mountcarmelhigh.co.ukmountcarmelhigh.co.uk/.../2016/12/gcse-computing-201… · web viewtime/ no....

Time/ No. of Lessons

Teaching Objectives Suggested Activities: group work; research; practical’s

Resources: worksheets; files; equipment

Link to SMSC: Literacy; Numeracy; ICT

Extension: G&T; SEN

Rich Questions: what; why; where; when and how

Misconceptions

H&S

1

(a) define a computer system

Pair Work; What is a computer system?

Whole class discussion

Pair Work; Identify different computer systems

PPT, worksheets

We can look at the difference between humans and computers

SEN: Use a wide range of tests to build core IT knowledge and skills

G&T: Look at all home IT and analyse the effectiveness of it

What do computer systems allow us to do?

What is a computer?

Visual check of equipment (computer and personal belongings)

Check whiteboard, lighting, windows, ventilation, tripping hazards, correct seating position for computer use

1

(b) describe the importance of computer systems in the modern world

Group Work; analyse different systems and how they integrate with the modern world

Give examples of different computer systems around the house

PPT, worksheets

We can look at the difference between humans and computers

SEN: Use a wide range of tests to build core IT knowledge and skills


Why is there a need for computers in the modern world?

How can we work with computers?

When did computer systems become an important part of society?

1

(c) explain the need for reliability in computer systems

Group Work/ Pair Work, Research of reliability with computers (planes; auto pilot; recent disasters, Automated

PPT, worksheets, WWW, news stories

Look at how computers have become an important part of

SEN: Use a wide range of tests to build core IT knowledge and

Why do computer systems need to be reliable?

What makes a computer

Units of LearningYear: GCSESubject: Computer Science – 2.1.1 Computer Systems

cars, social media, SAT NAV

society skills


system reliable?

How have computer systems progressed?

1

(d) explain the need for adherence to suitable professional standards in the development, use and maintenance of computer systems

Group Work/ Pair Work

Research different standards; De facto, Proprietary, Open, Industry, De jure

Report to the rest of the class (become teacher)

PPT, worksheets, WWW

Look at what standards students should adhere to or set themselves

SEN: Reinforce correct use of terms (word wall)

G&T: Detailed comparison between different standards

What are the benefits of standards?

How can they be regulated?

When did standards evolve?

1

(e) explain the importance of ethical, environmental and legal considerations when creating computer systems

Look at the good and bad uses of computers (save a life-pornography)

Investigate the data protection act and how we abide by it (WWW)

Environmental effects computers have on the environment – recycling, energy usage (video)

PPT, worksheets, WWW, video

Making the right decisions every day

Abiding to the law (school, government etc...)

SEN: Help sheets given/ further explanations

G&T: Explain ISO, why, when and how. Compare with other organisations

What is the difference between ethical and legal?

What are the good and bad effect computers have to the environment?





Extension: G&T; SEN


Misconceptions

H&S

2

CPU

(a) state the purpose of the CPU

(b) describe the function of the CPU as fetching and executing instructions stored in memory

(c) explain how common characteristics of CPUs such as clock speed, cache size and number of cores affect their performance

Pair Work; Identify different hardware components

Group Work; FDE Cycle (role play)

Research different factors affecting the performance of the CPU

PPT, worksheets, resource cards, computer motherboard (visual)

Numeracy; Speed calculations of different computers

Working together like different elements of a computer (how it can help)

SEN: Reinforce the key terms and words used (word wall, sticky notes)

G&T: Compare the different factors that affect the performance of a CPU

G&T: Research EDVAC and ENIAC

What is a CPU?

How do the different components work together?



3

Binary

(d) explain why data is represented in computer systems in binary form

(e) understand and

Group Work; Who is John von Neumann

Whole Class; What is binary?

Whole class; Examples of logic gates

PPT, worksheets,

Numeracy; Sequencing and numbers

SEN: Examples of truth tables with missing answers (fill in the blanks), Scaffolded tasks to embed knowledge

Why do computers use binary?

How does this affect the execution of information within a computer?

