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318502 Cambridge IGCSE and O Level Computer Science TG CV.indd 4-6 02/07/2021 09:00 318502_IGCSE_ICT_TG_BS_001-024_SAMPLE.indd Page 1 29/06/21 5:07 PM user /130/HO01895/work/indd
Cambridge IGCSE™ and O Level
Computer Science Teacher’s Guide with Boost Subscription
David Watson Helen Williams 318502_IGCSE_ICT_TG_BS_001-024_SAMPLE.indd Page 2 29/06/21 5:07 PM user /130/HO01895/work/indd
The information in this publication is taken from the Cambridge IGCSE and O Level Computer Science (0478/0984/2210) syllabuses for examination from 2023. You should always refer to the appropriate syllabus document for the year of your students’ examination to confirm the details and for more information. The syllabus document is available on the Cambridge International website at www.cambridgeinternational.org. Cambridge International copyright material in this publication is reproduced under licence and remains the intellectual property of Cambridge Assessment International Education. Third-party websites and resources referred to in this publication have not been endorsed by Cambridge Assessment International Education.
Contents Introduction 4 How to teach this course 7 Suggested schemes of work 9 Sample lesson plans 21 Scenario-based questions 25 ESL guidance 27 Glossary 34
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Introduction This Teacher’s Guide offers complete support to teachers by providing the following: » teaching tips for delivering the Cambridge IGCSE TM, IGCSE (9-1) and O Level Computer Science syllabuses (0478/0984/2210) for examinations from 2023 » two schemes of work, to help with planning the course » a lesson plan template followed by two sample lesson plans, so teachers can design their own lessons » tips and advice for teaching learners whose first language is not English » a glossary of terms used in the Student’s Book, to help learners develop computer science vocabulary. The online elements of the Teacher’s Guide offer further support by providing: » interactive versions of the schemes of work, so teachers can adapt them to suit the needs of their students » editable template for lesson plans, easy for teachers to make their own » language development activities, to help students to develop their reading and listening skills » flashcards and a bilingual glossary, to develop students’ computer science vocabulary » sample Python, Visual Basic and Java program files » PowerPoint presentations to explain key technical concepts » answers to the activities and exam-style questions in the Student’s Book » answers to questions in the Computer Systems Workbook » answers to questions in the Algorithms, Programming and Logic Workbook. To access the online resources that accompany this Teacher’s Guide, please visit boost-learning.com. Syllabus and assessment The information in the below sections is taken from the Cambridge IGCSE and O Level Computer Science (0478/0984/2210) syllabuses for examination from 2023. You should always refer to the appropriate syllabus document for the year of your students’ examinations to confirm the details and for more information. The syllabus document is available on the Cambridge International website at www.cambridgeinternational.org. The aims of the Cambridge IGCSE, IGCSE (9-1) and O Level Computer Science syllabuses (0478/0984/2210) are to enable students to develop: » computational thinking skills » an understanding of the main principles of solving problems using computers » the skills necessary to solve computer-based problems using a high-level programming language » an understanding of the component parts of computer systems and how they interrelate » an understanding of the internet as a means of communication and its associated risks » an understanding of the development and use of automated and emerging technologies. The assessment objectives (AOs) are: AO1 Knowledge and understanding: » Demonstrate knowledge and understanding of the principles and concepts of computer science. AO2 Application: » Apply knowledge and understanding of the principles and concepts of computer science to a given context, including the analysis and design of computational or programming problems. AO3 Evaluation: » Provide solutions to problems by: – evaluating computer systems – making reasoned judgements – presenting conclusions.
