entranceComparison of computer and human memory. Analogy between a computer and a person Complete analogy between a person and a computer
Human pride has no boundaries. Sometimes he fantasizes about himself. Moreover, such thoughts often push him to completely reckless actions. For example, once a person created a real artificial brain in his own image and likeness. And he called this creation a computer.
What is common between such electronic equipment and the human psyche? At first glance, one can hardly think of a more ridiculous question. And what is the difference between the living and the inanimate, the reader will ask. And he will be right. A person is not only endowed with free will, but is also capable of developing, while a computer is not.
True, the internal state of this device is constantly changing. But how, then, is such a mechanism different from a watch or a car? However, as a psychiatrist, I counted six such analogies. This is one of the most important factors that determine the nature of a person's relationship with computer technology.
The first analogy is BODY AND MIND. First of all, it is striking that "iron" (the equipment itself) is like a brain substance. It is exactly the same in terms of its resources rigidly set in advance and within a wide range is practically unchangeable. But the "software" ( software) can always be replaced or updated. Therefore, this part of the computer coincides with social attitudes and acquired skills, to which a person is attached in the learning process.
The second analogy is the PICTURE OF THE WORLD. System unit the computer is connected to the monitor, through which the information becomes available to the user. Such images are very similar to the images that arise in our head and are based on the impressions received from contacts with external reality. But such sensations do not always accurately reflect the environment. And it doesn't matter what factors generate this kind of distortion - organic, associated with irreversible brain damage, toxic or psychogenic. This is a model of human consciousness.
The third analogy is the NERVE CELL. Its essence lies in the correspondence of the simplest element of the machine "language" (bit) to the two basic states of the nerve cell, which can be in an excited or calm state. And behind such "signals" there are two values that the "bit" can transmit (1 or 0). This is a kind of molecular-cybernetic Eros and Thanatos. It is interesting that the computer “word” has 8 meanings, which also roughly coincides with the optimal amount of information we memorize (from five to nine elements).
The fourth analogy - THE IMPRESSED EXPERIENCE - describes devices and processes that are on the border between the rigidly defined and the functional, but much closer to the latter. It is quite obvious that if nature had not endowed a person with the ability to indirectly record everything that happens to him, then he simply would not have survived in such a changeable world. How else would a person determine the essence of the things he encounters - are they some kind of threat or, on the contrary, are they extremely useful? The computer has random access memory (RAM), which, by its own functionality tantamount to our short-term memory. A hard drive is also a kind of memory, but only long-term.
The fifth analogy is INSPIRATION. It is known that a computer absolutely cannot work without “whipping up” its systems. This function is assigned to a special device called a timer. It is this that synchronizes the electronic pulses continuously passing through the computer microcircuits. Man also has something similar. This is the role of emotional reactions that can mobilize modest human resources in difficult times.
The sixth analogy is MIRROR SYMMETRY. The computer recreates such a property of our brain as the presence of two ways of processing information. The fact is that the brain is divided into two hemispheres. The left half of this most important human organ is responsible for the sequential processing of information - element by element. Therefore, speech is associated with this hemisphere. But the right side of our central nervous system mainly operates with images or monolithic semantic blocks.
Patterns of the first type are reproduced in a computer in the form of a serial interface. This input (COM) is usually connected to a manipulator mouse. The second method can be compared to the parallel interface (LPT) to which the printer is connected.
So, man created a computer, taking himself as a basis. But what does humanity expect in the distant future, when the "child" born into the world will mature? And will the relationship between living and artificial intelligence remain as cloudless as they are today?
. Human + and computer analogy2016-02-24
Human + and computer analogy
What do computers and humans have in common? | Technology and the Internet | ShkolaZhizni.ruWhat is common between such electronic equipment and the human psyche? At first glance, one can hardly think of a more ridiculous question. And what is the difference between the living and the inanimate, the reader will ask. And he will be right. A person is not only endowed with free will, but is also capable of developing, while a computer is not.
True, the internal state of this device is constantly changing. But how, then, is such a mechanism different from a watch or a car? However, as a psychiatrist, I counted six such analogies. This is one of the most important factors that determine the nature of a person's relationship with computer technology. It was this topic that made me turn to psychoanalytic journalism more than eight years ago.
The first analogy is BODY AND MIND. First of all, it is striking that "iron" (the equipment itself) is like a brain substance. It is exactly the same in terms of its resources rigidly set in advance and within a wide range is practically unchangeable. But "software" (software) can always be replaced or updated. Therefore, this part of the computer coincides with social attitudes and acquired skills, to which a person is attached in the learning process.
The second analogy is the PICTURE OF THE WORLD. The system unit of the computer is connected to the monitor, through which the information becomes available to the user. Such images are very similar to the images that arise in our head and are based on the impressions received from contacts with external reality. But such sensations do not always accurately reflect the environment. And it doesn't matter what factors generate this kind of distortion - organic, associated with irreversible brain damage, toxic or psychogenic. This is a model of human consciousness.
The third analogy is the NERVE CELL. Its essence lies in the correspondence of the simplest element of the machine "language" (bit) to the two basic states of the nerve cell, which can be in an excited or calm state. And behind such "signals" there are two values that the "bit" can transmit (1 or 0). This is a kind of molecular-cybernetic Eros and Thanatos. It is interesting that the computer “word” has 8 meanings, which also roughly coincides with the optimal amount of information we memorize (from five to nine elements).
The fourth analogy - THE IMPRESSED EXPERIENCE - describes devices and processes that are on the border between the rigidly defined and the functional, but much closer to the latter. It is quite obvious that if nature had not endowed a person with the ability to indirectly record everything that happens to him, then he simply would not have survived in such a changeable world. How else would a person determine the essence of the things he encounters - are they some kind of threat or, on the contrary, are they extremely useful? The computer contains random access memory (RAM), which in its functionality is equivalent to our short-term memory. A hard drive is also a kind of memory, but only long-term.