Units of LearningYear: GCSESubject: Computer Science – 2.1.2 Computer Hardware

produce simple logic diagrams using the operations NOT, AND and OR

(f) produce a truth table from a given logic diagram

Examples of truth tables G&T: Complex truth tables and logic circuits

2

Memory (RAM and ROM)

(g) describe the difference between RAM and ROM

(h) explain the need for ROM in a computer system

(i) describe the purpose of RAM in a computer system

(j) explain how the amount of RAM in a personal computer affects the performance of the computer

Class discussion; what is main memory?

Pair Work; RAM and ROM cards (teaching each other)

Examples of ROM and RAM used in computers (use online resource to visualise)

Research the different sizes of RAM and the effect on a computers performance

PPT, worksheets, resource cards, computer motherboard

Numeracy; calculations of memory

Are computers becoming too large in memory? What is the impact on society?

SEN: Scaffolded tasks to embed knowledge

G&T: Detailed explanation of RAM and ROM

G&T: Is RAM better than ROM?

How does the CPU and Memory work together?

How can the size of RAM affect the computers performance?

What is volatile?

What is non-volatile?

Why do all devices using computers have RAM and ROM?

2

Memory (Virtual, Cache, Flash)

(k) explain the need for virtual memory

(l) describe cache memory

(m) describe flash memory

Worksheet; Identify the difference between virtual and flash memory

Group Work; Create diagrams of virtual memory in action

Research the different flash and virtual memory


Are computers becoming too large in memory? What is the impact on society?

SEN: Reinforce correct use of terms (word wall)

G&T: Investigate the different sizes of flash memory devices (compare the price per GB)

Why is virtual memory important?

How has memory changed over time?

(n) discuss how changes in memory technologies are leading to innovative computer designs

devices G&T: Research the history of the computer and how much typical memory it had, plot on a graph in MB (1970+)

2

Input and Output Devices

(o) understand the need for input and output devices

(p) describe suitable input devices for a wide range of computer controlled situations

(q) describe suitable output devices for a wide range of computer controlled situations

(r) discuss input and output devices for users with specific needs

Examine the different hardware needed for a computer and what different hardware is used for

Pair Work; Discuss real world input and output devices and how they integrate with computers

Pair Work; Scenario given; match suitable input and output devices to a computer

Class discussion; Given examples of different input and output devices for accessibility


How do I/O different devices help to eliminate the divide between different computer users?

SEN: Real world examples given

SEN: Images given to identify devices

SEN: Images on wall

G&T: Explain the different I/O devices a disabled user can use with a tablet/ mobile device

Why are they called input devices?

Why are they called output devices?

Why are I/O devices not software?

2

Secondary Storage

(s) explain the need for secondary storage

(t) describe common storage technologies such as optical, magnetic and solid

Whole Class; video representing the different types of storage and how they work

Investigate and explain different storage devices: optical, magnetic and solid state

PPT, worksheets, video

What do we take into consideration when deciding on different types of secondary storage uses?

SEN: Word wall to reinforce the different storage devices

SEN: Help sheets given with extra information to explain the

Why do we need different types of secondary storage devices?

How do different storage devices work across multi platforms?

state

(u) select suitable storage devices and storage media for a given application and justify their choice using characteristics such as capacity, speed, portability, durability and reliability

(worksheet)

Pair Work/ Individual; Mix and match worksheet (selecting the correct storage device for an app)

different devices

G&T: Research and plot on a graph the different access times for a CD, DVD and flash memory device

Time/ No. Teaching Objectives Suggested Activities: Resources: Link to SMSC: Extension: G&T; Rich Questions: what; why; H&S

Units of LearningYear: GCSESubject: Computer Science – 2.1.3 Software

of Lessons

group work; research; practical’s

worksheets; files; equipment

Literacy; Numeracy; ICT

SEN where; when and how

Misconceptions

2

Functions of an Operating System

(a) explain the need for the following functions of an operating system: user interface, memory management, peripheral management, multi-tasking and security

Whole class; what is software? Define software

Video; How an OS system works (making notes)

Dissect the five functions of an OS (worksheet), explain and evaluate

Group Work: Each given an OS to research and collect information (presentation)

PPT, worksheets, video, WWW

Why are there fans of one OS over another?