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Cambridge learner attributes
Scheme of assessment for IGCSE and O Level Computer Science
All candidates take two components. » Computer Systems – 1 hour 45 minutes – Short-answer and structured questions based on Topics 1–6 of the syllabus – 75 marks – 50% of the final assessment – All questions are compulsory – No calculators are permitted – Externally assessed » Algorithms, Programming and Logic – 1 hour 45 minutes – Short-answer and structured questions and a scenario-based question – 75 marks – 50% of the final assessment – Questions based on Topics 7–10 of the syllabus – All questions are compulsory – No calculators are permitted – Externally assessed
Cambridge learner attributes
Cambridge International copyright material in this publication is reproduced under licence and remains the intellectual property of Cambridge Assessment International Education. Cambridge Assessment International Education have developed ‘Cambridge learner attributes’, which summarise the attitudes and life skills learners need to develop alongside their academic skills. These attributes will help learners to be successful both while they are studying and beyond. The Cambridge Learner Attributes can be found on the Cambridge International website. We have expanded on this below, in the text shown in italics, in relation to Computer Science specifically. Cambridge programmes are designed to encourage learners to be: Confident in working with information and ideas – their own and those of others Cambridge learners are confident, secure in their knowledge, unwilling to take things for granted and ready to take intellectual risks. They are keen to explore and evaluate ideas and arguments in a structured, critical and analytical way. They are able to communicate and defend views and opinions as well as respect those of others. Cambridge Computer Science students are interested in learning about computer science and using technical language to communicate their knowledge and understanding. Responsible for themselves, responsive to and respectful of others Cambridge learners take ownership of their learning, set targets and insist on intellectual integrity. They are collaborative and supportive. They understand that their actions have impacts on others and on the environment. They appreciate the importance of culture, context and community. Cambridge Computer Science students work systematically, safely and securely when using technology. Reflective as learners, developing their ability to learn Cambridge learners understand themselves as learners. They are concerned with the processes as well as the products of their learning and develop the awareness and strategies to be lifelong learners. Cambridge Computer Science students learn from their experiences when creating programs and using technology and understand the impacts of technology on society. Innovative and equipped for new and future challenges Cambridge learners welcome new challenges and meet them resourcefully, creatively and imaginatively. They are capable of applying their knowledge and understanding to solve new and unfamiliar problems. They can adapt flexibly to new situations requiring new ways of thinking. Cambridge Computer Science students are able to find creative solutions to problems and to design computer programs independently.
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Introduction
Engaged intellectually and socially, ready to make a difference
Cambridge learners are alive with curiosity, embody a spirit of enquiry and want to dig more deeply. They are keen to learn new skills and are receptive to new ideas. They work well independently, but also with others. They are equipped to participate constructively in society and the economy – locally, nationally and globally. Cambridge Computer Science students are keen to develop computer science skills and further their understanding of developments in the use of technology. Cambridge have also produced Cambridge Teacher Standards, which can be found here: www.cambridgeinternational.org/Images/466465-cambridge-teacher-standards.pdf.
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How to teach this course
Aims This Teacher’s Guide provides a range of teaching and reference materials which have been developed to aid the teaching of the Cambridge IGCSE, IGCSE (9-1) and O Level Computer Science syllabuses (0478/0984/2210) for examination from 2023. It also supports the following resources which have been endorsed by Cambridge Assessment International Education: » Cambridge IGCSETM and O Level Computer Science Second Edition ISBN 9781398318281 » Cambridge IGCSETM and O Level Computer Science Computer Systems Workbook ISBN 9781398318496 » Cambridge IGCSETM and O Level Computer Science Algorithms, Programming and Logic Workbook ISBN 9781398318472
Planning and schemes of work
Two schemes of work have been devised to provide a logical route through the Cambridge IGCSE and O Level Computer Science Second Edition Student’s Book. The aim is to complete the study of the syllabus by the end of the second term in the second year of study. This will then allow adequate time for revision and examination practice. It is assumed that students will have about three hours per week directed study time for this subject. This will give students a total study time of 130 hours or more, comprising at least 65 hours for Section 1 Computer Systems and at least 65 hours for Section 2 Algorithms, Programming and Logic. Scheme of Work 1 assumes that the topics relating to both papers of the Cambridge syllabus will be taught side by side. This scheme of work therefore assumes one and a half hours per week on Computer Systems and one and a half hours per week on Algorithms, Programming and Logic. Naturally, the scheme