variables in your formulas.
| Write a note on your test paper to the teacher that you saved intermediate
results in your calculator. If the teacher tries to reconstruct your
results by using the numbers you write, this may help explain
differences in answers. You only need to write this note once during
the test. It will be assumed that you did this throughout the test.
| Document key computations on the test paper by recording variables.
For mathematical and engineering courses, record numbers to three
significant digits. |
| | | |
Short Answer Problems
| For derivations: List what you know as starting conditions.
Carefully write what you need to show or prove. Write a short plan of
how to solve the problem. List the basic theorems, formulas, and
principles involved.
| For computational problems: List the inputs. Identify the
variables to be solved for. Write the relevant formulas in algebraic
form. Draw diagrams, schematics, or other illustrations if relevant
and helpful in formulating and explaining the problem and its solution.
| Write the solution in list format, with each step of the solution below
the previous step.
| Draw a box around your final answers, and around key intermediate
variables. |
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Multiple Step Problems
| Correct Answers versus Correct Procedures: Both count. A
brilliant engineer, knowledgeable of theory and remembering all the
formulas, fails if the bridge breaks. The Tacoma River Bridge is the
classic example. You must both know procedures of problem solving, the
basic facts and data, and be successful at constructing a correct answer.
| Before solving the problem, make a list of key steps. This is not a waste
of time. Your object is to convince the grader you know how to solve
the problem. If you make a mistake, this list helps demonstrate you
have a valid approach to solving the problem. This might get you
partial credit.
| Draw diagrams, |
| |
Short Essay Questions
| Make it easy for the grader to decide that you know the answer, can
organize your thoughts, and express them clearly.
| Spelling errors and poor grammar will hurt your grade.
| Use vocabulary that is appropriate for the question and level of the
class. Do not use slang or street language. If answering a
technical question, use proper technical terminology.
| Skim all essay questions before answering any of them.
| If you have a choice of which questions to answer, choose to answer the
ones you know the most about. Ask your teacher if you get extra credit
for answering more questions than required. Often, the answer is
"no". You are usually much better off spending the time
writing high quality answers on the required number of questions.
| As you work through the exam, write reminders of ideas about questions on
a scratch sheet of paper. Usually, just one or two words per idea is
sufficient.
| Before writing your answer, write an outline on your scratch paper of what
you need to say. Good organization of an answer reduces the amount of
words you need to write.
| An essay question normally should take 7 to 15 minutes to answer, and
should require 0.5 to 1.5 pages of normal handwriting.
| Start the answer to each essay question on a new sheet of paper.
Write on only one side of the paper.
| Identify the question you are answering. Write the question number.
| Title your essay. Invent a title that is not more than 5 words
long. The title must be related to the question and answer.
| It is neither possible, nor desirable, for you to write all there is to be
known about a topic. Your goal is to demonstrate that you know the
major points and to give evidence of depth of knowledge.
| Make your first sentence the best one-sentence answer to the essay
question. The first paragraph should be an introductory paragraph.
| Make the first sentence of each paragraph contain the key thought of the
paragraph. Each major point should have its own paragraph.
| Underline key words you want the grader to see. |
| | | | | | | | | | | | | |
Long Essay Questions
| The basic approach is the same as for short essay questions, with the
following changes.
| After writing your outline on scratch paper, quickly plan how to use your
time. Allocate about equal time to each major point, and a similar
amount of time to the introduction.
| Leave space for a title to your essay at the top of the paper. On
your scratch paper, write possible titles for your essay as you are writing
the essay. After you have finished the essay, write a title that best
describes the essay.
| The introduction should take two to three paragraphs, and take most of the
first page.
| The first paragraph of the introduction should be the best one-paragraph
description of what the essay topic is.
| The second paragraph of the introduction should briefly list the main
points to be discussed. Write this paragraph after you have written
the rest of the essay. You should list the points in the order they
are discussed. Arrange the order so that the most important point is
first. The other points should be arranged in decreasing importance to
the answer or conclusion.
| The third paragraph should summarize your conclusion if you are asked to
do more than merely give an explanation or description. Do not
write this paragraph until you have written the rest of the essay.
| Identify three to five main points of the answer.
| Start the discussion of each point on a new page.
| Write your name on every page. If the paper gets disassembled and
shuffled with papers by other students, this will help reassemble papers.
| After finishing the essay, number every page. Examples: Page 3 of
10, or 3/10. |
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Final Exam
The final exam will be only true/ false, multiple choice, or fill in the
blank. This is because grades must be turned in within 24 hours of
administering a final exam. Questions that lend themselves to this type of
testing include:
| Vocabulary: Know definitions of words. You do not need to
memorize glossary definitions word-for-word, but familiarity with those
definitions may help in rejecting false choices.
| Acronyms: Know the meaning of acronyms used by the text.
| Understand concepts and be able to make simple comparisons.
| Questions will be taken from the class text, lab text, and lab handouts. |
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