Is it about territory and tribalism or can we tell the difference?

SEN & G&T: MUMPS anagram (assist with understanding)

G&T: Extend learning to think about computers at home and how different devices interact with the OS

What is the difference between the OS, Utilities and Applications?

Why are there differences between different interfaces? What are they used for?

Why does an OS need to multi task?

Why are peripherals so important?



2

Common Utility Programs

(b) describe the purpose and use of common utility programs for computer security (antivirus, spyware protection and firewalls), disk organisation (formatting, file transfer, and defragmentation), and system maintenance (system information and diagnosis, system clean-up tools, automatic updating)

Class discussion; security and encryption

Selection of videos that explain the different types of utility software

Utility software (worksheet)

Pair Work; Discuss common utility programs (firewall, anti-virus, spyware)

PPT, worksheets, videos

Why is security important? What are the consequences of poor security?

SEN: Identify different utility programs at home, what are they, why do you use them and how many do you use properly? (give list of possible programs)

G&T: Why do we use encryption? What is encrypted at home?

When, who and why might need to encrypt data?

What happens if utility programs are not kept up to date?

How do we know the difference between a trustworthy utility program and an untrustworthy one?

2

Application Software

(c) discuss the relative merits of custom written, off the shelf, open source and proprietary software

Whole class; discuss and compare two software suites (Open Office and MS Office)

Video (explaining different software)

Whole class; discuss video (adv./dis of different software)

Worksheet (following video)

Online activity

PPT, worksheets, video, online activity

Why is there a difference in price of each type of software?

SEN: Name the different types of software used at home

G&T: Apply and justify different application software to a given scenario

Why are there different types of application software?

What are their merits?

How can different types of application software be run on the same computer?

Time/ No. of

Teaching Objectives Suggested Activities: group work; research;

Resources: worksheets;

Link to SMSC: Literacy;

Extension: G&T; Rich Questions: what; why; H&S

Units of LearningYear: GCSESubject: Computer Science – 2.1.4 Representation of Data in Computer Systems

Lessons practical’s files; equipment

Numeracy; ICT SEN where; when and how

Misconceptions

1

Units

(a) define the terms bit, nibble, byte, kilobyte, megabyte, gigabyte, terabyte(b) understand that data needs to be converted into a binary format to be processed by a computer

Whole class; discuss the key terms (a) and how they are represented

Worksheet; identifying the terms (a)

Class role play; binary cards

Complete questions on binary conversion and key terms (a)

PPT, worksheets, binary cards

How do humans pass data from one generation to another?

Is data more reliable now?

The fragile nature of digital data and how this links to people

Different codes used by computers and how this can be represented in humans (languages)

Calculations using binary, denary and hexadecimal numbers

Key words and terms used throughout

SEN: Given help sheets with definitions of sizes

G&T: Investigate and explain the process of how computers understand data

G&T: What are the unit names after a terabyte?

How does digital data get transferred from one device to another?

Why do computers only understand binary?

What other number systems are there?

What is the difference between data, information, knowledge and wisdom?


Check whiteboard, lighting, windows, ventilation, tripping hazards, correct seating position for computer use3

Numbers

(c) convert positive denary whole numbers (0-255) into 8-bit binary numbers and vice versa

(d) add two 8-bit binary integers and explain overflow errors which may occur

(e) convert positive denary whole numbers (0-255) into 2-digit hexadecimal numbers and vice versa

(f) convert between binary and hexadecimal equivalents of the same number

(g) explain the use of

Pair Work; research denary and binary numbers and how they are represented

Pair Work; pairs to discuss findings

Whole Class; Identify and discuss findings from pair work; defining both binary and denary

Individual; Investigate hexadecimal numbers and how they can be represented in binary (chart given)

Exercises converting binary to denary; binary to hexadecimal and vice


SEN: Help sheets and reinforcing key terms

G&T: Further research and explanations needed

Why do we work in bits?