of work can be modified depending on resource allocation and other factors. Scheme of Work 2 assumes that the topics relating to both topics Computer Systems and Algorithms, Programming and Logic of the Cambridge syllabus will be taught one after the other. This scheme of work therefore assumes three hours per week. Naturally, the scheme of work can be modified depending on resource allocation and other factors. Details of the syllabus references are given, along with cross-references to the appropriate pages in the Student’s Book and the relevant workbook (Computer Systems Workbook or Algorithms, Programming and Logic Workbook). Additional lesson notes are also provided. Lesson plan template A template has been designed that teachers can use to prepare lesson plans. It is easy to use, followed by two sample lesson plans for Digital Currency and Programming concepts – iteration. Answers Answers to the end-of-chapter questions and (where relevant) the activities in the Student’s Book are available on boost-learning.com. Answers are also provided to the two workbooks (the Computer Systems Workbook and the Algorithms, Programming and Logic Workbook). Program files The Python, Visual Basic and Java program files available on boost-learning.com are sample answer files for the activities and end-of-chapter questions in Chapters 7 and 8. These programs use the recommended languages for IGCSE and O Level Computer Science. As well as using these program files as sample answers for the exercises in the Student’s Book, teachers could use them as a basis to develop their own programming exercises for students. Additional content in the Student’s Book Most chapters include an Extension feature, covering content that is not in the current syllabus, but which provides a useful bridge for those students who wish to continue their computer science studies to A Level. 7 318502_IGCSE_ICT_TG_BS_001-024_SAMPLE.indd Page 8 02/07/21 5:53 PM user /130/HO01895/work/indd
How to teach this course
Advice to teachers The Cambridge IGCSE, IGCSE (9-1) and O Level Computer Science syllabuses (0478/0984/2210) are very comprehensive, but with careful planning, using all necessary print and online resources, you and your students should find the course very manageable and interesting. To best support the students’ study, the Hodder Education series of Computer Science resources follows the syllabuses very closely. It is therefore possible to plan lessons in the following ways: » Match each section of a syllabus topic to the relevant sections of your preferred scheme of work (either Scheme of Work 1 (on pages 8–13 of this Teacher’s Guide) or Scheme of Work 2 (on pages 14–19) and resources found here. » Match each section of a syllabus topic to the Student’s Book. As your students complete each section, set them classwork and homework questions from the corresponding workbook (the Computer Systems Workbook and the Algorithms, Programming and Logic Workbook). These questions were developed to be used in conjunction with the Student’s Book and therefore allow you to monitor students’ understanding easily. » The questions in both the workbooks provide extra practice for students. The answers to these questions can be found in the online part of this Teacher’s Guide at boost-learning.com. » At the end of each Student’s Book chapter (which corresponds to the end of a main syllabus topic), you can find additional exam-style questions, with answers available in this teaching resource. However, it is up to you how to integrate the Student’s Book, workbooks and this Teacher’s Guide to get the best out of your students. The notes above are simply for guidance. Because computer science is a rapidly changing subject, it is important to keep abreast of the latest technologies and use these to update lessons wherever possible. You can use other resources, such as the internet, as part of your teaching in lessons (but be careful to check the accuracy and validity of data found on websites).
Additional resources The Cambridge IGCSE and O Level Computer Science Study and Revision guide Second edition (ISBN: 9781398318489) contains exam-style questions with answers. This has not been through the Cambridge International endorsement process.
Learners whose first language is not English
This Teacher’s Guide includes teaching tips and advice for teaching Cambridge IGCSETM and O Level computer science to learners whose first language is not English (see pages 26–31). Online you will find plenty of ideas for helping learners develop computer science vocabulary in English as well as reading and listening about computer science in English. These ideas include strategies and techniques for teachers and students to help boost learner confidence in using English associated with computer science. Additionally, there are ten exemplar language development activities. You can use these as flexible models and build your own activities to fit in with the specific content you are teaching. Most of these activities are designed to familiarise students with techniques for developing computer science vocabulary, taking notes, organising ideas and comprehending problems. You can either use these activities in class, for example, during self-study sessions, or assign them as homework.
8 318502_IGCSE_ICT_TG_BS_001-024_SAMPLE.indd Page 9 29/06/21 5:07 PM user Suggested Scheme of Work 1 The following outline Scheme of Work is a potential scheme – you should adapt it to the needs of your students. Teaching the content of Computer Systems and Algorithms, Programming and Logic in parallel In the scheme of work, Workbook 1 refers to the Computer Systems Workbook, and Workbook 2 refers to the Algorithms, Programming and Logic Workbook. The times given are approximate time allocations for each topic and sub-topic of the syllabus.
