Computing Basics and Notational Systems

0:00All right, welcome to the Tech Plus course from CompTIA.

0:04The exam designation for this is FC0-U71.

0:09That might not mean much to you now, but when you take the exam, that's what

0:12you're going

0:12to be looking for.

0:13Okay, so what I want to talk to you about here, first of all, in this first

0:17video, is

0:17kind of the order of progress that we're going to go through here.

0:20I'm following along, generally speaking, with CompTIA's exam objectives as they

0:26appear here.

0:28You can download this from CompTIA.

0:30It's a PDF file that I think you have to sign in or provide an email or

0:33something like that.

0:34But it doesn't cost you anything to get this.

0:37And then this will show you all the things that they might test you on.

0:42Now no test is going to have every single topic.

0:46That would be too big of a test, really.

0:47It's just the sampling of the things that we see here.

0:50But it could be from any of the things we'll see.

0:51And I'm going to generally be speaking to you in somewhat the same order that

0:56we see

0:56things go here.

0:57It might be a different order.

0:58It doesn't really matter too much.

1:00I just want to let you know kind of the progression that I'm going to be using.

1:04I've got these things that say skills 01 and 02 over here to the side.

1:08Those are just notes to myself.

1:10You don't need to have any regard for those.

1:12Yours won't have those if you download this.

1:14So you can see here that the first few topics we'll be discussing here will be

1:18input processing

1:19output and storage, which brings us to my first PowerPoint slide.

1:25All right, so first of all, input.

1:27Now input is going to be something that really initiates what a computer is

1:31supposed to do.

1:33It's going to be required for it to do anything.

1:36For example, if I just don't do anything ever and just have my computer turned

1:40on,

1:40it's just going to be using electricity.

1:42It's just sitting there burning gas, doing nothing really until there's some

1:46kind of

1:47an input.

1:48This PowerPoint slide that we're looking at right here, I had to use input.

1:53So I used my keyboard to type on my keyboard to type in all of these words,

1:57right?

1:57So that was input and keyboard is one of those things that we can use.

2:02Also we can use a mouse or I use a trackball actually.

2:05We'll talk more about these kinds of things here.

2:07Again, a lot of these things will be elaborated upon more more completely as we

2:12progress through

2:13the course, but there's a mouse as well, which I can use to roll around the

2:17desk and

2:18to move my pointer in different directions right now, it's really kind of tiny

2:20because

2:21it's just using a really a stylus.

2:23That's another thing that we could do.

2:24I have a stylus here, just a little, it's kind of a pen that doesn't actually

2:28have ink

2:29in it, but I can touch it to a screen and then just start to draw on the screen

2:35.

2:35So that's a stylus.

2:38This list is not going to be all inclusive.

2:40There are going to be other kinds of input devices that we can also show that I

2:45just

2:45haven't put up here, but these are probably some of the main ones that you'll

2:48see.

2:48There's also a mic, a microphone.

2:50That's what you're listening to right now is I speak into this gigantic

2:54microphone.

2:55You can't possibly miss it.

2:56It's right there.

2:58And then there's going to be output for that sound as well, which we'll talk

3:01about here

3:01coming up.

3:02There's also a scanner.

3:04So a scanner can take a couple of different kinds of forms.

3:08One of those would be, well, it's not in our picture right here in your field

3:11of view,

3:12but behind me over here to my left, there is a big printer.

3:17And on top of it, it's got a sheet feeder so I can put pages into it and it

3:21will run those

3:22through a scanner one at a time.

3:24It can even double-side it so it can flip the page over, get the front end back

3:27of the

3:28page or I can use what we call a flatbed scanner where I just lift up a cover,

3:32place

3:32a sheet on it, and then run the scanner.

3:34So that's another thing that could happen.

3:36There's another type of a scanner as well.

3:38And that would be something we probably all use most every day.

3:42And that's where we go to a restaurant, for example, like a fast food.

3:46There's a Taco Bell about a mile from where I live, which is a horrible place

3:51for it to

3:51be.

3:52It's much too close.

3:53I go there too often.

3:54Anyway, when I'm ready to pay, I just take out, they have these kiosks that you

3:57can do

3:58self-service with.

3:59Just taking my credit card, I put it up next to that credit card reader.

4:04You can also call it a reader.

4:06And it will read either my chip, my magnetic stripe, or the wireless capability

4:12or the contact

4:13list, I should say contactless capability of that credit card.

4:17Another kind of a scanner that you can run into as well would be when you go to

4:23a store,

4:24like a grocery store, and you drag your package of chicken across the glass

4:30window that has

4:31lasers in it.

4:32It reads the barcodes or you could have a handheld scanner where you could

4:35point it

4:36at something and it reads it.

4:37That's another type of a scanner.

4:38Those are all going to put input into some kind of a computer that will then

4:43have programming

4:45that will go to processing.

4:46We'll talk about that next.

4:48Also a camera.

4:49I'm looking at one right now.

4:50That is input of my image of the lighting in here, of the colors in my shirt,

4:57all that

4:57kind of stuff is going to get input through that camera.

5:02And many other types of peripherals.

5:04We're not going to exhaust them, but those are some of the main ones you'll see

5:07.

5:07The kinds of peripherals might be something like, oh, like this.

5:10This is something that's called a, actually I'll change the picture here.

5:13Let me go to this.

5:14A stream deck.

5:16Okay.

5:17And this is another input device.

5:19Oh, it's dusty.

5:20Anyway, I can push one of these buttons and it will do various things for me.

5:25Now I'm embarrassed.

5:26I really should dust this off.

5:28Anyway, I could do a lot of the same things by typing in a command on the

5:31keyboard or

5:32pressing a certain combination of keys, but it's kind of clumsy and awkward.

5:37So I'd rather just push these buttons.

5:38So one button I can push this one right here takes this right to this.

5:42So I'm in the lower portion of the slides.

5:44The other one right here, this one right here, if I press that right now, it

5:48takes me back

5:48to the full screen, or I could do this one where I'm not in the picture at all.

5:53And some of you might prefer that one.