When were the number systems introduced?

How can we translate each number system effectively?

hexadecimal numbers to represent binary numbers

versa

2

Characters

(h) explain the use of binary codes to represent characters

(i) explain the term character set

(j) describe with examples (for example ASCII and Unicode) the relationship between the number of bits per character in a character set and the number of characters which can be represented

Whole class; History of ASCII code

Examples given to class of ASCII code table

Understanding the different codes used within the table

Exercises using the ASCII table (e.g. spell name in binary, create a letter using hex/ decimal/ binary)

Research ASCII and Unicode – relationships? Differences? Explanations



G&T: How do we enter extra characters when using a computer if there are not enough keys or combinations?

G&T: What is meant by the term ‘word length’? (research and explain)

How do systems agree on codes being used by the computer?

What were the origins of bytes? Did it always = 8 bits?

What are the differences between using an ASCII character set and a Unicode character set?

2

Images

(k) explain the representation of an image as a series of pixels represented in binary

(l) explain the need for metadata to be included in the file such as height, width and colour depth

(m) discuss the effect of colour depth and resolution of the size

Research; history and information on how images are formed

Whole Class; Discuss findings and links between pixels and binary

Discuss properties, sizes and colour depth of images

Explanation of pixels and binary, resolutions, bitmap images and

PPT, worksheets, WWW, hex image editor, image files


G&T: Create some images, identify the properties and convert them to binary numbers

What is metadata?

How can an image be represented by binary numbers?

What are the main factors affecting the size of an image file?

of an image file pixelated

Exercises and examples given to understand the use of binary in images

2

Sound

(n) explain how sound can be sampled and stored in digital form

(o) explain how sampling intervals and other considerations affect the size of a sound file and quality of its playback

Explain, discuss and give examples of sound files, graphs and charts (video)

Explain and discuss the use of sample rates and bit rates and how they affect the quality and size of the sound file

Examples of different sound files (manipulation)

PPT, worksheets, video, sound files


G&T: Investigate and explain the findings of copying sound at different bit rate and sample rates

What are the differences between sample and bit rates?

How can they be tracked and monitored?

What forms of devices can be used to record, store and playback sound files?

2

Instructions

(p) explain how instructions are coded as bit patterns

(q) explain how the computer distinguishes between instructions and data

Class discussion; Recall back to FDE Cycle and how instructions are processed

Use of model program counter and the process of bits and instructions

Investigate the two parts of instructions (operator and operand)

Worksheet; identify and explain the different parts of instructions (operator and operand)

PPT, worksheet, WWW, model program counter


G&T: Explain how instructions are coded in binary form

How do computers continue to complete instructions?



Resources: worksheets; files;


Extension: G&T; SEN


H&S

Units of LearningYear: GCSESubject: Computer Science – 2.1.5 Databases

equipment Numeracy; ICT Misconceptions

2

Database Concept

(a) describe a database as a persistent organised store of data

(b) explain the use of data handling software to create, maintain and interrogate a database

Whole class; discuss the importance of databases

Worksheet; features of a database (mix and match)

Examples of databases used and organisations that may use them

Research the data protection act – why is it important when creating a database?

Whole class; case studies when data has been leaked via using a database – importance of security

PPT, real world database models, worksheet, WWW

How can we make sure that our freedom and privacy is secure when dealing with databases?

SEN: Understand important key words and terms

G&T: Explain the key terms used

What is a relational database?

Are database relationship diagrams art?



1

Data Models Explanation of different data models (flat file databases, hierarchical database, relational database)

Whole class; case study linked – a hotel booking system – relationships

Worksheet; other real world examples – create own database

PPT, real world database models, worksheet

Can we link employment to a database model?


G&T: Research and explain the use of different models giving examples

How can different database models be integrated?