Syllabus Content Time Student’s Book pages Workbook questions Notes
reference Topic 1 Data representation 12 hours 1.1 Number 1 How and why computers use binary to represent all 7 hours 1 Chapter 1 pages 2–3 It is essential systems forms of data to provide 2 Denary, binary and hexadecimal number systems 2 Chapter 1 pages 3–12 2 Workbook 1, Ch 1, questions 1–6, practice in and conversion of positive integers between these 8–9, 12a, 13a, 23 conversion, number systems addition, 3 How and why hexadecimal is used as a beneficial 3 Chapter 1 pages 12–15 3 Workbook 1, Ch 1, question 7 shifting and method of data representation use of two’s 4 Addition of two positive 8-bit binary integers and 4 Chapter 1 pages 15–17 4 Workbook 1, Ch 1, questions complement. the concept of overflow and why it occurs in binary 10–11, 13b, 19 There are addition plenty of online 5 Logical binary shifts on positive 8-bit binary integers 5 Chapter 1 pages 17–20 5 Workbook 1, Ch 1, questions sources that and the effect this has on the positive binary integer 12b,c–13c,d, 19 provide extra 6 Two’s complement to represent positive and 6 Chapter 1 pages 20–25 6 Workbook 1, Ch 1, questions 14, 19 practice. negative 8-bit binary integers 1.2 Text, sound 1 How and why a computer represents text and the 3 hours 1 Chapter 1 pages 25–28 1 Workbook 1, Ch 1, questions 18, 19 and images use of character sets, including ASCII and Unicode 2 Workbook 1, Ch 1, questions 19, 2 How and why a computer represents sound, 2 Chapter 1 pages 29–30 20b,c, 22 including the effects of the sample rate and sample resolution 3 Workbook 1, Ch 1, questions 17, 3 How and why a computer represents an image, 3 Chapter 1 pages 30–31 19, 20d including the effects of the resolution and colour depth 1.3 Data 1 How data storage is measured 2 hours 1 Chapter 1 page 32 1 Workbook 1, Ch 1, question 3
/130/HO01895/work/indd storage 2 Calculation of file sizes of image and sound files 2 Chapter 1 pages 33–34 2 Workbook 1, Ch 1, question 15 and file 3 The purpose of and need for data compression 3 Chapter 1 page 34 3 Workbook 1, Ch 1, question 16a 9
compression 4 Lossy and lossless file compression methods 4 Chapter 1 pages 34–37 4 Workbook 1, Ch 1, questions 16b,c, 20e, 21 318502_IGCSE_ICT_TG_BS_001-024_SAMPLE.indd Page 10 29/06/21 5:07 PM user SUGGESTED SCHEME OF WORK 1 Syllabus Content Time Student’s Book pages Workbook questions Notes 10
reference Topic 7 Algorithm design and problem solving 21 hours 1 The program development life cycle: analysis, 21 hours 1 Chapter 7 pages 258–259 1 Workbook 2 Ch 7 question 1 The flowchart design, coding and testing symbols to use 2 Computer systems and sub-systems; problem 2 Chapter 7 pages 260–270 2 Workbook 2 Ch 7 questions 2–8 are on page 21 decomposition; methods to design and construct a of the syllabus. solution to a problem The pseudocode 3 The purpose of a given algorithm 3 Chapter 7 page 271 3 Workbook 2 Ch 7 questions 9, 10 used is set out 4 Standard methods of solution 4 Chapter 7 pages 272–276 4 Workbook 2 Ch 7 questions 11–12 on pages 33–46 5 The need for validation and verification checks 5 Chapter 7 pages 276–281 5 Workbook 2 Ch 7 question 13 of the syllabus. on input data; different types of validation and verification checks 6 Use of test data 6 Chapter 7 pages 281–282 6 Workbook 2 Ch 7 question 14 7 Use of trace tables to document dry-runs of algorithms 7 Chapter 7 pages 282–285 7 Workbook 2 Ch 7 question 15 8 Identification and correction of errors in algorithms 8 Chapter 7 pages 285–288 8 Workbook 2 Ch 7 question 16 9 Writing and amending algorithms for given 9 Chapter 7 pages 288–292 9 Workbook 2 Ch 7 question 15d problems/scenarios, using pseudocode, program code and flowcharts Topic 2 Data transmission 8 hours 2.1 Types 1 Breaking data into packets