The fifth analogy is INSPIRATION. It is known that a computer absolutely cannot work without “whipping up” its systems. This function is assigned to a special device called a timer. It is this that synchronizes the electronic pulses continuously passing through the computer microcircuits. Man also has something similar. This is the role of emotional reactions that can mobilize modest human resources in difficult times.
The sixth analogy is MIRROR SYMMETRY. The computer recreates such a property of our brain as the presence of two ways of processing information. The fact is that the brain is divided into two hemispheres. The left half of this most important human organ is responsible for the sequential processing of information - element by element. Therefore, speech is associated with this hemisphere. But the right side of our central nervous system mainly operates with images or monolithic semantic blocks.
Patterns of the first type are reproduced in a computer in the form of a serial interface. This input (COM) is usually connected to a manipulator mouse. The second method can be compared to the parallel interface (LPT) to which the printer is connected.
So, man created a computer, taking himself as a basis. But what does humanity expect in the distant future, when the "child" born into the world will mature? And will the relationship between living and artificial intelligence remain as cloudless as they are today? But about this - in my other publications.
I have seen, heard and read a lot about how people compare humans and computers. It is interesting to watch this process from the outside, especially when you understand what is really happening. But in reality, there is no more, no less comparison of the creator with the creation. In order for this comparison to take place, people even make robots look like people. But all the same, inside such subhumans there are “gears and light bulbs”, as the hero of the film “I, Robot” said. But the point is not even that those compared with people differ in their chemical composition. After all, the subject of comparison is the principle and effectiveness of their work.
All aspects of the work process and the results of this very work of both compared parties can hardly be grasped within the framework of one small article. Therefore, I will touch upon only one aspect, which in computer language is called "multitasking". Some think that this is beyond the reach of the brain, others share the exact opposite point of view. I will not go into such jungle as numbers, calculations and statistics, since it is not possible to achieve accurate results by comparing systems of different origins. But there are some thoughts on this matter.
So…
I am sure that when creating a computer, a person was guided by what is close and familiar to him. When the operating system was created in the mid-60s of the last century (it was then that the makings of multitasking began to appear in some operating systems), programmers, quite possibly, also thought about giving the computer something human. And they endowed him with a subconscious, only in the computer sense. Although many people know the fact that the human brain at a certain point in time can consciously reflect on one thing, but this does not mean that our brain is devoid of "multitasking". After all, hardly anyone will deny that in addition to the main thought that is spinning in our head consciously, somewhere deep in the subconscious there are processes that become known only when the result is visible.
If you will allow, let's compare consciousness and subconsciousness with processor cores. True, in such a comparison, these cores will be of different power. Since there is information that the power of the subconscious is much greater than the power of consciousness. The speed of information processing in conscious thinking 2 kbps information per second, for comparison, the same speed in the subconscious reaches 4 Gbps information per second. But how does this power of the subconscious manifest itself?
For example, it often happens that while making an effort to solve a complex problem deliberately, it is in no way possible to achieve the desired, as if there is a snag somewhere. In this case, I leave this problem for later and take on the next, simpler one. But suddenly, not even having time to tackle a simple problem, I say to myself: "Idea!" After that, that difficult unsolved problem is solved! But how? I was already desperate and did not even consciously think about her. It is due to the fact that we apply a lot of effort in search of a solution, the process starts and, if necessary, can go into the "background mode" of the subconscious, where neurons will continue to select the right combinations, in search of a solution at an even greater speed.
On a computer, this seems to be a little simpler or somewhat clearer. By launching one process, we collapse the program and start another. In this case, we are confident that the operation will be completed. Of course, sometimes it seems that the capabilities of a computer are limited by human capabilities. For example, we cannot work simultaneously in several programs, if only because for this we would need additional manipulators and, ultimately, additional hands. And is it really necessary if sometimes we cannot even control 10% of the capabilities of our brain?
Many books have been written about how to train your brain, as many films have been filmed, but it seems that in order to "accelerate" your brain, you need to remember just a few simple rules:
- Meditate
- Analyze
- Do not give up
What is common between such electronic equipment and the human psyche? At first glance, one can hardly think of a more ridiculous question. And what is the difference between the living and the inanimate, the reader will ask. And he will be right. A person is not only endowed with free will, but is also capable of developing, while a computer is not.
True, the internal state of this device is constantly changing. But how, then, is such a mechanism different from a watch or a car? However, as a psychiatrist, I counted six such analogies. This is one of the most important factors that determine the nature of a person's relationship with computer technology. It was this topic that made me turn to psychoanalytic journalism more than eight years ago.
The first analogy is BODY AND MIND. First of all, it is striking that "iron" (the equipment itself) is like a brain substance. It is exactly the same in terms of its resources rigidly set in advance and within a wide range is practically unchangeable. But "software" (software) can always be replaced or updated. Therefore, this part of the computer coincides with social attitudes and acquired skills, to which a person is attached in the learning process.
The second analogy is the PICTURE OF THE WORLD. The system unit of the computer is connected to the monitor, through which the information becomes available to the user. Such images are very similar to the images that arise in our head and are based on the impressions received from contacts with external reality. But such sensations do not always accurately reflect the environment. And it doesn't matter what factors generate this kind of distortion - organic, associated with irreversible brain damage, toxic or psychogenic. This is a model of human consciousness.
The third analogy is the NERVE CELL. Its essence lies in the correspondence of the simplest element of the machine "language" (bit) to the two basic states of the nerve cell, which can be in an excited or calm state. And behind such "signals" there are two values that the "bit" can transmit (1 or 0). This is a kind of molecular-cybernetic Eros and Thanatos. It is interesting that the computer “word” has 8 meanings, which also roughly coincides with the optimal amount of information we memorize (from five to nine elements).
