Q2 That Didn't Work. Now What? Solving Problems
Solving Problems
Before you start creating your flowcharts, reflect on this question:
How will the troubleshooting terms you just learned on the prior page help you create clearer, more effective step-by-step solutions?
As you design your flowcharts, use that vocabulary to make your instructions more precise and helpful for others who might use your guides.
You will be creating three flowcharts. Your teacher may have you use this worksheet, Troubleshooting Flowchart Worksheet, to submit your work. Use a graphic organizer to show your steps for the following problems. (for ideas for graphic organizers, go to Thing 2.Q1)
Problem One - Murphy is moving the mouse on her desktop computer and nothing happens. The keyboard is working, but not the mouse. List all of the possibilities in flowchart form on how she would troubleshoot the problem.
Problem Two - Describe a real-life issue that you’ve encountered with a device, then create a flowchart to outline how you would troubleshoot the problem.
Problem Three - Murphy tries to use the family computer. On the computer, she pushes the power button. hears the fan turn on and sees the indicator lights, but there is nothing on the LCD monitor. List the possibilities of what is wrong in flowchart form, and describe the steps you would take to eliminate the problem.
Competencies & Standards
MITECS Michigan Integrated Technology Competencies for Students, and
1. Empowered Learner
a. Articulate and set personal learning goals, developing strategies leveraging technology to achieve them, and reflect on the learning process itself to improve learning outcomes
c. Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways
d. Understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies, are able to transfer their knowledge to explore emerging technologies
5. Computational Thinker
c. Break problems into component parts, extract key information and develop descriptive models to understand complex systems or facilitate problem solving
6. Creative Communicator
a. Choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication
c. Communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations
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