to be transmitted; the 4 hours 1 Chapter 2 pages 45–49 1 Workbook 1 Ch 2 questions 1–2, There are and methods structure of a packet; the process of packet switching 9a, 10 useful online of data 2 How data is transmitted from one device to another 2 Chapter 2 pages 49–52 2 Workbook 1 Ch 2 questions 3, 9b, 10 demonstrations transmission using different methods of data transmission; the available. suitability of each method of data transmission for a given scenario 3 The universal serial bus (USB) interface and how it is 3 Chapter 2 pages 52–53 3 Workbook 1 Ch 2 questions 4, 9c used to transmit data 2.2 Methods 1 The need to check for errors after data transmission 3 hours 1 Chapter 2 page 54 1 Workbook 1 Ch 2 question 3 of error and how these errors can occur detection 2 The processes involved in error detection; 2 Chapter 2 pages 55–59 2 Workbook 1 Ch 2 questions 5–6, methods for detecting errors in data after 8f–j, 9d,e,g, 10 transmission; parity check (odd and even), checksum, echo check 3 Chapter 2 pages 59–62 3 Workbook 1 Ch 2 questions 7, 9f 3 How a check digit is used to detect errors in data entry, including ISBNs and bar codes 4 Chapter 2 page 62 4 Workbook 1 Ch 2 question 10 4 How an automatic repeat request (ARQ) can be used to establish that data is received without error 2.3 Encryption 1 The need for and purpose of encryption when 1 hour 1 Chapter 2 page 63 3 Workbook 1 Ch 2 questions 8a–e, 10
/130/HO01895/work/indd transmitting data 2 Symmetric and asymmetric encryption 2 Chapter 2 pages 63–67 4 Workbook 1 Ch 2 questions 9h, 10, 11 318502_IGCSE_ICT_TG_BS_001-024_SAMPLE.indd Page 11 01/07/21 5:38 PM user Syllabus Content Time Student’s Book pages Workbook questions Notes reference Topic 3 Hardware 22 hours 3.1 Computer 1 The role of the central processing unit (CPU) in a 6 hours 1 Chapter 3 page 75 Use pictures, architecture computer; what is meant by a microprocessor diagrams and 2 The purpose of the components in a CPU, in a 2 Chapter 3 pages 75–80 2 Workbook 1 Ch 3 questions 1–2 any computers computer that has a von Neumann architecture; that can be the role of each component in the process of the taken apart fetch–decode–execute cycle to show the 3 The meaning of CPU core, cache and clock, and how 3 Chapter 3 pages 80–82 3 Workbook 1 Ch 3 question 3 components. they can affect the performance of a CPU 4 The purpose and use of a CPU instruction set 4 Chapter 3 page 82 4 Workbook 1 Ch 3 question 10 5 The purpose and characteristics of embedded systems 5 Chapter 3 pages 83–87 5 Workbook 1 Ch 3 question 4 and the devices in which they are commonly used 3.2 Input and 1 Input devices and why they are required 8 hours 1 Chapter 3 pages 88–101 1 Workbook 1 Ch 3 questions 5–8 Use any output devices 2 Output devices and why they are required 2 Chapter 3 pages 101–110 2 Workbook 1 Ch 3 questions 9–11 devices that 3 Sensors including why they are required; the type of 3 Chapter 3 pages 111–118 3 Workbook 1 Ch 3 questions 12–13 are available to data captured by each sensor and when it would be show how they used; selecting the most suitable sensor for a given work. context 3.3 Data 1 Primary storage 4 hours 1 Chapter 3 pages 120–123 1 Workbook 1 Ch 3 question 14 storage 2 Secondary storage 2 Chapter 3 page 123 2 Workbook 1 Ch 3 question 14 3 The operation and examples of magnetic, optical and 3 Chapter 3 pages 123–128 3 Workbook 1 Ch 3 questions 15, 16 solid-state storage 4 Virtual memory, how it is created and used and why 4 Chapter 3 pages 128–130 4 Workbook 1 Ch 3 question 17 it is necessary 5 Cloud storage 5 Chapter 3 page 130 5 Workbook 1 Ch 3 questions 18a,b, 6 The advantages and disadvantages of storing data 6 Chapter 3 page 131 19 on the cloud 6 Workbook 1 Ch 3 question 18c
Suggested Scheme of Work 1