The fourth analogy - THE IMPRESSED EXPERIENCE - describes devices and processes that are on the border between the rigidly defined and the functional, but much closer to the latter. It is quite obvious that if nature had not endowed a person with the ability to indirectly record everything that happens to him, then he simply would not have survived in such a changeable world. How else would a person determine the essence of the things he encounters - are they some kind of threat or, on the contrary, are they extremely useful? The computer contains random access memory (RAM), which in its functionality is equivalent to our short-term memory. A hard drive is also a kind of memory, but only long-term.
The fifth analogy is INSPIRATION. It is known that a computer absolutely cannot work without “whipping up” its systems. This function is assigned to a special device called a timer. It is this that synchronizes the electronic pulses continuously passing through the computer microcircuits. Man also has something similar. This is the role of emotional reactions that can mobilize modest human resources in difficult times.
The sixth analogy is MIRROR SYMMETRY. The computer recreates such a property of our brain as the presence of two ways of processing information. The fact is that the brain is divided into two hemispheres. The left half of this most important human organ is responsible for the sequential processing of information - element by element. Therefore, speech is associated with this hemisphere. But the right side of our central nervous system mainly operates with images or monolithic semantic blocks.
Patterns of the first type are reproduced in a computer in the form of a serial interface. This input (COM) is usually connected to a manipulator mouse. The second method can be compared to the parallel interface (LPT) to which the printer is connected.
So, man created a computer, taking himself as a basis. But what does humanity expect in the distant future, when the "child" born into the world will mature? And will the relationship between living and artificial intelligence remain as cloudless as they are today? But about this - in my other publications.
Introspection of a computer science lesson
in grade 8 "Analogy between a computer and a person"
Today, your attention was offered a lesson in informatics in grade 8 under the program "Informatics and ICT" edited by Natalya Vladimirovna Makarova. The topic of the lesson is "Analogy between a computer and a human." The informatics lesson that you watched is included in the section " Technical support information technologies". The lesson was preceded by the primary assimilation of new knowledge from the section "Information picture of the world", which included the following topics: "Perception of information by a person. Information coding. Information activities person. Information processes.
Lesson type - lesson-discovery of "new" knowledge. The specificity of the lesson consisted in the organization of individual and pair work on an activity basis. The lesson was based on the knowledge gained by students in previous lessons in computer science, as well as other subjects: social studies, biology.
The lesson was held in grade 8b. According to the teacher of informatics Natalya Mikhailovna Druzhinina, the students of this class are distinguished by average abilities, high working capacity, and rather high educational motivation. They know how to work in pairs, in small groups; know how to listen to each other and interact frontally, evaluate themselves and mutually appreciate each other. In communication, both rivalry and cooperation were observed, the involvement of children in educational activities.
In the lesson, the age and psychological characteristics of students were taken into account, the presentation of material with the help of multimedia was actively used. The teaching material of the lesson corresponded to the principle of scientific character, accessibility and was feasible for the pupils of the 8th grade.
The lesson was aimed at achieving personal, metasubject and subject results.
In 30 minutes of the lesson, UUD ( universal learning activities) as the basis for learning.
In the sphere personal universal learning actions the internal position of the student was formed, adequate motivation for educational activity.
In the sphere regulatory universal learning action educational actions were formed, aimed at organizing their work, including the ability to accept and maintain an educational goal and task, plan its implementation, monitor and evaluate their actions, and make appropriate adjustments to their implementation.
In the sphere cognitive universal learning activities students learn to master the basic universal skills of an informational nature: formulation and formulation of a problem; search and selection of the necessary information.
In the sphere communicative universal learning activities students learn to take into account the position of the interlocutor, organize and carry out cooperation with the teacher and peers, adequately perceive and transmit information, display subject content.
The objectives of the lesson are formulated taking into account the peculiarities of the teaching material, the level of preparedness of the class and the place of this lesson in the thematic cycle.
Educational purpose of the lesson- to acquaint students with the functional purpose of a computer, the architecture of a personal computer, as well as lay the foundation for the future more detailed study of computer hardware.
Activity purpose- to teach to identify the common and special between a computer device and a person.
In this lesson, the activity-based teaching method was used, which was implemented in the following types of activities: educational and educational research.
Any process of cognition begins with an impulse that prompts action. Motivation is needed to encourage the student to enter the activity. With this in mind, I thought through each stage of the lesson. The stages of the lesson were closely interconnected, various types of activities alternated. The selection of didactic material was carried out for frontal and paired forms of work - handout cards.
At all stages of the lesson, the students were involved in active thinking and practical research activities.
Vthe structure of the lesson is divided into the following stages:
Stage 1.
Target: inclusion of students in activities at a personally meaningful level. "I want it because I can."
At the beginning of the lesson, good wishes children. The students were also asked to think and answer the question “How does the learning of new things happen?”, The children expressed their opinion. I summarized the result on the slide.
On this stage students are immersed in the activity from the first minute. Was organized the activity of students on the repetition of the studied topics, the information of which is useful for the discovery of new knowledge. Differentiated revision assignment focused on learners different levels.
The trainees self-assessed their answers. A sample check was organized.
stage. Trial action
At this stage, I organize a dive into the problem. Students must find the answer to 3 problematic questions. I put in front of students 1 problematic question: What unites all these famous people on the slide? Initially, 2 situations were envisaged when students do not know the answer and they are asked to decode information in pairs and find out what it is. If the students gave an immediate answer, they would be asked to test their guesses using the task to decode information.