2

Relational Databases

(e) understand the

Explain the term entities, attributes and

PPT, worksheet,

The importance of organising and finding files in a

SEN: Reinforce key terms and

Why does a database have to be complex?

relationship between entities and tables

(f) understand the components of a relational database, such as tables, forms, queries, reports and modules

relationships

Group work; create a diagram for an example database given using entities and relationships

Explain the key components of a database (f)

Demonstrate database with key components

Worksheet; mix and match the descriptions with the keywords

database file database, how can that be linked to school or life?

Compatibility and relationships

words

G&T: Explain the terms in detail and link to diagram

What can be achieved by a valid relationship within a database?

2

Key Fields and Validation

(g) understand the use of logical operators in framing database queries

(h) explain the use of key fields to connect tables and avoid data redundancy

(i) describe methods of validating data as it is input

Whole class; example database design given to students with different data types and validation

Video; explanation of PK and FK

Pair Work; Identify and discuss the different data types used by a database (using example)

Pair Work; identify and discuss the different validation rules that can apply to fields (using example)

Whole class; different validation methods (e.g. length check, check

PPT, worksheets, database design, video

What is the importance of validation as humans and computers?

SEN: Key terms and explanation of validating data

G&T: Define the terms ‘data redundancy’ and ‘data validation’ with examples of each

Why do we need to validate the data within a database?

Which is more important a PK or a FK?

digit, range check)

2

DBMS

(c) describe how a DBMS allows the separation of data from applications and why this is desirable(d) describe the principal features of a DBMS and how they can be used to create customised data handling applications

Explain the different views of a database (external and internal)

Investigate the importance of accessibility of a database (real examples)

Research the term ACID and how it is linked to a DBMS

Pair Work; Discuss the features/ tools of a DBMS

Whole class; discuss findings from pair work as a class

PPT, worksheet, WWW, database model

Is the storage of data in a DBMS too much of a risk?


G&T: Explain and create a diagram of the different methods of handling data in a database

What does a DBMS really do?



Resources: worksheets; files;


Extension: G&T; SEN


H&S

Units of LearningYear: GCSESubject: Computer Science – 2.1.6 Computer Communications and Networking

equipment Numeracy; ICT Misconceptions

4

Networks: LANs

(a) explain the advantages of networking stand-alone computers into a local area network(b) describe the hardware needed to connect stand-alone computers into a local area network, including hub/switches, wireless access points

(c) explain the different roles of computers in a client-server and a peer-to-peer network

(d) describe, using diagrams or otherwise, the ring, bus and star network topologies

Pair Work; mind map – what is a network?

Whole Class; discuss findings

Investigate; LANs

Whole Class; Discuss ADV & DIS

Whole Class; explain hardware; Hub, Switches, Wireless Access Points, Routers and Cables

Research (Group Work); Peer to Peer and Client Server (ADV & DIS) – present to class

Video; Explaining LAN topologies

Whole Class; discuss and explain LAN topologies

Practical (Group Work); Using wires and foam balls to re-create topologies and explain/ present to class

PPT, worksheets, WWW, wires and foam balls, video

Is the globally connected world a good thing? Or a disaster waiting to happen?

SEN: Reinforce keywords and phrases

G&T: Creating diagrams and explanations of LAN networks/ topologies

How do we create networks?

Why are LANs restrictive?

How do you connect to a LAN?



2

Networks: WANs and IP

(e) describe the differences between a

Investigate; WANs

Whole Class; discuss

Whole Class; Explain the

PPT, worksheet, envelopes

Can people go ‘off grid’ for a week?


Why do different networks differ in speed?

How many different numbers can be represented by an IP

local area network and a wide area network such as the internet

(f) explain the terms IP addressing, MAC addressing, packet and protocols

difference between LANs and WANs

Whole Class; Explain the use of IP and MAC addressing

Worksheet; Identifying IP addresses

Whole Class; using envelopes explain the use of packets of data (linking to mail sent)

Worksheet; mix and match protocols

Whole Class; discuss answers

G&T: Explain the differences between IP and MAC addresses

address?