3.4 Network 1 The need for and use of a network interface card (NIC) 4 hours 1 Chapter 3 page 133 1 Workbook 1 Ch 3 question 20a hardware 2 The purpose and structure of a media access control 2 Chapter 3 page 133 2 Workbook 1 Ch 3 question 20a (MAC) address 3 The purpose of an internet protocol (IP) address; 3 Chapter 3 pages 134–136 3 Workbook 1 Ch 3 questions 20a,b, the different types of IP address 21 4 The role of a router in a network 4 Chapter 3 pages 136–137 Activity page 137 4 Workbook 1 Ch 3 questions 20a,c
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reference Topic 8 Programming 30 hours 8.1 1 Declare and use variables and constants 25 hours 1 Chapter 8 pages 302–303 1 Workbook 2 Ch 8 question 2d Decide on Programming 2 Basic data types 2 Chapter 8 page 304 2 Workbook 2 Ch 8 question 1 the IDE and concepts 3 Input and output 3 Chapter 8 pages 304–307 3 Workbook 2 Ch 8 question 2 programming 4 Sequence; selection; iteration; totalling; counting; 4 Chapter 8 pages 307–318 4 Workbook 2 Ch 8 questions 3, 4, language to string handling; and arithmetic, logical and 7, 8 use before Boolean operators starting to teach 5 Nested statements 5 Chapter 8 pages 318–321 5 Workbook 2 Ch 8 questions 8–9 this section. 6 Procedures, functions and parameters; local and 6 Chapter 8 pages 321–327 6 Workbook 2 Ch 8 question 10 There is further global variables information 7 Library routines 7 Chapter 8 pages 327–328 7 Workbook 2 Ch 8 question 11 on this in 8 Creation of a maintainable program 8 Chapter 8 pages 328–329 8 Workbook 2 Ch 8 questions 5, 6, Workbook 2 14, 15 Chapter 8. 8.2 Arrays 1 One-dimensional and two-dimensional arrays 3 hours 1 Chapter 8 page 329 1 Workbook 2 Ch 8 question 12 Use of arrays, 2 Use of arrays 2 Chapter 8 pages 329–333 2 Workbook 2 Ch 8 question 12 indexing and 3 Writing and reading values into an array (indexing) 3 Chapter 8 pages 329–333 3 Workbook 2 Ch 8 questions 12, iteration are using iteration 14, 15 taught together. 8.3 File 1 The purpose of storing data in files to be used by a 2 hours 1 Chapter 8 page 333 1 Workbook 2 Ch 8 question 13a handling program 2 Opening, closing and using a file for reading and writing 2 Chapter 8 pages 333–336 2 Workbook 2 Ch 8 question 13b,c Topic 4 Software 8 hours 4.1 Types of 1 The difference between system software and 5 hours 1 Chapter 4 pages 147–155 1 Workbook 1 Ch 4 questions 1–3 software and application software and examples of each interrupts 2 The role and basic functions of an operating system 2 Chapter 4 pages 155–160 2 Workbook 1 Ch 4 questions 4, 5, 3 How hardware, firmware and an operating system 3 Chapter 4 pages 160–161 7, 8 are required to run applications software 3 Workbook 1 Ch 4 question 9 4 The role and operation of interrupts 4 Chapter 4 pages 161–163 Activity page 164 4 Workbook 1 Ch 4 question 6 4.2 Types of 1 High- and low-level languages, including the 3 hours 1 Chapter 4 pages 166–167 1 Workbook 1 Ch 4 question 10 programming advantages and disadvantages of each language, 2 Assembly language and the need for assemblers 2 Chapter 4 pages 167–168 2 Workbook 1 Ch 4 questions 11, 12c translators 3 The operation of a compiler and an interpreter, 3 Chapter 4 pages 168–169 3 Workbook 1 Ch 4 questions 11, and integrated including how a high-level language is translated by 12a,b development each and how errors are reported environments 4 Advantages and disadvantages of a compiler and an 4 Chapter 4 page 170 4 Workbook 1 Ch 4 question 13 (IDEs) interpreter