After that, there is a new immersion in the problem, a small historical background is told, and the students are asked 2 problematic question "Is there a prototype of a computer in nature?" Students discuss and express their options. Based on the answers of the students, I myself summed up the main thing, a small poem is the answer to the question posed.
3 problematic question "" led the students to trial action the task "Analogy between a computer and a human." The students were asked to formulate the task themselves and complete it individually for the application of new knowledge planned for study in this lesson.
In the course of completing the assignment, the students were faced with the fact that their knowledge was not enough to fill in this table. They recorded the difficulty in performing the trial action.
stage. Identification of the place and cause of the difficulties.
The main goal of the stage is to organize the analysis by the students of the situation that has arisen and, on this basis, to identify the places and causes of the difficulty.
it is the awareness of what exactly is the lack of their knowledge, skills or abilities.
I am asking the following questions.
What have you failed to do? What are the difficulties? The reason for the difficulty. Students argue and come to the conclusion that to draw an analogy between a person and a computer, they do not own information - what devices are included in the computer and what they are "responsible" for.
stage. Building a project for getting out of a difficulty (goal, topic, plan, terms, method, means).
The main goal of the stage of building a project for overcoming difficulties is the setting of goals for educational activities and on this basis - the choice of the method and means of their implementation.
Students in a communicative form formulated the specific goal of their future learning actions, eliminating the cause of the difficulty, that is, they formulated what knowledge they need to build and what to learn). They proposed and agreed on the topic of the lesson, which I clarified, "Analogy between a computer and a person." We chose a method of constructing new knowledge (how?) - a method of addition, I proposed a plan for discovering new knowledge.
stage .
Students at this stage worked almost independently in pairs. My role at this stage was coordination and consultation (individual). I took the position: “I am near. I'm with you". The students worked with a pivot table, diagram, and text. Because in the textbook on this topic very little material is given, for the students a basic synopsis "Computer devices" was prepared, where all the devices were registered in a crumpled form. Why in a crumpled form? The educational purpose of the lesson is to lay the foundation for future more detailed study of computer hardware. In the next lessons, students will explore in detail the basic devices of the computer.
This material is sufficient for students to be able to fix the overcoming of the earlier difficulty, filling in the table "Analogy between a computer and a person." At this stage, the students applied new knowledge to complete the tasks "To test the knowledge gained", the fulfillment of these tasks later became the basis for performing a trial action. The use of supporting abstracts, handouts saves time in the lesson, teaches you to work independently, as well as to work in a team.
stage. Primary reinforcement with pronunciation in external speech.
The main goal of the stage of primary consolidation with pronunciation in external speech is the assimilation of the material by students when performing the task "Analogy between a computer and a person" . At this stage, I applied the method of the system-activity approach Method “Agree - Disagree”. A universal method that contributes to the actualization of students' knowledge and activation of mental activity. This technique makes it possible to quickly include children in mental activity.
Forms:
the ability to assess the situation or facts;
ability to analyze information;
ability to reflect your opinion.
stage. Independent work with self-test against the standard.
Purpose: everyone must conclude for himself what he already knows and knows. Students fill out the table "Analogy between a computer and a person" on their own. Next comes the pattern check. Students who made mistakes were given the opportunity to identify the causes of mistakes and correct them.
Stage. Inclusion in the knowledge system.
At this stage, the students formulated a conclusion about the similarity of a computer and a person. And they also pondered the question: How is a computer different from a person?
Stage. Reflection of activities in the lesson.
The main purpose of the stage of reflection of educational activities in the lesson self-assessment by students of the results of their learning activities.
The students correlated the goal and the results of their learning activities. Answered the teacher's questions:
Have you covered the topic of the lesson?
Reflection and self-assessment by students of their own educational activities in the lesson was organized with the help of an assessment sheet. Evaluation of each assignment made it possible for each child to evaluate their knowledge, to see what he had not learned and what he still needed to work on.
Self-study tasks were defined ( homework with elements of choice, creativity). Having received a multilevel task to choose from, the students left the lesson puzzled by a new problem, which leads to the search for solutions to the tasks and an improvement in the quality of knowledge.
In the lesson, the research method is partially applied, the students, under my guidance, reasoned, analyzed, generalized.
At each stage of the lesson, student-student interaction (work in pairs)- it increased the educational and cognitive motivation of students. This form of work significantly reduced the level of anxiety in children, the fear of being unsuccessful. When the task was completed jointly, mutual learning took place. , student-teacher (individual work), class-teacher (frontal work). The alternation of assignments with a partial search, creative approach, the reasonable inclusion of the forms of educational activity used, as well as the desire of students to learn in the lesson on their own, allowed to maintain the attention of students.
The use of a computer in the lesson made it possible not only to enhance the visual presentation of the studied material, but also contributed to a more meaningful assimilation of it. The slide presentation contained all the necessary, visual and practical material. All this made it possible to increase the density of the lesson and optimally increase its pace.
The marks given reflected the objective result of the activities of each student during the lesson.
Thus, the conducted lesson not only provided conditions for the formation of personal, meta-subject (cognitive, regulatory, communicative), but also the development of information and intellectual competence of schoolchildren.
The educational purpose of the lesson ( to acquaint students with the functional purpose of the computer, the architecture of the personal computer, as well as lay the foundation for the future more detailed study of computer hardware) and e activity purpose(to teach to identify the common and special between a computer device and a person) have been achieved by me.
The lesson turned out to be innovative, interesting, informative. The effectiveness of the lesson is high, since all students worked; all students completed the assignments. The study time in the lesson was used effectively, the planned volume of the lesson was generally completed.
"Open lesson in informatics"
Municipal budgetary educational institution
"Sergeevskaya secondary school
Perm Territory
Gainsky district
Open informatics lesson
on the topic: "Analogy between a computer and a person" Grade 8
Petrova Nadezhda Mikhailovna, teacher of informatics and ICT, 1 qualification category MBOU "Sergeevskaya secondary school"
During the classes.
