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Online Website Resources:
This website will give you recommendations based on scores, features, price, and attributes.
http://www.consumerreports.org/cro/computers.htm
This website gives you the opourtunity to actually see how much a type of computer costs.
http://www.bestbuy.com/site/Electronics/Computers-PCs/abcat0500000.c?id=abcat0500000
The website provides computer buying help and tips to consider on your next purchase.
http://www.computerhope.com/btips/index.htm
The article provides technology advice to purchase the best equipment.
http://today.msnbc.msn.com/id/21382125/ns/today-today_tech/t/top-tips-buying-new-computer/#.T-VbD7XY81o
This website provides a guide to computer buying.
http://reviews.cnet.com/desktop-computer-buying-guide/
This website provides an introduction to computer specs.
http://www.pcworld.com/article/125649/how_to_buy_a_desktop_pc.html
This website provides a reading to clarify minimum requirements and other important information regarding computers.
http://www.emcp.com/intro_pc/reading3.html
This website provides an excellent step by step way to learn how to calculate profit margin using excel.
http://www.ehow.com/how_5098964_calculate-profit-margin-using-excel.html
This website will give you an introduction to calculate budget.
http://www.khanacademy.org/finance-economics/microeconomics/v/budget-line
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Academic Journal Articles: The journal references provide research for purchasing and looking at the important things during an investment.
Breen, C. (2008). Shopping advice. Macworld, 25(6), 59-71
Purchasing Power. (2012). University Business, 15(4), 35.
The best bargain. (Cover story). (2011). Kiplinger's Personal Finance, 65(8), 63-69.
Grossman, L., & McCracken, H. (2011). The Inventor Of the Future. Time, 178(15), 36-44.
The 100 Best Products of 2005. (2005). PC World, 23(7), 86-98.
Book References:The book references below are good books to look for to get an idea of the technology innovations, new initiatives in technology, and the business of computers. In addition, the last book referenced will provide a quick way to determine if your purchase is worth the investment.
Bell, T. E., Dooling, D., & Fouke, J. M. L. (2000). Engineering tomorrow: Today's technology experts envision the next century. Piscataway, NJ: IEEE Press
Geroch, R. (2009). Perspectives in computation. Chicago: The University of Chicago Press
Golden, B. L., Raghavan, S. S., & Wasil, E. A. (2005). Next Wave in Computing, Optimization, and Decision Technologies. Springer (E-Book)
Hilliard, B. L. (1984). Buying a computer for your growing business: An insider's guide. Homewood, Ill: Dow Jones-Irwin.
O'Hara, S. (1994). 10 minute guide to buying a computer. Indianapolis, IN: Alpha Books
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1.List your personal understanding, ideas or hunches.
Describe your thoughts or ideas about how to solve the problem regarding computers, sales, and profit. There are not incorrect answers in this step, just feel free to brainstorm your ideas.
2. List what is known.
With your team use all the information available in the scenario to list everything that you know about the sales and profit of computer. You do not have to conduct any research yet. Just use the information given and write the facts that you already know about the cost of living and wages.
3. List what is unknown.
With your team, make a list about what you do not know and would like to learn. List all the questions you will need to answer to solve the problem.
4. List what needs to be done."What should we do?" List actions to be taken, e.g., question an expert, conduct research, go to a board meeting about technology, sales, and profit. List the possible actions.
5. Develop a problem statement.
You will be responsible for thinking and choosing one of the questions to solve the problem. A problem statement should come from your analysis of what you know. In one or two sentences, you should be able to describe what it is that your group is trying to solve, produce, respond to, or find out. The problem statement may have to be revised as new information is discovered and brought to bear on the situation.
6. Gather information
Use all the resources available (Internet, library, etc) to research about the problem/topic and find a solution.
7. Present Findings
You and your team will need to present your findings in a class wiki determining the different models currently being sold, the prices for each and as a whole, and your decisions as to the best solution to this problem
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Rubric:
- Individual Knowledge Expectation Rubric:
Below is a rubric that will make the expectations clearer and will provide a developmental road map for you. Since each level of the rubric is qualitative, you will recognize if your work is a level 1 or can look to a level 2 to see the next best thing to improve it.
