Difference between revisions of "Laptop/Prebuild Syllabus"
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(Created page with "==Session 1 Schedule== ===Wednesday, June 26th=== ====Welcome!==== *Introductions **Name, why you're excited about the class, favorite board game *Present schedule for the day *O…") |
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*What to do if you break something, or need parts or resources (at Free Geek and in the "real world") | *What to do if you break something, or need parts or resources (at Free Geek and in the "real world") | ||
*Recycling practice to end of class! | *Recycling practice to end of class! | ||
| + | |||
| + | ===Feedback=== | ||
| + | ====To improve==== | ||
| + | *Too much hardware ID time, took about 2 hours. The comprehensive stuff is good but probably could be whittled down somewhat. | ||
| + | *Three hours might even really be enough time, especially when there is lecture time, people were pretty ready to wrap up by around 5 (luckily there was cake) | ||
| + | *didn't actually look at FG specs, just talked about how to evaluate specs. Might work better to start with the spec sheet and use that as an example. | ||
| + | |||
| + | ====What worked well==== | ||
| + | *Application process seemed to generate the right kinds of expectations and preparedness for the class | ||
| + | *Students stuck through the long lecture part and seemed to enjoy the hands on stuff | ||
| + | *Comprehension from 2 perspectives (how the hardware works together, and what you'll want to know when buying a computer) | ||
| + | |||
| + | ====Additional resources to prepare==== | ||
| + | *Feedback survey for the end of class | ||
| + | *Ideally, finish the tools and teardown written guide | ||
| + | *Give students the option of a printed handout for more technical specifications, a glossary would be great (printed or available on the wiki) | ||
| + | *Prepare more labeled physical examples ahead of time to be on the desk to be passed around at the beginning. | ||
Revision as of 14:15, 27 June 2013
Session 1 Schedule
Wednesday, June 26th
Welcome!
- Introductions
- Name, why you're excited about the class, favorite board game
- Present schedule for the day
- Overview Laptop Build Program
- Laptop build room, SDA, recycling
- 2013: Received 2800+, given away about 250, sold 350+, recycled 1850+
- 2012: Received 5800+, gave away 500, sold 710, recycled 310
- Overview different kinds of mobile technologies
- iPod
- Palm Pilot
- Macbook Air
- Laptop teardown as segway into hardware ID
Hardware ID
- Begin with questions:
- What are the core components of a computer (laptop, desktop, whatever)
- CPU, GPU, RAM, HDD, firmware/ROM chips
- Peripherals: keyboard, mouse, screen, speakers, etc
- How do these components work together?
- What are the functions of each of the core components?
- What makes working on laptops different from working on desktops?
- Integrated peripherals (screen, keyboard, trackpad, speakers, etc)
- Proprietary parts
- Lots of variation between brand and model
- Some require very specific RAM or HDDs
- Less space, small parts, more likely to run into heating issues
- Easy to loose or break small components
- What are the core components of a computer (laptop, desktop, whatever)
- Understanding specifications:
- CPU Specs: processors are made by companies, specs are non-standard
- Open build binder to apppendix specifications section
- Intel vs. AMD (Others like Motorolla, Samsung, IBM, NVIDIA, etc)
- 2012: x86 CPUs Intel 80%, AMD 20%, all CPUs, Intel 60%, AMD 25%, NVIDIA ~16%
- Number of Cores
- Clockspeed
- Cache space
- Integrated graphics vs. non-integrated
- Special/additional features that sound like science fiction (turbo boost, hyperthreading, virtualization, etc)
- The important part: CPU specifications are confusing, non-standard, and not something to worry about too much at the moment. A lot of time in Laptop Build is spent working on identifying and understanding CPU specifications. It helps us decide which machines to refurbish, and which machines to recycle, how much a laptop will cost in the store, and how much RAM and HDD space to install.
- RAM Specs (with physical examples)
- Type: DIMM vs SODIMM
- Type: SD RAM, DDR 1, DDR 2, DDR 3 (GDDR5 is already being used in graphics cards)
- Speed: PC2-6400 vs 800MHz
- Capacity: 64, 128, 256, 512, 1024 etc
- SIDE NOTE ON BASE 8
- HDD types and specs (with physical/visual examples)
- SATA, IDE, other
- Capacity: measured in MB, GB, and TB
- Other storage devices
- Take apart labeled tear down machines and discuss parts
- CPU Specs: processors are made by companies, specs are non-standard
Assembly/Disassembly Introduction
- Introduce tool kits
- Notes on good tool use (how to avoid stripping screws, magnetization)
- How it all fits together, how to think strategically about disassembly
- What to do if you break something, or need parts or resources (at Free Geek and in the "real world")
- Recycling practice to end of class!
Feedback
To improve
- Too much hardware ID time, took about 2 hours. The comprehensive stuff is good but probably could be whittled down somewhat.
- Three hours might even really be enough time, especially when there is lecture time, people were pretty ready to wrap up by around 5 (luckily there was cake)
- didn't actually look at FG specs, just talked about how to evaluate specs. Might work better to start with the spec sheet and use that as an example.
What worked well
- Application process seemed to generate the right kinds of expectations and preparedness for the class
- Students stuck through the long lecture part and seemed to enjoy the hands on stuff
- Comprehension from 2 perspectives (how the hardware works together, and what you'll want to know when buying a computer)
Additional resources to prepare
- Feedback survey for the end of class
- Ideally, finish the tools and teardown written guide
- Give students the option of a printed handout for more technical specifications, a glossary would be great (printed or available on the wiki)
- Prepare more labeled physical examples ahead of time to be on the desk to be passed around at the beginning.