2

Networks: Security and Policies

(g) explain the need for security measures in networks, such as user access levels, suitable passwords and encryption techniques

(h) describe and justify network policies such as acceptable use, disaster recovery, failover, back up, archiving

Whole Class; Why are security measures needed? Consequences

Group Work; Given range of real world examples of security breaches to discuss and identify why(e.g. Apple, Sony, PayPal)

Whole Class; Access Levels, Passwords and Encryption (show examples)

Whole Class; Discuss network policies (Acceptable Use) What policies do school have?

PPT, worksheet, case studies

Why are there restrictions all around us?

Are restrictions good for us? Do we need to be protected from certain things?

SEN: Highlight and explain keywords and terms

G&T: Create a quick revision guide on networks

Why can we not access what we want all the time?

What can and cannot be accessed?

2

The Internet

(i) describe the nature of the internet as a worldwide collection of computer networks

(j) describe the hardware needed to connect to the internet including modems, routers

(k) explain the need for IP addressing of resources on the internet and how this can be facilitated by the role of DNS services

Video; How the Internet Works

Whole Class; discuss video

Introduce modems, bandwidth, broadband, ADSL, routers and cable

Worksheet; identifying information of each piece of hardware

Research; Domains and DNS servers – what are their purpose

Pair Work; discuss findings

Whole Class; brainstorm/ mind map

PPT, worksheet, video

How has the internet changed our lives?


G&T: Explain and illustrate how to set up an internet connection at home

How does the internet send data between computers?

How can the internet progress and develop further?

Is it at its peak?

1

HTML

(l) explain the importance of HTML and its derivatives as a standard for the creation of web pages

Whole Class; discuss – what is HTML? How does it work? How does it display text, images, colours etc...?

Demonstrate a web page and how it is split up

Worksheet; labelling areas of a web page

Whole Class; explain and discuss the use of

PPT, worksheet, web pages and source code

Why do we create web pages that are accessible for all?

SEN: Create simple web page

G&T: Create more advanced web page

How can HTML be extended?

What standards are involved with HTML?

How can we abide by them?

CSS

Create a web page

2

Standards and Compression

(m) describe common file standards associated with the internet such as JPG, GIF, PDF, MP3, MPEG

(n) explain the importance of compressing files that are transmitted via the internet

(o) describe the differences between lossy and lossless compression

Whole Class; identify and discuss file standards (m)

Worksheet; Explanation of different files types used (mix and match)

Give examples of how and why files are compressed (link to speed and size – dvds, images)

Whole Class; demonstrate lossy and lossless compression (images)

Worksheet; identifying lossy and lossless images

PPT, worksheets

Like file types, do our lives have to be compressed and in doing so, do we lose the quality of it?

SEN: Reinforce the use of compression

G&T: Investigate the IP of the computer being used

G&T: Explain why compression must be lossless when sending a computer program as an email attachment

Why do we not use the same file type for all our files?

How does this help?





Extension: G&T; SEN


Misconceptions

H&S

3

Algorithms

(a) understand algorithms (written in

Whole Class; What is an algorithm? (mind map on board)

PPT, worksheet, Flowol program,

Does our life mimic a flowchart?

SEN: Simple instructions given to complete

How can we control the flow of information?

Visual check of equipment (computer and personal

Units of LearningYear: GCSESubject: Computer Science – 2.1.7 Programming

pseudocode or flow diagram), explain what they do, and correct or complete them

(b) produce algorithms in pseudocode or flow diagrams to solve problems

Give examples of algorithms using a flowchart (Flowol)

Pair Work; mix and match real world examples (resource)

Give scenario/ problem, need to recreate algorithms using flow charts

instructions resource

flowchart

G&T: Complex scenarios given

G&T: Research the use of pseudocode and recreate a flowchart using pseudocode

belongings)


4

Programming Languages

(c) explain the difference between high level code and machine code

(d) explain the need for translators to convert high level code to machine code(e) describe the characteristics of an assembler, a compiler and an interpreter(f) describe common tools and facilities available in an integrated development environment (IDE): editors, error diagnostics, run-time environment, translators, auto-documentation

Explain the principles of machine code language – very low level (binary and hex)

Assembly language – low level

High level – Python, Java, C++

Use diagram ‘Our brain to the CPU’ to explain the process

Group Work; Create a diagram which shows a software problem journey (use diagram ‘ObttC’)

Whole Class; what is a translator?