/130/HO01895/work/indd 5 The role of an IDE and the common functions it 5 Chapter 4 pages 170–173 5 Workbook 1 Ch 4 question 14 provides Activity page 173 318502_IGCSE_ICT_TG_BS_001-024_SAMPLE.indd Page 13 01/07/21 5:39 PM user Syllabus Content Time Student’s Book pages Workbook questions Notes reference Topic 5 The internet and cyber security 8 hours 5.1 The 1 The difference between the internet and the world 6 hours 1 Chapter 5 pages 180–181 1 Workbook 1 Ch 5 question 1a internet and wide web the world wide 2 The meaning of a uniform resource locator (URL) 2 Chapter 5 page 181 2 Workbook 1 Ch 5 question 1b web 3 The purpose and operation of hypertext transfer 3 Chapter 5 page 181 3 Workbook 1 Ch 5 question 1a protocol (HTTP) and hypertext transfer protocol secure (HTTPS) 4 The purpose and functions of a web browser 4 Chapter 5 page 182 4 Workbook 1 Ch 5 question 1c 5 The location, retrieval and display of web pages on a 5 Chapter 5 page 183 5 Workbook 1 Ch 5 question 2 device when a user enters a URL 6 Cookies and how they are used, including session 6 Chapter 5 pages 184–186 6 Workbook 1 Ch 5 question 3 cookies and persistent cookies Activity page 186 5.2 Digital 1 The concept of digital currency and how digital 1 hour 1 Chapter 5 pages 186–187 1 Workbook 1 Ch 5 question 4 currency currencies are used 2 The process of blockchain and how it is used to track 2 Chapter 5 pages 187–189 2 Workbook 1 Ch 5 question 4 digital currency 5.3 Cyber 1 The processes involved in and the aim of carrying 1 hour 1 Chapter 5 pages 189–198 1 Workbook 1 Ch 5 questions 5–6 security out a range of cyber security threats 2 The solutions used to help keep data safe from 2 Chapter 5 pages 198–210 2 Workbook 1 Ch 5 questions 7–11 security threats Topic 9 Databases 8 hours 1 Single-table database 8 hours 1 Chapter 9 pages 339–242 1 Workbook 2 Ch 9 question 1a Practical use of 2 Basic data types for databases 2 Chapter 9 pages 342–343 2 Workbook 2 Ch 9 questions 1b, 2a, 4a a single-table 3 Primary key, including identifying a suitable 3 Chapter 9 pages 343–344 3 Workbook 2 Ch 9 questions 2b, 4a database with primary key SQL is strongly 4 Use of SQL scripts to query data stored in a 4 Chapter 9 pages 344–351 4 Workbook 2 Ch 9 questions 3, 4c,d advised.
Suggested Scheme of Work 1
single-table database
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SUGGESTED SCHEME OF WORK 1
Syllabus Content Time Student’s Book pages Workbook questions Notes 14
reference Topic 6 Automated and emerging technologies 6 hours 6.1 Automated 1 The use of sensors, microprocessors and actuators 2 hours 1 Chapter 6 pages 217–218 1 Workbook 1 Ch 6 questions systems to create automated systems 3a,b,c–6, 4a,b, 5, 6a 2 The advantages and disadvantages of automated 2 Chapter 6 pages 218–229 2 Workbook 1 Ch 6 questions 3d,e, systems used for given scenarios 4c, 6b 6.2 Robotics 1 Robotics 2 hours 1 Chapter 6 page 230 1,2,3 Workbook 1 Ch 6 question 2 Use videos to 2 The characteristics of a robot 2 Chapter 6 pages 231–232 demonstrate. 3 The roles that robots can perform and the 3 Chapter 6 pages 232–241 3 Workbook 1 Ch 6 question 10 advantages and disadvantages of their use 6.3 Artificial 1 Artificial intelligence (AI) 2 hours 1 Chapter 6 page 241 1,2,3 Workbook 1 Ch 6 questions 2, intelligence 2 The main characteristics of AI (the collection of data 2 Chapter 6 pages 241–242 8, 9 and the rules for using that data, the ability to reason, and can include the ability to learn and adapt) 3 The basic operation and components of AI systems 3 Chapter 6 pages 243–250 3 Workbook 1 Ch 6 questions 1, 7 to simulate intelligent behaviour Topic 10 Boolean logic 6 hours 1 Standard symbols for logic gates 6 hours 1 Chapter 10 pages 356–358 1 Workbook 2 Ch 10 questions 3b, The standard 7b, 8b, 9a, 11b, 12a logic gate 2 Functions of the logic gates 2 Chapter 10 pages 358–360 2 Workbook 2 Ch 10 question 1 symbols are 3 Use of logic gates to create given logic circuits; 3 Chapter 10 pages 360–378 3 Workbook 2 Ch 10 questions 2–12 shown on complete truth tables; write logic expressions page 32 of the syllabus.