5:55Right now you're saying, thank you, but too bad I'm going to come back anyway.

5:59All right.

6:00So once we have input, so once we have input that we have put into the computer

6:07, the

6:07then it has something to do.

6:08But what does it do?

6:10It has to go to the next stage here, which is processing.

6:14So that input has to get handled somehow.

6:17And normally I'm going to kind of go out of order here, but normally there's

6:19some kind

6:19of programming in whatever the input is going into that will then tell it what

6:25to do next.

6:26So again, if you're at the store and you're scanning a package of potato chips,

6:32that scanner

6:33will send it into a point of sale computer of some type or a POS point of sale

6:38type of

6:38computer.

6:40And then it will say, compare that barcode to whatever's in our database of

6:45inventory.

6:46And then that's how it comes up with the description and the price.

6:49Okay, then I'll ask you processed.

6:51Normally most of the things will go through what's something called a central

6:54processing

6:55unit or CPU.

6:57That's the chip that appears on a motherboard that a lot of people equivocate

7:01to the brains

7:02of a computer.

7:04The bottom line of it really is it's really doing math.

7:07That's really all it does.

7:09But most programming ultimately boils down to some kind of math.

7:13Fortunately, it does it for us because I'm terrible at math.

7:17So nothing would ever get done if it depended on my math.

7:21But the CPU is super smart that way and it's capable of processing.

7:24Another thing you might have would be a graphical processing unit.

7:28So a graphical processing unit normally appears on a video card or it could be

7:34integrated

7:35into a motherboard.

7:36But for right now, let's just assume it's in a video card.

7:38So the computer that I'm working on, for example, has a video card plugged into

7:44it and

7:44it's able to process the image that you're seeing of me right now.

7:47And when I go on later to export all of this video stuff to a digestible format

7:53that can

7:54then be uploaded to CBT nuggets so you can watch this video.

7:57It's going to handle a lot of that as well.

8:00It's going to have to know how to handle the graphical elements, the color

8:05temperature

8:06that you're seeing right now, the roundness of this orbit right here.

8:10That's all being processed by the graphical processing unit and the stunning

8:14beauty that

8:15you see here as well.

8:17Some of you are saying there must be something wrong with your GPU, James.

8:21There's also a bus, not a school bus, not a city bus.

8:24This is a bus that we're thinking of with a motherboard.

8:28Now I use artificial intelligence to produce video for me or not video, but

8:33actually images

8:34like the one you see next to me right here.

8:36And oh my gosh, I just noticed something about this.

8:38AI doesn't always get it right.

8:40First of all, it often doesn't spell things properly.

8:44That's supposed to say processing, not processing, but it's really just for

8:49kind of creative

8:50input or color in the slides, but I noticed one thing just now.

8:54Another thing you didn't get right.

8:56Look at how many arms this guy has.

8:58I don't know what's going on with that, but there you have it.

9:02Now I did put input into having to do that.

9:05I typed in and had GPT.

9:08I said something like create an image of someone using input processing output

9:13in storage.

9:15And this is what it gave me.

9:16I did not say produce a three armed person, but it did that anyway, just as a

9:21free bonus.

9:22But anyway, there's some kind of programming there in the input when I typed in

9:27the text.

9:27There's some kind of programming on some kind of an AI massive computer

9:32somewhere that determined

9:33the actions.

9:35And so it decided to put in various types of colors.

9:38It processed which colors it was going to use it processed.

9:42How many arms to give this person?

9:44It processed determining some of these various types of devices that it shows

9:48out here.

9:49Like this looks like a lot like a motherboard, for example.

9:51Anyway, it has to do all of that.

9:54Now what does actually do when it performs the instructions that are built into

9:58the programming

10:00of something?

10:01Some of those might just be calculations.

10:03So my wife and I have a business that we run a couple of different businesses.

10:07So I keep track of a spreadsheet to see how expensive everything's getting.

10:12I'll enter in a certain number of dollars and cents and it automatically

10:17calculates for

10:18me the total at the bottom of that spreadsheet.

10:21Boy, sometimes I really hate that spreadsheet.

10:23But anyway, it does the calculations for me.

10:26It could also be data manipulation.

10:28Now that kind of sounds negative.

10:30I mean, after all, you don't usually want to hang around manipulative people,

10:35but data

10:35manipulation can be good.

10:37It could process data and manipulate it in such a way that makes it more digest

10:42ible.

10:43So that's where I might get a pie chart.

10:45Instead of just looking at hard numbers, I might see a pie chart that says, you

10:48know,

10:49our sales for Q1, quarter one of the year.

10:53It's supposed to be a one.

10:54And it manipulated that data into a pie chart that made it easier to read

10:59something I could

11:00put in a presentation present to board members, whatever, whatever else it is.

11:05It could also be a matter of decision making.

11:08This actually pops up in a couple of different places, but it could be that

11:13when I am doing

11:14something that it will have to come to a decision here and that decision could

11:19go one direction

11:19or the other.

11:20So if the answer is to a question that I'm posing, for example, is yes, then it

11:25will

11:25take certain number of actions over here.

11:27If the answer is no, then it might take different actions over here.

11:32I'm just kind of saying this in an abstract format right now.

11:35I'll show you kind of an example, a simple example of that coming up here in a

11:39moment.

0:00And there's also some output that could take place from this. For example, once

0:04we have

0:04the input, we type something in or whatever, and it gets processed somehow.

0:10Usually we

0:10want to see the result, or we want to have the result somewhere that is useful.

0:15That's

0:15what the output is. It's the result of processing the input. So a number of

0:21different forms

0:22for the output that could take place. So one thing is it could just put it out

0:25to the

0:25screen. That's very commonly how we'll see the output. So for example, let me

0:30go back.

