Understand and tackle the hands-on replacement and the related complexities of a motherboard in a computer.

Technology Standards Basic operations and concepts Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning, and workplace needs. Social, ethical and human issues informed choices among technology systems, resources, and services Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole. Demonstrate and advocate for legal and ethical behaviors among peers, family and community regarding the use of technology and information. Technology productivity tools Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence). Investigate and apply expert systems, intelligent agents, and simulations in real-world situations. Technology communication tools Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence). Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning. Collaborate with peers, experts, and others to contribute to a content related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. Research tools Evaluate technology-based options, including distance and distributed education, for lifelong learning. Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning. Investigate and apply expert systems, intelligent agents, and simulations in real-world situations. Collaborate with peers, experts, and others to contribute to a content related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. Technology problem-solving and decision-making tools Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. Investigate and apply expert systems, intelligent agents, and simulations in real-world situations. Collaborate with peers, experts, and others to contribute to a content related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.

Literacy Standards Category I: Information Literacy The student who is information literate: Standard 1 Accesses information efficiently and effectively, as described by the following indicators: recognizes the need for information: recognizes that accurate and comprehensive information is the basis for intelligent decision making; formulates questions based on information needs; identifies a variety of potential sources of information; develops and uses successful strategies for locating information. Standard 2: Evaluates information critically and competently, as described by the following indicators: determines accuracy, relevance, and comprehensiveness; distinguishes among facts, point of view, and opinion; identifies inaccurate and misleading information; selects information appropriate to the problem or question at hand. Standard 3: Uses information effectively and creatively, as described by the following indicators: organizes information for practical application; integrates new information into one's own knowledge; applies information in critical thinking and problem solving; produces and communication information and ideas in appropriate formats. Category II: Independent Learning The student who is an independent learner is information literate and: Standard 4: Pursues information related to personal interests, as described by the following indicators: seeks information related to various dimensions of personal wellbeing, such as career interests, community involvement, health matters, and recreational pursuits; designs, develops, and evaluates information products and solutions related to personal interests. Standard 5: Appreciates and enjoys literature and other creative expressions of information, as described by the following indicators: is a competent and self-motivated reader; derives meaning from information presented creatively in a variety of formats; develops creative products in a variety of formats. Standard 6: Strives for excellence in information seeking and knowledge generation, as described by the following indicators: assesses the quality of the process and products of one's own information seeking; devises strategies for revising, improving, and updating self-generated knowledge. Category III: Social Responsibility The student who contributes positively to the teaming community and to society is information literate and: Standard 7: Recognizes the importance of information to a democratic society, as described by the following indicators: seeks information from diverse sources, contexts, disciplines, and cultures; respects the principle of equitable access to information. Standard 8 Practices ethical behavior in regard to information and information technology, as described by the following indicators: respects the principles of intellectual freedom; respects intellectual property rights; uses information technology responsibly. Standard 9: Participates effectively in groups to pursue and generate information, as described by the following indicators: shares knowledge and information with others; respects others' ideas and backgrounds and acknowledges their contributions; collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions; collaborates with others, both in person and through technologies, to design, develop, and evaluate information products and solutions

This knowledge and training will be instrumental for upgrading computers in the high school environment. The savings resulting as a consequence of not needing the services of a computer specialist will result in a handsome bundle that could be used for other purposes at the school.

The most obvious sign will be the expression of success across their faces in the forms of the great smile :). Scientifically, the best report to the instructor will be that as the computer boots up and during the initial stages of start-up, a message will come across the screen that indicates the manufacturer and speed of the new microprocessor on board. Even under the situation where the motherboard installation has not be successful, students would have still learned so much, that on the next attempt, success will be theirs.

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