Lesson 3: Performance Models for Hard Drives
Objective(s) - students will be able
1. To describe the relationship between Materials Models and Performance Models
2. To describe the relationship between Methods Models and Performance Models
3. To define a Performance Model and describe how mechanics and electronics affect Hard Drive storage
Prerequisite skills
Computer-based storage, network-based storage, internet-based storage, RAID, performance solving equations
Relevant Vocabulary, Terms and Symbols
RAID (Redundant Array of Inexpensive Disks), Exponential Equations, Exponents, Logarithmic Equations, and Logarithms
Strategy: Testing hard drives as a student research task
Objectives
Students will be able to:
• Define quality control/assurance.
• Test products for quality control/assurance.
• Suggest areas of improvement.
• Compare and contrast levels of testing done on products.
• Interview producers of various products.
Standards
Benchmarks for Science Literacy
High school students understand that technological problems often create a demand for new scientific knowledge and that new technologies make it possible for scientists to extend research in new ways or to undertake new lines of research. The availability of new technology may spark scientific advances.
Materials
Internet access : research Hard Drive performance and quality.
Procedures
1. Have students read articles that address the performance and quality of hard drives. Upon completion of reading, ask the following questions:
• Describe companies that are involved in developing and manufacturing hard drives. What do they do specifically? Describe the tests that they conduct. Do you think that these tests reflect the kinds of ordeals that hard drives endure? What purpose do these tests serve? Have students explain their answers.
• Discuss the industry standard commentary: “For the end user, there’s probably nothing more important than protecting the hard drive against failure. If the hard drive crashes, it takes with it personal data and information that in many cases can’t be replaced.” [Quantum Corporation}Do students think that these tests are useful ones to ensure that hard drives are “crash-proof”? Why or why not? What kinds of testing do students think should be done on hard drives?
• Have you ever lost important information on a computer due to a hardware failure? If yes, explain the situation. What precautions can you take against losing information that you store on a computer?
2. Discuss quality control/assurance. Then ask: Do you think there is sufficient testing done on consumer products? Discuss examples of products that students think have good quality control and those they think are lacking in quality control. Ask students to think of organizations that offer information about products in terms of quality, durability, etc. Direct them to Web sites to discover what is available from these organizations and discuss ways in which to use the information.
3. Have students choose two to three products to research for their quality. Students should choose products they use frequently. They may research them using the Internet sites listed below. Students should gather data on the types of tests that are used to ensure quality, durability, etc. They should also compare and contrast the levels/types of testing done on the different products they choose. If possible, have students interview someone in a quality control/assurance department of one of the companies whose products will be tested. Assessment Have students pair up and choose a product on which to conduct quality testing. Challenge them to consider carefully the kinds of tests appropriate to conduct on their products. After they conduct their tests, ask the students to write essays explaining the reasoning behind the tests they used, the tests themselves and the results. They may send their results to the quality control/assurance department of the company and request feedback.