Demonstrate the characteristics of a translator and the 3

PPT, worksheet, A3 paper (group work), IDE interface resource

Are computers smarter than humans?

Can computers understand more than humans?

SEN: Reinforce keywords and explanations

G&T: Research into how assembly languages are used and what they are used for and why

How many languages can a computer understand?

What is the need for high and low level languages within a computer?

types of translators

Demonstrate various IDE’s for languages used

Give interface diagrams and identify the different areas of an IDE (typical features of an IDE)

5

Control Flow in Languages

(g) understand and use sequence in an algorithm

(h) understand and use selection in an algorithm (IF and CASE statements)

(i) understand and use iteration in an algorithm (FOR, WHILE and REPEAT loops)

Whole Class; why do we use sequencing/ selection/ iteration?

Give examples of using conditions and loops in real world programs (link back to flowcharts)

Using flowcharts to create a sequence of instructions (scenarios)

Using simple pseudocode to give examples of selection (if, then, else) and iteration (for, repeat, while)

Using example code to label correct control structures

Use Python to create programs using selection and iteration (help understanding)

PPT, worksheet, Flowol, Python

What would happen if we did not have decisions to make?

SEN: Give simple scenario to create a algorithm using sequence, selection and iteration

G&T: Give complex scenario/ questions to use selection and iteration

Can we use iteration and selection for one scenario?

Is it one or the other?

How do we know which control to use?

Handling Data in Whole Class; what are PPT, worksheets,

Maths – operations SEN: Reinforce data types and

Can one data type hold the

6 Algorithms

(j) define the terms variable and constant as used in an imperative language

(k) use variables and constants

(l) describe the data types integer, real, Boolean, character and string

(m) select and justify appropriate data types for a given program

(n) perform common operations on numeric and Boolean data

(o) use one-dimensional arrays

data types?

Give examples of data types (l) (worksheet – mix and match)

Questions – suitable data types (give scenario to complete)

Whole Class; explain variables (unique) and constants (use box examples)

Whole Class; what are the different operations used? ( +, -, *, /)

Introduce MOD and DIV to use within calculations using operations

Whole Class; what are comparison operators?

Give example of operators (worksheet – fill in blanks)

Whole Class; what can arrays allow us to do? (create lists in Python – hold a number of the same data type)

Demonstrate example of arrays

Complete questions using arrays – write a

Python variables – give simple examples to complete (given scenario)

G&T: Use Python to create a program using variables and different data types (given scenario)

G&T: Research another programming language to use variables and data types (given scenario)

G&T: Research the use of arrays in more detail

same value?

Why is it important to make variables unique in name?

How do arrays assist in program creation?

program

Whole Class; Examples of string manipulation

3

Testing

(p) describe syntax errors and logic errors which may occur while developing a program

(q) understand and identify syntax and logic errors

(r) select and justify test data for a program, stating the expected outcome of each test

Whole Class; what testing can we do to our programs? How do we know if they have been written correctly?

Whole Class; Introduce the terms ‘Syntax Error’ and ‘Logic Error’ – what do they mean – have they been seen before when writing code?

Example programs with errors (worksheet – identifying the errors)

Whole Class; how can we test data within our program?

Give examples of testing tables and scenarios to run and test

Pair Work; what test data should be used?

Whole Class; brainstorm/ mind map

Create own testing table for a given program

PPT, worksheet, Python, testing table resource

How do we overcome the errors in everyday life?

Do we test things first ourselves?

What type of things?

SEN: Reinforce keywords

G&T: Research into Run Time Error, what error is this?

Using examples given, create run time errors (are there any run time errors already)

Why is it important to do testing?

What type of testing can we do?

Should we only test items only once?

mountcarmelhigh.co.ukmountcarmelhigh.co.uk/.../2016/12/gcse-computing-201… · web viewtime/ no....

Documents