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Personal understanding and your interpretations of ideas or hunches.” I think…….”
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Explain your rating with specific references to your work as evidence
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Score 4:
You list things you know, don’t know, or wonder about computers, sales, and profit
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Score 3:
You list questions you have about Sales and profit
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Score 2:
A list of things you think you know about Profit
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Score 1:
A list of some ideas related to computers
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Score 0:
Not present.
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Supported by reasons from your prior knowledge, “Because ……”
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Explain your rating with specific references to your work as evidence
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Score 4:
You think through the situation even more and examine your understanding to be accurate, and the possible implications regarding computers, sales, and profit
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Score 3:
You analyze your prior knowledge to see if it makes sense regarding Sales and profit
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Score 2:
You describe your understanding to be accurate or not based on your prior knowledge about Profit
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Score 1:
You give some reason, such as where you learned or heard about computers
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Score 0:
Not present
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Based on…..
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Explain your rating with specific references to your work as evidence
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Score 4:
You support your ideas with the best explanations and reasons you currently have about computers, sales, and profit
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Score 3:
You give some reasons for why you think what you think about Sales and profit
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Score 2:
You support your explanations with one or more examples about Profit
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Score 1:
You explain that you don’t know why you think what you think about computers
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Score 0:
Not present
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2. Team Knowledge Expectation Rubric:
Below is a rubric that will make the expectations clearer and will provide a developmental road map for you and your team. Since each level of the rubric is qualitative, you and your team will recognize if your work is a level 1 or can look to a level 2 to see the next best thing to improve it.
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Share your personal prior knowledge with team , what do you know and don’t know
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Explain your rating with specific references to your work as evidence.
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Score 4:
A rich list of questions with contributions from each participating team member regarding what can be done to about computers, sales, and profit
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Score 3:
Each participating member contributes a variety of questions about Sales and profit
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Score 2:
Question list contains a variety of questions about Profit
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Score 1:
Question lit is 5-6 questions in one or two categories about computers
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Score 0:
Not present.
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Team providesmultiple Perspectives on each question
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Explain your rating with specific references to your work as evidence.
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Score 4:
Multiple perspectives are weighed as members begin to answer questions regarding what can be done to prepare forabout computers, sales, and profit
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Score 3:
Different perspectives emerge as most members begin to answer most team questions about sales and profit
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Score 2:
More than one perspective is apparent as some members begin to answer some team about profit
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Score 1:
Individual perspectives remain separate since individual members answer only their own questions about computers.
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Score 0:
Not present.
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Team providessupport for answers
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Explain your rating with specific references to your work as evidence
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Score 4:
Answers are partially supported and the kind of evidence needed to support them is described about computers, sales and profit
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Score 3:
Answers are partially supported with evidence from experience, prior research or reading about the sales and profit
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Score 2:
Answers are supportable to find ways about profit
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Score 1:
Only answers are given without reasons about computers.
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Score 0:
Not present
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Team creates a list of what needs to be done
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Explain your rating with specific references to your work as evidence
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Score 4:
A thorough investigation is planned and described with individual roles, types of resources and expected about computers, sales and profit
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Score 3:
An investigation that builds on itself with ways for team members to share as they do research, not just at the end about the sales and profit
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Score 2:
A list of tasks with roles and expectations about the profit
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Score 1:
The questions are divided up to be answered by different group members about computers
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Score 0:
Not present
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Team creates a problem statement
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Explain your rating with specific references to your work as evidence
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Score 4:
A problem statement is described with an explanation about why it is important to create new ways about computers, sales, and profit
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Score 3:
A problem statement is discussed in terms of how it addresses about the sales and profit
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Score 2:
A problem statement is accepted and an explanation is given about the profit
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Score 1:
A problem statement is suggested and accepted without considering other options about computers
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Score 0:
Not present
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111.32. Algebra I
(2) Algebraic thinking and symbolic reasoning. Symbolic reasoning plays a critical role in algebra; symbols provide powerful ways to represent mathematical situations and to express generalizations. Students use symbols in a variety of ways to study relationships among quantities.