Motivation for learning activities3 minutes .
Hello guys! Today I will give you a computer science lesson. My name is Nadezhda Mikhailovna, I am a computer science teacher at the Sergeevskaya school.
Let's smile at each other and start our lesson in a good mood.
Today we have a lesson in discovering new knowledge. And how does the cognition of a new one take place? We will learn new things based on what we have previously learned, (slide 1)
for this we need to repeat what is already known;
remember what you learned in previous lessons;
correctly define what we do not know;
find a way to overcome the difficulty,
having formulated a new method (algorithm, formula, rule), learn how to apply it.
Before discovering new knowledge, let's check how attentive you were in the previous lessons.
You have a card on your desktop Application 1 ... In this sheet there are 3 tasks of a certain level of difficulty, you choose the task at will and complete it. (Students complete the assignment)
(Check by sample).(slides 2,3,4)
Who did not complete the assignments?
Updating knowledge and fixing an individual difficulty in trial action. Trial action 6 minutes
Now, focus on the slide. The slide shows the names of great people. What do you think can unite them? (slide 5)
French scientist Herbert aka Pope Sylvester II.
German scientist, professor of mathematics and oriental language Wilhelm Schickard
French mathematician, physicist and philosopher Blaise Pascal
German mathematician and philosopher Gottfried Wilhelm Leibniz.
English mathematician William Outread
English mathematician Charles Babbage
English mathematician Ada Lovelace
American engineer Herman Hollerith
German engineer Konrad Zuse
American engineer Howard Aiken, etc.
What unites all these famous people, you will learn by completing the task from Appendices 2 that you have on your desk. We work in pairs. Try to formulate your assignment? What do you need to do here?
The word is encoded on the sheets, using a special code, you must decode this information... Almost all of you have different way coding information. Someone has the Morse code, someone has the code of the Roman emperor Guy Julius Caesar, but someone will use the code "Dancing Men" from the story of the English writer Arthur Conan Doyle about the detective Sherlock Holmes.
(slide 6)
That's right, it's a computer. And all these famous people made a great contribution to the invention this device... And how they contributed, you will learn about this in the next computer science lessons.
Since ancient times, people have tried to make their work easier. For this purpose, various machines and mechanisms were created that enhance physical capabilities person. The computer was invented in the middle of the 20th century to enhance the capabilities of human intellectual work, i.e. work with information.
It is known from the history of science and technology that the ideas of many inventions were peeped at in nature. For example, back in the 15th century, the great Italian scientist and artist Leonardo da Vinci studied the structure of the bodies of birds and used this knowledge to design aircraft. (slide 7) Russian scientist Nikolai Yegorovich Zhukovsky, the founder of the science of aerodynamics, also investigated the mechanism of flight of birds. (slide 8)
(slide 9)
Students suggest their answers.
And from whom did the person write off the computer?
Let's speculate now. How does a person invent.
Then everyone will understand. How the computer was created.
A helicopter flies across the sky. Whom does he remind us of? ……… ..
It is similar, of course, not with a goat. And with a jumping dragonfly.
The plane lands on the ground - a huge steel bird.
And the boat that walks on the sea looks a little like a whale.
So watching nature. Opening her laws,
Man invented everything, took ideas from nature.
Man cannot create what is impossible to see. (slide 10)
Everything he could think of. That peeped from nature.
And it remains for us to draw a conclusion when the computer conceived,
He looked at himself.
From yourself!
What do computers and humans have in common? (slide 11)
Annexes e 3... Try to formulate your assignment? What do you need to do here? That's right, you need to insert the missing words. I suggest that you complete this task in pairs. Fill in the diagram "Analogy between a computer and a person", in the empty cells you need to enter the computer devices.
Identification of the place and cause of the difficulties. 1 minute
Who did not complete the task?
What have you failed to do? (We were unable to complete the diagram.)
What are the difficulties? (We do not know what devices are included in the computer and what they are "responsible" for)
Who coped with the task? Prove that you are right. (We cannot substantiate)
Building a project for getting out of a difficulty. 1 minute
Since we do not know which devices are part of the computer and what they are responsible for, let's formulate learning task and the topic of the lesson (find out what basic devices are part of the computer and what they are responsible for, as well as draw an analogy between a person and a computer)
Let's formulate the topic of our lesson? ("An analogy between a computer and a human"). (slide 12)
(slide 13)
On the screen
Read the text.
Fill in the table "Analogy between a computer and a human".
Implementation of the project for getting out of the difficulty. 10 min
Guys, to discover new knowledge, we need to answer a number of questions.
Part modern computer are included various devices... The functions that these devices perform are similar to those of a thinking person.
Let's define the functions of a person and a computer.
There are four main components of the human information function: (slide 14)
receiving information;
memorization of information
thinking process
transfer of information.
The computer includes devices that perform these functions of a thinking person, i.e. a computer, like a person, can carry out information processes. And now you will find out which devices are included in the computer, and for which information processes these devices are intended.
In order to find out what these devices are and the function of each of them, I propose to work with the diagram and text Annex 4 , as well as complete the task Appendix 5.
Students work with text.
Primary reinforcement in external speech. 2 minutes
Answer: A personal computer is a complex of interconnected devices.
(slide 15)
Answer: processor, memory, input and output devices.
And now we are going to play a game with the name “Agree - Disagree”. You will need to express your attitude towards a number of statements. If I said everything correctly, then you say in chorus you agree, if not then you do not agree.