0:31I'm on this slide right now, but in PowerPoint, if I press the space bar, it

0:36advances to the

0:37next slide. So I'm going to use the keyboard to press the space bar, which then

0:42gets processed

0:43by PowerPoint, and then advances me to the next slide, and it displays the

0:48output here

0:49on the screen. There's also sound. So the input your computer is processing

0:55right now

0:56is streaming video across the internet, and it's receiving that input through

1:01an internet

1:01connection. And it's producing out sound out of your speakers, your headphones,

1:05whatever

1:06it is that you're using, or you might be using our closed captioning feature,

1:09which would

1:10be more of a screen output. Okay. So you're getting all of that. There's also

1:14print.

1:15Okay, we even in the digital age, we still need to have print, print out book

1:19lets, print

1:20out tax returns, print out receipts, whatever. That's all output. And it might

1:25just output

1:26something too storage. So I might have a dialogue box here. Maybe I'm working

1:30on a document,

1:32and I give it a file name. And maybe there's a save button here. I won't write

1:36the whole

1:36word there, but save button right there. And I click that with my mouse, and it

1:40saves

1:41it to some kind of storage, which I'll talk about here again, coming up in a

1:46moment.

1:46The other thing was kind of related to us talking about earlier, where I was

1:49talking

1:49about decision making in the processing, because there might be further

1:55processing that takes

1:56place. I'll give you that an example here on the next slide when we talk about

2:00that.

2:01But what the output might be, it might be something that we call piping, it

2:05might pipe

2:07a result of something into further programming to produce a result for us. Okay

2:12, I'll give

2:13you an example again, when I get to it, the next slide. There's also storage.

2:18Okay. So

2:19sometimes this is the final resting place of what we're doing here. We might

2:23just want

2:23to again, save a file, we save it to a hard drive, for example. And we may or

2:28may not ever

2:28open it again. That might be its final place. But it's the saved output. So we

2:33have output.

2:35Now we've decided to save it somewhere. That's often where it will go. It might

2:39go to a temporary

2:40temporary storage location known as RAM, random access memory. This is

2:48temporary because

2:49a number of two things could happen. Number one, if the power turns off on my

2:54computer,

2:55whatever's in RAM disappears almost instantly. Or it's also a very, very

3:01quickly processing

3:03other data, data very frequently. And just a lightning speed will go in and out

3:09of RAM.

3:10Your programming usually handles the data that's in RAM. That's usually where

3:15processes

3:15it. So when we give instructions, for example, through input or the computer to

3:20do something

3:20like even to write on the screen, like I'm doing right now with this stylus, it

3:25could

3:25for a brief moment appear in RAM. Or there might be a data set that goes into

3:30RAM that

3:30programming will need to determine what to do with, make a decision about. It

3:35could

3:35also be stored permanently. So I could store to a hard disk drive or an HDD.

3:41Now I say

3:41permanently, but you know, I could later on delete that file. I could later on

3:46modify

3:46that file or whatever. Or I could just save it to the hard disk drive and bury

3:50it in the

3:50ground for 100 years. And that would be permanent at that stage. But the hard

3:57disk drive and

3:57the solid state drives are considered permanent. Oh, that's supposed to be SSD.

4:02Not S D D SSD.

4:04See, I make mistakes too. It's not just AI. We'll talk more about the

4:08difference between

4:08hard disk drives and solid state drives in the future. But for now, just

4:11understand that

4:12solid state drives are usually more expensive, but also much faster and also

4:17much lighter.

4:18Now another place that it could store though, would be the cloud. Now, you've

4:21probably heard

4:22the cloud by now. It's kind of prevalent in today's technology. And it's a

4:26little bit

4:27nebulous because it's like, where is the cloud? You know, we just tend to think

4:32of clouds

4:33overhead, you know, but it's really could be a lot of different places. So for

4:37as an

4:38example, I use cloud, this PowerPoint presentation you're looking at right now,

4:43I save that using

4:44a Microsoft product, the cloud product called one drive. It's actually stored

4:50in the cloud.

4:51The videos I produce get saved to a different kind of a cloud provider called

4:56Dropbox. So

4:57what happens is the files are stored locally, but they're also immediately

5:01copied up to

5:01the cloud. And that's very useful because if this file were to get corrupt here

5:06locally,

5:07for example, or I accidentally deleted it, I could retrieve it from the cloud.

5:11Or I'm

5:12doing this on my desktop computer. But if I want to go work from a coffee shop

5:15later

5:16on, the cloud has a copy of this PowerPoint presentation. And I could just open

5:20it from

5:21there on my laptop. So a few different kinds of storage. Now, let's take a look

5:26at an

5:26example of how all this might work out. By the way, if you're looking, don't

5:31pay attention

5:32to the spelling they AI does as smart as artificial intelligence is, it does

5:37not seem to know

5:38how to spell. You can see probably several spelling errors here. It's supposed

5:43to be

5:43say device, that's supposed to say input. So I don't know why it does it this

5:48way. But

5:48anyway, we're just having it up there kind of for color and for interest, not

5:54because

5:54we care about the spelling at least not right now. But let's take a look at an

5:58example of

5:59input processing output and storage. So we might have input where we're

6:03entering into

6:04a database, a query for a zip code. So let's say that I want to know in my

6:10database, all

6:11of the customers that are in zip code, 85035. That's, I think this is an

6:17Arizona zip code,

6:18850 is I don't know, 35, it's made it up. It's probably an Arizona somewhere

6:23where I live.

6:24Anyway, maybe my objective here is when I enter in 85035 from my keyboard, that

6:32's going

6:32into a database program. And the database program is going to process my search

6:39. And

6:39it's going to spit out 85035. I don't know names and addresses, for example.

6:45And here's

6:46one, here's one, here's one, here's one, here's one. And then now I have a list

6:50of those people

6:51or customers or whatever that live in 85035. So I might just want to see it on

6:56the screen.

6:56I want to look at it and say, huh, who lives in 85035? Oh, these five people.

7:02That might

7:02be the end result. That's all I care about. Or I might have a an advertising

7:07campaign that

7:08I am spearheading. And I want to pipe all of these results. Okay, to

7:15advertising postcards.