(5) Tools for algebraic thinking. Techniques for working with functions and equations are essential in understanding underlying relationships. Students use a variety of representations (concrete, pictorial, numerical, symbolic, graphical, and verbal), tools, and technology (including, but not limited to, calculators with graphing capabilities, data collection devices, and computers) to model mathematical situations to solve meaningful problems.
(6) Underlying mathematical processes. Many processes underlie all content areas in mathematics. As they do mathematics, students continually use problem-solving, language and communication, and reasoning (justification and proof) to make connections within and outside mathematics. Students also use multiple representations, technology, applications and modeling, and numerical fluency in problem-solving contexts.
b) Knowledge and skills.
(1) Foundations for functions. The student understands that a function represents a dependence of one quantity on another and can be described in a variety of ways. The student is expected to:
(A) describe independent and dependent quantities in functional relationships;
(B) gather and record data and use data sets to determine functional relationships between quantities;
(E) interpret and make decisions, predictions, and critical judgments from functional relationships.
(3) Foundations for functions. The student understands how algebra can be used to express generalizations and recognizes and uses the power of symbols to represent situations. The student is expected to:
(A) use symbols to represent unknowns and variables; and
(B) look for patterns and represent generalizations algebraically.
111.33. Algebra II
(a) Basic understandings.
(1) Foundation concepts for high school mathematics. As presented in Grades K-8, the basic understandings of number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry; measurement; and probability and statistics are essential foundations for all work in high school mathematics. Students continue to build on this foundation as they expand their understanding through other mathematical experiences.
(2) Algebraic thinking and symbolic reasoning. Symbolic reasoning plays a critical role in algebra; symbols provide powerful ways to represent mathematical situations and to express generalizations. Students study algebraic concepts and the relationships among them to better understand the structure of algebra.
(7) Quadratic and square root functions. The student interprets and describes the effects of changes in the parameters of quadratic functions in applied and mathematical situations. The student is expected to:
(A) use characteristics of the quadratic parent function to sketch the related graphs and connect between
the y = ax2 + bx + c and the
y = a (x - h)2 + k symbolic representations of quadratic
functions; and
(B) use the parent function to investigate, describe, and predict the effects of changes in a, h, and k on the graphs of y = a (x - h)2 + k form of a function in applied and purely mathematical situations.
111.34. Geometry
(a) Basic understandings.
(1) Foundation concepts for high school mathematics. As presented in Grades K-8, the basic understandings of number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry; measurement; and probability and statistics are essential foundations for all work in high school mathematics. Students continue to build on this foundation as they expand their understanding through other mathematical experiences.
8) Congruence and the geometry of size. The student uses tools to determine measurements of geometric figures and extends measurement concepts to find perimeter, area, and volume in problem situations. The student is expected to:
(E) use area models to connect geometry to probability and statistics; and
111.36. Mathematical Models with Applications
(3) The student develops and implements a plan for collecting and analyzing data (qualitative and quantitative) in order to make decisions. The student is expected to:
(A) formulate a meaningful question, determine the data needed to answer the question, gather the appropriate data, analyze the data, and draw reasonable conclusions;
(B) communicate methods used, analyses conducted, and conclusions drawn for a data-analysis project by written report, visual display, oral report, or multi-media presentation; and
(C) determine the appropriateness of a model for making predictions from a given set of data.
126.26. Multimedia
(1) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:
(A) demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components;
(B) analyze demands for accomplishing multimedia tasks to appropriately use input, processing, output, and primary/secondary storage devices;
8) Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to:
(A) participate with electronic communities as a learner, initiator, contributor, and teacher/mentor and use technology to participate in self-directed and practical activities in the larger community and society;
Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:
(A) use technology tools to create a knowledge base with a broad perspective;
(B) select and integrate appropriate productivity tools including, but not limited to, word processor, database, spreadsheet, telecommunication, draw, paint, and utility programs into the creation of WWW documents;
(C) use foundation and enrichment curricular content in the creation of WWW pages;
(3) Research and information fluency. The student locates, analyzes, processes, and organizes data. The student is expected to:
(A) identify possible sources of data;
(B) acquire data;
(C) analyze and report data collected
The image above gives you a comparison of the sales of Mac laptop and desktop computers per year since 2001. Consider this bar graph when finding a solution to the problem.
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