A person has sense organs with which he perceives information - a computer has input devices. (Agree)
A person has a brain in which he stores information - a computer has storage devices. (Agree)
With the help of the brain, a person can think, process information - a computer has a processor - an information processing device. (Agree)
Through speech, gestures, writing, a person can transmit information - a computer has input devices for information. (Disagree, output devices)
Independent work with self-test against the standard. 2 minutes
Exercise Appendix 3.
Independent work
Let's check by sample (slide 16)
A person can receive, store, process, transmit information. A computer can do the same with information.
Inclusion in the knowledge system.
(slide 17)
A computer is similar to a person with intellectual capabilities.
A computer is a model of a person working with information.
(slide 18)
Students' answers.(slide 19)
The main difference between a computer and a person is that a person can think, can make decisions, a computer is an executor of programs created by a person. The work of a computer is strictly subordinated to the program laid down in it, while a person himself controls his actions.
Where can you apply your new knowledge?
Reflection of activities in the lesson. 2 minutes
Let's return to our topic and the learning problem posed at the beginning of the lesson.
Have we met our learning objective?
Have you covered the topic of the lesson?
Find a score sheet on your desksAppendix 5 work in the lesson. Fill it in(slide 20)
| 1 point for the correct answer. |
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| 2 points - 2 tasks completed 1 point - 1 task completed |
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| Result: | If you typed for a lesson 10 points - score 5; 7-9 points - score 4; 4-6 points - score 3. |
Homework.
(task for using the acquired knowledge).(slide 21)
Have a card on your tables Appendix 6 with multilevel homework.
Increased level:
Solve the crossword puzzle.
High level:
Solve the crossword puzzle.
Thank you all for the lesson!
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"ANNEX 1"
ANNEX 1
A BASIC LEVEL OF:
Task: Fill in the table.
| Type of information | Organ |
| Visual | Eyes |
| Sound | |
| Flavoring | |
| Sweet (smell) | |
| Tactile (sensation) |
INCREASED LEVEL:
Task: Fill in the table.
| Example of information presentation | The way information is perceived | Information presentation form |
| Multiplication table | Visual | numeric |
| Bus traffic diagram, drawing | ||
| The striking of the clock, the singing of the birds | ||
| Textbook poem | ||
| Watching a video |
HIGH LEVEL:
Exercise: With the help of which sense organs people and animals receive information about objects (name the object about which they receive information and feeling)
| Information | Feeling | An object |
| Boy eating watermelon | Taste, smell | watermelon |
| A girl collects a bouquet of flowers in a field | ||
| A man chooses a book in a store | ||
| Blind man reading a book using braille | ||
| The fox hunts the hare | ||
| The athlete dives into the water | ||
| The viewer watches a movie in the cinema |
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"APPENDIX 2"
APPENDIX 2
- - - - - - - - - - - - - - -
APPENDIX 2
ANSWER: ____________________________
APPENDIX 2
LPNREYAUJOS
ANSWER: ____________________________
APPENDIX 2
Task 2. Decode a word using a code"Dancing Men" from the work of the English writer Conan Doyle "Sherlock Holmes"
ANSWER: ____________________________
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"APPENDIX 4, 5"
APPENDIX 4
COMPUTER DEVICE.
A computer- this is electronic device, designed to work with information, namelyintroduction, processing, storage, output and transmission of information .
A personal computer is a complex of interconnected devices.
According to the definition of a computer, the components of a computer can be divided into devices that perform certain functions related to information. DIAGRAM OF COMPUTER DEVICE
The figure shows a diagram of a computer device, taking into account two types of memory. Arrows indicate the directions of information exchange.
| MAIN UNITS INCLUDED IN THE COMPUTER |
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| Information processing devices (CPU) | Input Devices information (keyboard, mouse, trackball, joystick, scanner, microphone, etc.) | Output devices information (monitor, printer, plotter, speakers, etc.) |
| Storage devices (RAM and long-term memory: floppy disks, ToSD memory arts/ xD / MS, w hard drives, or hard drives, NSCD and DVD drives, USB flash drives) |
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The main devices of the computer "live" in the system unit. These include: motherboard, processor, video card, RAM, hard drive. But outside of it, usually on the table, there are also no less important devices computer, these are peripheral devices. Such as: monitor, mouse, keyboard, speakers, printer.
In this article, we will look at What does computer consist of how these devices look, what function they perform, and where they are.
SYSTEM UNIT.
1. MOTHER'S BOARD.
The motherboard is printed circuit board, which is designed to connect the main components of the computer. Some of them, for example, a processor or video card, are installed directly on the motherboard itself in the socket provided for this. And the other part of the components, for example, a hard drive or a power supply unit, is connected to motherboard using special cables.
2. PROCESSOR.
A processor is a microcircuit and at the same time the "brain" of a computer. Why? Because he is responsible for all operations. How better processor the faster it will perform these very operations, respectively, the computer will work faster. 
3. VIDEO CARD.
A video card, or in another way a graphics card, is designed to display images on the monitor screen.
4. OPERATING MEMORY.
Random access memory - intended for temporary storage of data. For example, it stores a clipboard. We copied some text on the site, and immediately it got into the RAM. Information on running programs, computer hibernation and other temporary data are stored in random access memory... A feature of the RAM is that the data from it is completely deleted after the computer is turned off. 
5. HARD DISK.
HDD, unlike RAM, is intended for long-term storage of files. In another way it is called the Winchester. It stores data on special plates.
5. DISC DRIVE.
A disk drive is needed to work with disks. Although it is already much less commonly used, it is still on stationary computers it won't hurt yet. At least the floppy drive is useful for installing the system.
PERIPHERALS.
Well, in order to fully start working on a computer, and not look at the "buzzing" system unit, we need Peripherals... These include those computer components that are outside the system unit.