7:17It's supposed to be one word, but it's all right. I was spelling like AI right

7:21now. Anyway,

7:23it could take the result of my output, pipe it or send it to a different

7:28program that

7:29produces postcards that also gets sent to all of those people. So it pipes it

7:35out to,

7:36for example, maybe a some kind of a printing program. And likewise, I might

7:40want to save

7:41all of these results for use later on. Or I might want to save the results

7:46because I

7:47want to know who has received or who has received a printed postcard that we've

7:51sent

7:52out. Actually, I don't know if they received it, but I want to know who I've

7:56sent postcards

7:56to. So so I don't send them the same postcard later on, for example, that would

8:01be something

8:02that could be saved to a hard disk drive, or could be saved to solid state

8:07drive or even

8:07a cloud program. But regardless, it's saved in some kind of storage somewhere.

0:00Hey, can I look at your math homework? I didn't understand the assignment. So I

0:05'm gonna have some help to pass this class

0:07Do you ever say that in school? Sadly I may have

0:12I was never very good at math. So I was really always a struggle for me in fact

0:18I I flunked trigonometry in other news and ever actually took trigonometry

0:23But anyway the point is I'm not very good at math

0:25And I think sometimes there's a perception that in order to be good at

0:29computers in order to be good at IT

0:31You gotta be some kind of math genius. Well, I've been doing IT for 35 years

0:37more than 35 years

0:38Never been very good at it, but I can get by just fine

0:42Okay, so the reason why I say all that is to tell you this some of this stuff

0:46We'll be talking about here if you're not accustomed to the way the numbering

0:49works and all that

0:50Don't despair and don't get discouraged if you don't pick all of this up right

0:55away

0:55because it's it's a different way of thinking it's a different way of doing

0:59math from for many of us and

1:01You will get adjusted to it in accustomed to doing certain parts of this as you

1:07go along

1:07And I know when I first started looking at some of this it just it seemed like

1:11it was you know all of this

1:13It's like what the heck is this?

1:15Some of you could probably look at all those you're good at math and you could

1:18probably look at that stuff

1:19So I know what that is that's some kind of

1:21Trigonometry or brainiography or something. I don't know what it is. Anyway,

1:26let's take a look here at what I'm sure you are

1:28Custom to and that would be decimal numbering. Okay, that's just the same stuff

1:33. We always have okay

1:34We you know one through ten, you know or zero through nine or you know, we

1:39might have certain

1:39Numbers like you know one hundreds the hundreds and then the thousands and then

1:45the ten thousands and then the

1:47I don't know hundreds thousands millions billions trillions squad of trillions

1:51whatever all these numbers that were

1:54typically used to

1:56Dealing with as humans on a decimal numbering level. So that's what we're used

2:01to and it's called also base 10

2:03Reason is because it really it has 10 numbers, but zero is a number. Okay. Don

2:08't forget that. You know I might have

2:09Zero Oreos left in the cookie jar. That is a number. It's telling me that I

2:15have none very very sad day

2:17Anyway, that's base 10. I'm not gonna elaborate on that too much more only

2:21because you've already been using it your whole life

2:23So I'm sure you're already accustomed to it

2:26But when it comes to computer data and the way it processes things in the way

2:30it notates the numbers

2:32What is your computer actually see well ultimately?

2:36The computer only sees binary data

2:39So you might see numbers or data and things like that on the computer and it

2:44might even be a decimal number

2:45You might see I don't know maybe you're in accounting or something and you see

2:48the number 10,928

2:51Okay

2:53Let's just say that's even dollars. Well, guess what your computer does not

2:57actually see that your computer is gonna convert it in

3:00It's kind of lowest common denominator in its most digestible form of data

3:06It's gonna convert that to you know a bunch of zeros and ones

3:09You know, I don't know what the real number would be right now

3:12I'm just kind of making that up, but it's gonna look more like a string

3:15of zeros and ones and ultimately that's really what your computer sees

3:20So even this video of myself talking of me talking that you're really not

3:27looking at me

3:28You're really looking at a bunch of zeros and ones

3:31It's just that your computer

3:33Packages it and formats it and runs it through whatever software you're using

3:37and through your browser and all of that and it

3:40Packages it in such a way that it looks like this

3:43Okay, some of you thinking wow couldn't it have looked any better

3:46Even this graphic over here above my head. This is just an AI generated image,

3:52but this fan right here

3:53That's really a bunch of zeros and ones. It's just that us weak-minded humans

3:57We can't interpret a bunch of zeros and ones. We have to have the computer

4:01interpret it

4:02Packaged it up in such a way that makes some kind of sense to us

4:06You ever watch the Matrix?

4:08It's a classic film. You got us. You got to see it if you haven't seen it

4:11But anyway, there was a scene in there where a young man was able to see you

4:16know a bunch of zeros and ones actually

4:17It looked a lot like this

4:19You know a bunch of zeros and ones going up and down the screen and he could

4:23interpret of course

4:24This is fiction, but he could interpret that as oh I see a woman in a red dress

4:30I see this or I see that now in reality a human product could never do that

4:34But your computer does that it's able to see things that we can't and it just

4:40produces images like this

4:41For us weak-minded humans

4:43so really the the kind of the base format that

4:47You need to understand initially at the outset here would be something we call

4:53binary data

4:54Binary as the name implies be I that means to okay

4:59Something is bidirectional can go left or right okay binary and

5:04These are the numbers that your computer and really binary data works with

5:09there's only two possibilities

5:11a

5:13Zero or a one let's take a look at a zero first. Okay. It's not an oh, it's a

5:18zero and

5:19Generally speaking this is going to mean on or false or no or negative

5:26something like that

5:27So let's look at an example of how this works out

5:30You know not long ago

5:32I went to a doctor and I had to fill out an intake form online before I went

5:36and they ask you things about your medical history

5:39You know like you know, I don't know are you overweight or do you smoke or you

5:43know?

5:43They all these questions that the doctor can then scold you about so do you

5:47smoke and there were two possibilities?

5:50Yes, or no, right now these disappeared in plain English and

5:55It was easy to just click on no for me because I'm not a smoker

6:00But in reality what was going on there is I'm quite sure that

6:04This went through

6:06Input remember we talked about input previously. I went into input into some

6:11kind of

6:11Processing right where the processing really converted that to a almost

6:17portable one a zero

6:18Because a zero is no or negative or false or off. Okay, so when I selected no

6:25the reality is

6:26It sent to the computer somewhere a zero

6:30That's the language that your computer can understand

6:33Obviously if I was a smoker and I said yes, then that would have sent a one a

6:38one instead

6:39Okay, and a one as you can imagine then would be either on or true. Yes

6:45positive

6:46Those sorts of words in its truest sense of the of the word

6:51I guess it would be on or off

6:52But we usually use these other values as well and it's pretty well understood

6:57that so

6:57These are known as zero or one those are only your only two choices

7:02There's no zero one a one and a one and a half or a two or anything like that

7:06It's a zero and a one those are known as bits

7:09Okay, so the either the zero is a the bit that was turned off or false or

7:13something like that or a one is on or true or whatever

7:16This is the smallest most reduced form of information that your computer can't

7:22understand

7:23And if we were to somehow be able to peer into the guts of the computer and see

7:28it all

7:28We would see again. It would be just all of this ones and zeros just flying by

7:33in these

7:34Impossible numbers that we would never possibly be able to keep up with you

7:38have to be a computer to understand it

7:39At least at speed

7:42Now there's also groups of binary numbers, okay, so there might be something

7:47like this

7:48If you look at this this is one two three four five six seven eight eight total

7:53bits, okay?

7:56Collectively, this is known as a bite, okay?

8:00So if you have eight bits together

8:02That's called a bite and we're gonna be looking at that later on when we look

8:06at how

8:07Data is measured and how various things in computing are measured and you'll

8:11you've heard of these before bites, you know

8:14Killer bites megabytes gigabytes all that kind of stuff. Okay. Well, we'll

8:19review that again here later on

0:00all right I mentioned in our last nugget that ultimately everything boils down

0:04to binary it's kind of the lingua franca of

0:06Your computer system you might see other things you might see you know even

0:11like what we're looking at in the slide colors shapes

0:14video all that stuff really a computer just pumping all that out in in binary

0:20ultimately and then formatting in a way that

0:22We can see it and understand it. So let's revisit math class

0:26Maybe you took some information about binary systems in math and we're gonna do

0:32that again here

0:33I'm pretty bad with math and plus it was decades ago

0:36So I didn't really remember really much of anything from any of school anyway

0:41So the binary values

0:43What does this work out to be all right?

0:45So each bit remember we talked about a bit being a one or a zero one being on

0:51or or true or yes

0:53Something kind of a value like that positive value and a zero meaning no false

0:58negative

0:58Something like a negative type of a value

1:01Well really we don't count a one or a zero these are not these are not decimal

1:07values a one does not mean a value of

1:11one literally okay really

1:13Binary works on a exponential value scale. Okay, so each bit

1:21will have an increasing power of two and

1:24We don't read it like we do most other numbers where you know if I had the

1:29number

1:29978 we start from the left and we work our way to the right with binary

1:35We start with the right and we work our way to the left

1:39So the way all that works out is like this. Okay, we have kind of a numbering

1:46line

1:46Remember in school, you know elementary school or whatever you have a numbering

1:50line

1:50Right and it would be usually maybe this is a zero and this is one two three

1:55four

1:56You know there's our numbering line or then we'd go negative negative one

2:00negative two negative three negative four right

2:04So that's kind of the number lines that we used to have well in binary

2:07We don't go into the negative really but we do start from the right like I

2:11mentioned earlier and we move our way to the left

2:14So look at this table that I have down here and that should put some

2:17enlightenment into this for us

2:19So remember we start with the right and if a bit position is on we can have

2:25either a zero or a one there

2:27Okay, let's just start off assuming that they're all turned on so here in the

2:31first bit position

2:33It has a value of a decimal one

2:35So if I put a binary one in there then that means that this counts as a one

2:42Okay, I know that could be a little bit confusing a one as a one right

2:46But let's just start with that and then we when we move on we move to an

2:50exponential value

2:52So whatever was in this position will double as it moves one position over to

2:56the left

2:57So double a one is a two double a two is a four double a four is an eight

3:03double eight is sixteen double

3:04Sixteen is thirty two double thirty two is sixty four and double sixty four of

3:09course is one twenty eight now

3:10I'm making note down here that the bits can continue. These are eight bit

3:14positions, right?

3:15That's the eighth bit. It can't go nine ten eleven and so forth further on

3:19But the reason why we kind of stopped at the eighth bit position is because

3:23Remember computers think in groups of eight bits or a bite

3:28So this is kind of how it naturally segments its data. It'll do a bite at a

3:34time

3:35But if we did go to a ninth bit what would be double one twenty eight B? That

3:39would be two fifty six

3:41What would double that be it would be five oring at a room here five twelve

3:45A double that would be a thousand twenty four and so forth for our purposes

3:49right now

3:49Let's just park on the eighth bit another reason why that's useful in our

3:53current training is because if you move forward further

3:56Into yt

3:58Especially with the networking you're gonna be working with IP addresses and

4:01just as a quick side note IP addresses

4:04Are unique to each computer in a network? So my printer over here behind me?

4:09I think it's IP addresses ten dot ten dot ten dot fifteen that what really

4:13works out is in

4:14Binary that's how it's really gonna be identified

4:17I will just identify myself as IP address ten dot ten dot ten dot fifteen

4:23Because I'm a weak-minded human and I can't just think in binary terms

4:27But your computer will see it this way. Let's just go with one of these numbers

4:32Okay, so the decimal ten would be what it would be any combination of these

4:36that adds up to ten

4:38But they have to be turned on with a one right so since it's ten

4:44I already know that sixteen and further to the left these are all non-starters

4:48Okay, not even any point in looking at those. I know it has to be values from

4:52the right fourth bit here over

4:55All right, what two numbers of this will add up to ten? Well, that would be an

4:59eight and a two with that equal ten sure would

5:02So that means also that I will not count these other ones

5:06So anytime in a binary kind of numbering line if you will

5:10You want to use one of the numbers there you will assign a one to it in binary

5:15and a zero if you want to disregard it

5:18Not count it doesn't count whatever. Okay, that means that eight plus two now

5:23would equal ten

5:25Right in looking at this in a decimal format. How about a fifteen remember one

5:30of my in my IP address?