1. MONITOR.
The monitor itself is needed to see what we are working with. The video card feeds the image to the monitor. They are connected to each other with a VGA or HDMI cable. 
2. KEYBOARD.
The keyboard is designed to enter information, well, of course, what a job without a full keyboard. Type text, play games, surf the Internet, and everywhere you need a keyboard.
3. MOUSE.
The mouse is needed to control the cursor on the screen. Drive it in different directions, click, open files and folders, call various functions And much more. As well as without a keyboard, without a mouse anywhere.
4. COLUMNS.
Loudspeakers are needed mainly to listen to music, watch movies and play games. Who else uses speakers today more than they play them daily ordinary users in these tasks.
5. PRINTER AND SCANNER OR MFP.
A printer and a scanner are needed to print and scan documents and everything else you need in the field of printing. Or MFP, multifunctional device. It will be useful to all those who often prints, scans, makes photocopies and performs many other tasks with this device. 
APPENDIX 5
The task to test the knowledge gained.
Task 1. System unit includes: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Task 2. Insert the missing word.
Monitor Is the device __________________________ information on the screen.
Keyboard- device _____________________________ data into the computer.
Mouse- coordinate device ____________________________ information.
a printer- device ________________________ information on paper.
Scanner- device _____________________________ information.
Speakers, headphones- device ________________ audio information.
Microphone- device ____________________________ of sound information.
Task 3. Write down the computer devices from the text and divide them into groups.
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"APPENDIX 6"
APPENDIX 6
EVALUATION SHEET OF WORK IN THE LESSON.
| Exercise at various levels difficulties on the topic "Perception of information" | 3 points - independently completed the task (high level) 2 points - independently completed the task (advanced level) 1 point - independently completed the task (basic level). |
| Information encoding task. | 1 point for the correct answer. |
| The task to test the knowledge gained. | 3 points - all 3 tasks are completed 2 points - 2 tasks completed 1 point - 1 task completed |
| Research activities, filling in the diagram "Analogy between a computer and a person" | 3 points - all 5 gaps are filled in independently 2 points - 4 passes were filled in independently 1 point - 3 passes were filled in independently. |
| Result: | If you typed for a lesson 10 points - score 5; 7-9 points - score 4; 4-6 points - score 3. Less than 4 points - repeat the material covered at home and correct it in the next lesson. Lesson grade: _____________ |
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"APPENDIX 7"
APPENDIX 7
HOMEWORK
Increased level:
Solve the crossword puzzle. (on back side sheet)
High level:
Solve the crossword puzzle. (overleaf)
Continue the tale: “Once upon a time: Keyboard, Monitor, Memory and Processor. They lived together until they had disagreements, which of them is the most important? "
Solve the crossword puzzle
Horizontally:
Text input device
Information processing device
Visual information display device
Storage devices
Coordinate input device
Flexible magnetic disk
Another name for the hard drive
Text and graphic information output device on paper
Vertically:
Device for receiving, processing, storing and transmitting information
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"TECHNOLOGICAL LESSON MAP"
TECHNOLOGICAL LESSON MAP
| Computer science |
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| Lesson topic | Analogy between a computer and a human |
| Lesson type | The lesson of "discovering" new knowledge |
| Activity purpose: | To teach to identify the common and special between a computer device and a person. |
| Educational purpose: | To acquaint students with the functional purpose of a computer, the architecture of a personal computer, as well as lay the foundation for the future more detailed study of computer hardware. |
| Formation of UUD: | Personal: formation of a responsible attitude to learning based on motivation for learning and cognition; the formation of a conscious, respectful and benevolent attitude towards another person, his opinion; the ability to selectively treat the information received due to the skills of its analysis and critical assessment. Subject: to draw an analogy between a computer and a person; work with handouts; the ability to highlight the main thing and record it in a notebook. Metasubject:
Cognitive UUD: Communicative UUD |
| Logistics of the lesson | Didactic material: Presentation Microsoft Office PowerPoint 2007 "Computer-Human Analogy" Student cards Appendix 1, multilevel repetition tasks; Appendix 2, information coding; Appendix 3, table "Analogy between a computer and a person"; Appendix 4, text with information; Appendix 5, an assessment sheet of work in the lesson; Appendix 6, split-level homework. Technical means learning Teacher's pc Multimedia projector Software Operating system Windows XP and Microsoft package Office2010 (including MS Excel 2007). Educational and methodological support of the lesson: Informatics and ICT. Grade 11 textbook / Edited by prof. N.V. Makarova - SPb .: Peter, 2009 |
| Lesson stage | Teacher activity | Student activities | Formed UUD |
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| Motivation for learning activities | Configures students for a lesson. Attracts the attention of children. Creates conditions for the emergence of an internal need for the student to be included in the educational process. The teacher offers students to check their readiness for a lesson to choose from three types of tasks of varying complexity, to evaluate the result of its implementation. Updates ZUN and mental operations, sufficient to build new knowledge. Fixing difficulties in individual activities. So the job is done. Let's summarize the sample. Raise your hands, who did the job. Well done! Who did not complete the assignments? What tasks did you make a mistake on? Let's fix them together. | Greetings from the teacher. The student, at his will, chooses a task of a certain level of complexity and performs it. Systematize previously studied material. Students are checked against a sample. Answer the teacher's questions. | Personal: readiness and ability to fulfill the norms and requirements of school life, the rights and obligations of the student. Regulatory: be able to independently control and manage their time. Cognitive: choose the most effective ways solving problems depending on specific conditions. |
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| Updating knowledge and fixing an individual difficulty in trial action. |