5:32It was ten dot I shouldn't have erased it. I guess ten dot ten dot ten dot

5:35fifteen. How would I?

5:37Designate the number fifteen in all of this. Well, let's see what numbers would

5:41add up

5:41215 again 16 and over too big I already know that's a non-starter, but eight

5:47yeah that would fit within 15

5:49So I'd turn that on how about eight plus four. What is that equal twelve? What

5:53is?

5:54eight plus four plus two equal well that would be fourteen right and then if I

6:00turned on the last one that would be 15

6:01So eight plus four plus two plus one equals

6:0615 see that's how binary works out now all have you do probably a couple more

6:11of these when we have our

6:13Last section within this skill at the end of most skills

6:17We usually have some kind of a validation some trainers might call it a

6:20challenge or practice or something like that

6:23I call mine

6:24Validations and I'll have you do a little bit of practice with this to see how

6:28you do now

6:29and if you want also about octal which you do because that's part of the

6:35CompT a tech plus exam objectives then you have to understand this first okay

6:39octal really only works with

6:41Binary and we will take a look at that in our next video

0:00All right, so previously we addressed the notational system here of binary

0:04values remember on our last video and we work with eight bit positions here

0:09starting from the first bit position here ending with the eight bit position

0:13over there. Remember that really relates to a bite.

0:16Although you can go further to the left and your computer will sometimes do

0:19that. That's generally kind of how we group all of this and how your system

0:23will will group it.

0:25Now, that is a foundation will provide what we need for this next section here

0:30which will be notational systems for octal.

0:34Now, in my IT career, I've never really had to mess with octal, but it can be

0:38useful, especially for those people that get further into development

0:43programming stuff like that.

0:46They will use it more often there, but the foundation of it is still binary

0:50right. It's just that we're only working with three bits at a time.

0:55The whole purpose of it is that kind of makes it a little bit more readable.

0:59Because remember, with this, you got a lot of zeros and ones and you know all

1:04of this this, and it's just a little bit more to look at in your peripheral

1:09vision, I guess, then it would be with octal, which is only

1:12with three bits. This is also known as base eight, because it can use a total

1:17of eight values, okay, zero through seven. Remember, zero is a number. So it's

1:22not one through eight. It's zero through seven.

1:26So it's going to just simplify the grouping of our binary values. Ultimately,

1:31the values are still going to be this. Okay, it's just that we're only looking

1:36at it three bits at a time instead of eight bits at a time.

1:39So with octal, that's what we do. By the way, octal is oct meaning eight oct

1:45opus octagon, stuff like that. Okay, octogonally shaped stop signs. Okay, so

1:51that's what octal is there.

1:53And what with this, what we're going to do is we're going to convert binary to

1:57octal here. Okay, so each group of three bits will be one octal value. All

2:04right.

2:05So remember, with our binary numbering line in the first bit position, the

2:09value is one second bit position. The value is two, because it's doubled, right

2:13? So it doubles that double two is four. And then we stop. We don't go any

2:18further with octal notation.

2:21So look, this is an example. What if I had a value like this? Okay. And just

2:27straight binary without any segmentation or division. All right. Well, in octal

2:32, what we're trying to do is we're dividing that in half, right, because that's

2:37six bit position.

2:37So we're going to have the first three here, the second three here, that would

2:43equivocate to a one one zero and a zero one zero in binary. So if we look at

2:48our, our table here, that would be enabling the third bit position on the

2:53second bit position, right?

2:54So that would be a four plus a two, right, because we're, we got a one there,

2:58which means again, we're counting that value. This is one meaning true on, yes,

3:03that kind of thing.

3:04So we're counting the four, we're counting the two, that adds up to what? Six.

3:09In decimal, the octal notation there would be one, one, zero. All right. So how

3:14about this one? A zero, one, zero. There it is right here.

3:17Zero, one, zero. That means we're only counting the two for this position. So

3:23that would be a decimal value of two. And our octal notation, there would be

3:27zero, one, zero. All right, I'll put a line here to kind of designate that.

3:32This is decimal. This is octal. And in this field, I don't probably don't

3:35really need to put decimal. I'm just putting that in to make a little bit more

3:40understandable that this value equals six, this value equals two when we look

3:46at decimal values.

3:47Now, I have to say for all of this, when you take the exam for the tech plus, I

3:52doubt if they're going to ask you to convert all these values back and forth

3:57and to be the math expert with any of this.

4:00Some of you are already good at this, and so it wouldn't be a problem. For me,

4:04it wouldn't be a problem either, but I'd have to stop and think about it for a

4:07minute, but I don't think you're going to have to for that exam.

4:10Nevertheless, it's part of the course. So I want you to understand, have an

4:14understanding of the differences here between decimal and base aid and base two

4:19, which is straight binary and all that kind of stuff.

4:23Now, I do also have to make an emphasis here. Remember how we were looking at

4:27this. It's a six and a two. That's a six and that's a two.

4:31That does not equal sixty two. All right. What that equals really is if we

4:36convert this into straight binary for decimal, then that's going to give us

4:40something different. So that would be a two plus a sixteen. That's sixteen plus

4:49a thirty two.

4:49Plus sixteen plus thirty two. That would equal fifty if my math is right.

4:57Thirty two plus sixteen would be forty eight plus two. So that'd be equal fifty

5:01.

5:01So I just want to be clear on that, okay, because we're working with octal

5:05notation with just breaks up the binary value here for us. So that makes it a

5:10little bit more readable.

5:11You'll have to look at three bit positions at a time. And if we look at those

5:15separately, yes, that's a six and yes, that's a two. But really what that's

5:19referring to is this whole binary value, which equals fifty.

5:24Now, again, I'm not going to expect you to get tripped up on that on the exam

5:27because they're not going to do that to you. Only I would be mean enough to do

5:32that to you.

0:00All right, and then now let's move on into hex values.

0:04Okay.

0:05So with this, let's start really with the decimal value.

0:08I've just got a table I just produced here.

0:11And let's just look at this first.

0:13This is nothing unusual that you've been using this your whole life.

0:16Okay.

0:17So zero through 15 for a total of 16 different values, right?

0:23Same kind of numbering that us humans are used to dealing with.

0:28Now let's ignore the middle column for a moment and go over here to the binary

0:32values.

0:33This is stuff we've already looked at, right?

0:35So if we have a binary value of all zeros, that's the same as zero and decimal,

0:40right?

0:41Because we're not counting any of the values on this whole numbering line.

0:45If these are all zeros all the way through, that's just a zero, pretty straight

0:50.

0:50Let's skip down a few.

0:51Let's go down here to seven.

0:53Okay.

0:54That's a zero, a one, one and a one, right?

0:57If we look at our binary numbering line, we have a zero here and a one and a

1:02one and a

1:02one, that means we're counting the four.

1:04Okay.

1:05And we're adding to that six plus a one, that's seven.

1:09There you go.

1:10Seven.

1:11Now initially here, as we go down through all of this, not really a lot of

1:15surprises,

1:16even if we got down to, let's say, the nine right here.

1:20Okay.

1:21Uh, then over here we would have, well, this, this right most position beat, we

1:25'll turn

1:26that on.

1:27That's a one, eight right here.

1:29So that would be eight plus one equals nine, right?

1:33So in binary, that's what nine looks like.

1:37Decimal.

1:38That's what nine looks like.

1:40Now let's switch it up here and start to count the middle column.

1:44How about this?

1:45No surprises, right?

1:47It's really the same.

1:48All of these decimal values and the hex values are the same.

1:53Oops.

1:54All doesn't have three lines in it.

1:56Anyway, see how good I am at math.

1:58Anyway, these are all the same.

2:00All right.

2:01Very, very easy from that perspective.

2:04Now it does get trickier when we get into anything past the nine.

2:10Now why would we do that, by the way?

2:12Uh, first of all, really the value, hex values, they're the reason why we use

2:19these is for

2:20compactness.

2:21I'll just put compact.

2:22Okay.

2:23So we have compact and this gets to be a factor when we work with certain kinds

2:29of values.

2:30We want to squish down the distance from left to right here to make it more

2:36compact and

2:37readable.

2:38So if we look at the decimal value of 10, how many, you know, spaces that

2:44require, it

2:45requires two, right?

2:47A one and the zero that equals 10.

2:50There's two spaces involved there.

2:52And the binary values is a lot less efficient because to 10 there, that's the

2:56eight position.

2:57That's the two position that would equal 10 in decimal, but it requires a total

3:01of four

3:03spaces to write that out, correct?

3:06However, look at the hex value for it for 10.

3:10It's just an a very compact.

3:13We only need one space for that.

3:15Similarly, with all the rest of these all the way down through till we get to

3:20the 15, 15

3:22is a F in hex value.

3:25We would need four spaces of there in binary and two spaces here.

3:30It seems to write right now, two spaces here in decimal, but much more compact

3:35if you just

3:35have an F right there.

3:37So it goes a through F a equaling at 10, b equaling 11, c equaling 12, d equ

3:44aling 13,

3:46e is 14 and F is 15.

3:49There is no g and Q and X or anything like that.

3:53Hex only goes zero through nine and a through F.

0:00All right, so now that we have some concept of notational systems, particularly

0:04in relation

0:04to binary, we can use that knowledge to expand it into other areas.

0:10And these are primarily going to be areas of units of storage, like how big a

0:13hard drive

0:14is or how much memory a computer might have, how much RAM, or you could use it

0:19in terms

0:20of data throughput, like how fast is your land speed, your local area network,

0:25or how

0:26fast is your Wi-Fi, how fast is your internet connection, that sort of thing.

0:30Now, you might be looking at this and saying, "Hmm, some of it looks kind of

0:34familiar,

0:35but not really completely."

0:36So, for example, you may have purchased a computer that had, I don't know, 500

0:42gigabytes of storage

0:43on it.

0:44So that looks kind of like this, but not quite.

0:47That was gigabytes, gigabytes instead of gig bit bytes.

0:52Well, I'm going to get tongue twisted, I promise you, before I'm done with all

0:56of this.

0:58Generally speaking, these are the more literal terms, okay?

1:02If we wanted to be completely specific or completely accurate, I guess, with

1:06the way

1:06we should say them.

1:08But partially because of various vendors for storage, the way they have

1:14provided terms

1:15for their storage and so forth, we generally use other terms that actually roll

1:20off the

1:20tongue a little bit easier, and which you're probably heard more frequently,

1:24like instead

1:25of gigabytes, you might have heard of kilobytes.

1:27Instead of megabytes, you might have heard of megabytes, gigabytes, terabytes,

1:34petabytes,

1:35exabytes and so forth, instead of the way that we see them written here.

1:38I'm just providing these because these are kind of the most literal form of

1:42those.

1:43Now, also, what is it?

1:45I'm going to use the literal terms here first.

1:47What does it bite?

1:52How do we know that?

1:53Well, it really starts again from our binary numbering system.

1:56Remember, we start with the right and we double it every time we go further to

1:59the left.

2:00So there's one, two.

2:02How did I write a two like that?

2:04Oh my goodness.

2:05Not only did I flunk math in school, I also flunk penmanship.

2:08So there's a one and then a two and then a four, eight, 16, 32, 64, 128, five,

2:1912 and

2:20what's double five, 12, a thousand, 24.

2:24Yes, right there.

2:26So you can see there that normally we were stopping right here when we had

2:31eight bits.

2:32And again, that's where you're going to stop generally when you do things like,

2:35oh, IP

2:36addresses and stuff like that, which ultimately is really binary.

2:41But now we've expanded and we've moved further along that kind of numbering

2:47line in binary

2:48till we move further to the left till we got to a thousand, 24.