Now, focus on the slide. The slide shows the names of great people. What do you think can unite them? Organizes an active dialogue. All of these great people made a great contribution to the invention of one object. Find out what it is, the card will help you Annex 2 that you have on your desk. What word have you encoded? (A little historical background) Organizes a dive into the problem. Poses a problematic question, analyzes and summarizes the statements of students. Does a computer have a prototype in nature? Reads a poem. What do computers and humans have in common? Does a computer look like a person in appearance or in structure? What are the similarities between a computer and a person? There is a card on the tables in front of you Annexes e 3... Try to formulate your assignment? What do you need to do here? Organizes children for pair work. | They get to know the problem situation, comprehend the information received. They make assumptions, discuss, settle on one option. Students in pairs decode information. Teachers answer this question. They formulate a task, try to fill in pairs the scheme "Analogy between a computer and a human". | Personal UUD: the ability to selectively treat the information received due to the skills of its analysis and critical assessment. Regulatory UUD: possession of the skills of organizing their own educational activities. Cognitive UUD: possession of basic universal informational skills: formulation and formulation of a problem; search and selection of the necessary information. Communicative UUD: mastery of the basics of productive interaction and cooperation with peers and adults |
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| Identification of the place and cause of the difficulties. | Who did not complete the task? What have you failed to do? What are the difficulties? Who coped with the task? Prove that you are right. | Teachers answer the questions posed. Those students who have completed the assignment are trying to prove that they are right. | Personal UUD: the formation of communicative competence in communication and cooperation with peers and adults in the process of educational activities. Communicative UUD: formulate a statement, an opinion; the ability to substantiate, defend one's opinion; competently use speech means to present the result. |
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| Building a project for getting out of a difficulty. | Suggests to formulate the educational tasks of the lesson, draw up a lesson plan. Since we do not know what devices are included in the computer and what they are responsible for, let's formulate the educational task and the topic of the lesson. Let's build a plan for our work. Guys, I have on the slide the steps of the plan for discovering new knowledge. On the screen Consider a diagram of a computer device. Read the text. Complete the task at the end of the text. Fill in the table "Analogy between a computer and a person" | Formulate a learning task and lesson topic. They comprehend the steps of the plan for the discovery of new knowledge. | Personal UUD: the process of making sense through the independent formulation of the educational tasks of the lesson, the work plan, the process of self-determination. Regulatory UUD: the ability to predict activities, make adjustments when drawing up a work plan. |
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| Implementation of the project for getting out of the difficulty. | Guys, to discover new knowledge, we need to answer a number of questions. Very often a computer is compared to a person. What do they have in common? Let's remember what information processes a person performs? In order to find out what kind of devices they are and the function of each of them, I propose to work with the diagram and text, as well as complete the task after the text, we work with Appendix 4. You will do the work in pairs. | Answer questions based on the knowledge of previous lessons. They work in tandem with handouts. Acquaintance with new material, comprehension of the information received. Perform the task at the end of the text. | Regulatory UUD: complete educational tasks in accordance with the goal. Communicative UUD: formulate a statement, opinion. Subject: Be able to: work with handouts; the ability to highlight the main thing and fix it in the task. |
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| Primary reinforcement in external speech. | What is Personal Computer? What are the main components of a computer? Checking the completed task. Reception "Agree - Disagree". Students are invited to express their attitude to a number of statements according to the rule: agree, disagree. | Express their attitude to a number of statements according to the rule: agree, disagree. Conclude s about the similarity of the execution of information processes of a person and a computer. | Communicative UUD: formulate a statement, opinion; the ability to substantiate, defend one's opinion; competently use speech means to present the result. |
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| Independent work with self-test against the standard. | And now let's return to the trial action and, based on the new knowledge gained, we will perform Exercise"An analogy between a human and a computer", Appendix 3. Let's check by sample (the slide shows a completed table) Who is having difficulty completing the assignment? Where did the difficulty arise? What is the reason that you are having difficulty? What do you need to do to avoid any difficulties in the future? | Independently, on the basis of the conclusions made, they fill in the diagram "Analogy between a computer and a person." Check the task according to the sample shown on the slide. Conversation with the teacher (answers to questions). They draw a conclusion by answering the question about the similarity of a computer and a person. | Subject UUD: Know: devices for output, input, processing and storage of information; Be able to: to draw an analogy between a computer and a person; work with handouts; the ability to highlight the main thing and record it in a notebook. Regulatory UUD: Adequately independently assess the correctness of the action and make the necessary adjustments to the performance both at the end of the action and in the course of its implementation. |
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| Inclusion in the knowledge system. | What conclusion can be drawn about the similarity of a computer and a person? Is it possible to put the = sign between a person and a computer? Between their work with information? And what is the difference between a computer and a human? Where can you apply your new knowledge? | Teachers argue and answer the questions posed. | Communicative e: skill with sufficient completeness and accuracy Express your thoughts. Regulatory UUD: relate the acquired knowledge to real life. |
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| Reflection of activities in the lesson. | Have we met our learning objective? Have you covered the topic of the lesson? Asks students to evaluate their activities in the lesson by completing an assessment sheet. Evaluation paper.
| Analyze their learning activities and the work of the entire class for lesson. Carry out self-esteem, degree of development material, correlate the learning task and results, the degree of their correspondence. | Regulatory : reflection, self-ability assess the correctness of performance actions in accordance with the specified requirements,control, highlighting and awareness of what has been learned, what is still to be learned. Cognitive : the ability to structure knowledge. |
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| Homework. | Asks students to complete multilevel homework assignments. Increased level: Solve the crossword puzzle. High level: Solve the crossword puzzle. Continue the tale: “Once upon a time: Keyboard, Monitor, Memory and Processor. They lived together until they had disagreements, which of them is the most important? " | Internalize explanations teachers writing down the assignment in diary or notebook. | Personal: the formation of a responsible attitude to learning, the readiness and ability of students for self-development and self-education based on motivation for learning and cognition. |