2:51So that starts with a K and you see that in other things as well.

2:55Kilo, like if something weighs a kilo, then that's where you see that K I right

3:00there.

3:01Okay.

3:02But anyway, all of these are exponential.

3:04That's why I have factor over here.

3:05You don't need to memorize all of that.

3:06I'm just putting that up there for you for you math nerds.

3:10Also each one of these as you move further down, you start at kibba bites and

3:14you move

3:14down to meba bites.

3:17It's a thousand times more.

3:19So a meba bite is a thousand kibba bites.

3:22A thousand meba bites are meba bits.

3:26A thousand meba bits would be a gibbib it.

3:29I'm really having a hard time pronouncing all these some right now.

3:32Okay.

3:33Gibbib bits would be a tebibib it.

3:37Oh my gosh.

3:39And so forth.

3:40I'm just going to assume that you can assume that all of these are a thousand

3:44times whatever

3:45preceded it.

3:46And if you want to know the literal value, it's it's all over here.

3:49Now I'm you're not going to memorize all of this.

3:51Okay.

3:52Don't don't bother trying to memorize all of this.

3:53I never have.

3:55We just start at the smaller measure and we assume that you know it's a

3:59thousand more than

4:00what preceded it.

4:01So there are symbols you might see.

4:03These are the abbreviations for the symbols over here on the right.

4:08But again, I want to emphasize we usually use the more colloquial, easier to

4:13pronounce

4:14terms, kill a bit mega bit, gigabit, terabit, so forth.

4:20Also these are in terms of only specific bits, as I was mentioning earlier, but

4:27remember,

4:28only a computer thinks in terms of chunks of eight bits at a time.

4:32Did I write it there?

4:33One, two, three, four, five, six, seven.

4:35Yeah, there's eight there.

4:36So that would be a bite, remember?

4:38Well a thousand bytes would be guess what?

4:41A kibbit bite.

4:43Okay.

4:44All right.

4:45So just bear that in mind.

4:46Anytime you see bite at the suffix, then it's working in terms of chunks of

4:52these eight

4:53bytes there.

4:54And also I may bring this up again when we talk about specific storage, like

4:58hard disk

4:59drives, network attached storage, RAM, stuff like that.

5:05The vendors for storage products have generally kind of cheated.

5:10Okay.

5:11Because it's easier for them to attain higher numbers.

5:16If they make it multiples of a thousand instead of starting at a thousand

5:19twenty four, they

5:20started at a thousand.

5:22Okay.

5:23So then if you had a thousand kilobytes for storage, now you would have a meg

5:31abyte.

5:32But in the storage that they're using here, it's not this much storage.

5:38It is actually only one million.

5:41Okay.

5:42And using that, especially as it scales up to larger and larger units of

5:47storage, then

5:48they can kind of cheat that.

5:50It's kind of was useful for marketing.

5:52The earlier on when a hundred megabytes was a lot of storage or 500 megabytes

5:58was a lot

5:58of storage.

6:00Nowadays, it's really small to have 500 megabytes.

6:04But they still kept that same kind of convention as they moved down through

6:09here.

6:10Just as an FYI again, you don't need to memorize that.

6:12I'm just letting you know that for most storage when you hear that it's a, oh,

6:16I don't know,

6:17gigabytes, some number of gigabytes, for example, it's not going to this number

6:22.

6:22It's going to, what is that?

6:24A billion bytes.

6:25So it'd be one like that.

6:27It'd be a billion bytes instead of what it would literally be like this.

6:34All right.

6:35Now, do you run into that every day?

6:37No, colloquially speaking, and just in general IT conversation, we say that we

6:42have a 500

6:44gigabyte hard drive or we have 300 megabits per second throughput speed.

6:50Let me give you an example of that too, by the way.

6:54So if I just bring open a browser over here and I just go to fast.com, this is

7:00actually

7:01from Netflix and it's a way to measure your internet speed.

7:06Actually, I think you can see it even see where it says Netflix down by my

7:10microphone.

7:10So Netflix came up with this just as a way to quick and dirty way to check your

7:14internet

7:15speed.

7:16Notice that it has 300 megabits per second.

7:20Now there's an important distinction there.

7:23When it comes to storage, I'll write this up here at the top.

7:27Let's say I have 300 megabytes of storage left on my hard drive.

7:35So that would be for storage.

7:39Or maybe I have 300 a program that's using 300 megabytes of RAM.

7:45It's a case for storage for RAM, like hard drive for RAM, something like that.

7:49Did you notice that this website here that I just showed you had a lowercase B

7:54right there?

7:56That's an important distinction because when I have 300 megabits of throughput,

8:03it's the

8:03lowercase B, okay, megabits.

8:06All right, it would be incorrect to say I had 300 megabytes of data throughput.

8:14That would basically be eight times this.

8:18And it would be this right here, all right?

8:20Because we're working with bits, not bytes when we're talking about data

8:25throughput.

8:26And as you look at the outline for the exam objectives that we have from CompT

8:31IA here

8:31for TechPlus, you see that again here, it kind of tells it for us.

8:35Storage units are in bit byte, kilobyte, megabyte, gigabyte, terabyte, petabyte

8:41.

8:41And then the chart I gave you goes further beyond that into really truly large,

8:46large

8:47storage.

8:48So you can get into exabytes, exibits or exabytes, zeta bytes or zeta bytes, y

8:55ada bytes

8:55or yaba bytes.

8:56Gosh, that's hard to pronounce.

8:58Anyway, then you're getting into just staggering amounts of storage there.

9:03Anyway, once again, if it ends in a byte, that's usually going to be

9:08referencing storage.

9:09If it's throughput, like an internet connection, the speed of a network or

9:14something like this,

9:15then you're almost always going to be looking at bits, okay?

9:18Killer bits.

9:19I don't know why my pen's doing that.

9:21Killer bits per second, megabytes per second, gigabytes per second.

9:26And again, the second B there is lowercase as opposed to an uppercase for

9:32storage.

9:33We're going to be talking about processor speeds more when I talk about

9:37processors at

9:38a future point in time.