/130/HO01895/work/indd 318502_IGCSE_ICT_TG_BS_001-024_SAMPLE.indd Page 15 29/06/21 5:07 PM user Suggested Scheme of Work 2 The following outline Scheme of Work is a potential scheme – you should adapt it to the needs of your students. Teaching in topic order In the scheme of work, Workbook 1 refers to the Computer Systems Workbook, and Workbook 2 refers to the Algorithms, Programming and Logic Workbook. The times given are approximate time allocations for each topic and sub-topic of the syllabus. Syllabus Content Time Student’s Book pages Workbook questions Notes reference Topic 1 Data representation 12 hours 1.1 Number 1 How and why computers use binary to represent all forms of 7 hours 1 Chapter 1 pages 2–3 It is essential to systems data provide practice 2 Denary, binary and hexadecimal number systems and 2 Chapter 1 pages 3–12 2 Workbook 1, Ch 1, questions in conversion, conversion of positive integers between these number 1–6, 8–9, 12a, 13a, 23 addition, systems shifting and 3 How and why hexadecimal is used as a beneficial method of 3 Chapter 1 pages 12–15 3 Workbook 1, Ch 1, question 7 use of two’s data representation 4 Workbook 1, Ch 1, questions complement. 4 Addition of two positive 8-bit binary integers and the concept 4 Chapter 1 pages 15–17 10–11, 13b, 19 There are of overflow and why it occurs in binary addition 5 Workbook 1, Ch 1, questions plenty of online 5 Logical binary shifts on positive 8-bit binary integers and the 5 Chapter 1 pages 17–20 12b,c–13c,d, 19 sources that effect this has on the positive binary integer 6 Workbook 1, Ch 1, questions provide extra 6 Two’s complement to represent positive and negative 8-bit 6 Chapter 1 pages 20–25 14, 19 practice. binary integers 1.2 Text, sound 1 How and why a computer represents text and the use of 3 hours 1 Chapter 1 pages 25–28 1 Workbook 1, Ch 1, question 18, and images character sets, including ASCII and Unicode 19 2 How and why a computer represents sound, including the 2 Chapter 1 pages 29–30 2 Workbook 1, Ch 1, questions effects of the sample rate and sample resolution 19, 20b,c, 22
Suggested Scheme of Work 2
3 How and why a computer represents an image, including the 3 Chapter 1 pages 30–31 3 Workbook 1, Ch 1, questions effects of the resolution and colour depth 17, 19, 20d 1.3 Data 1 How data storage is measured 2 hours 1 Chapter 1 page 32 1 Workbook 1, Ch 1, question 3 storage 2 Workbook 1, Ch 1, question 15 and file 2 Calculation of file sizes of image and sound files 2 Chapter 1 pages 33–34 3 Workbook 1, Ch 1, question 16a compression 4 Workbook 1, Ch 1, questions 3 The purpose of and need for data compression 3 Chapter 1 page 34 16b,c, 20e, 21
/130/HO01895/work/indd 4 Lossy and lossless file compression methods 4 Chapter 1 pages 34–37 15 318502_IGCSE_ICT_TG_BS_001-024_SAMPLE.indd Page 16 29/06/21 5:07 PM user SUGGESTED SCHEME OF WORK 2 Syllabus Content Time Student’s Book pages Workbook questions Notes 16
reference Topic 2 Data transmission 8 hours 2.1 Types 1 Breaking data into packets to be transmitted; the structure 4 hours 1 Chapter 2 pages 45–49 1 Workbook 1 Ch 2 questions 1–2, There are and methods of a packet; the process of packet switching 9a, 10 useful online of data 2 How data is transmitted from one device to another using 2 Chapter 2 pages 49–52 2 Workbook 1 Ch 2 questions 3, demonstrations transmission different methods of data transmission; the suitability of 9b, 10 available. each method of data transmission for a given scenario 3 The universal serial bus (USB) interface and how it is used to 3 Chapter 2 pages 52–53 3 Workbook 1 Ch 2 questions 4, transmit data 9c 2.2 Methods 1 The need to check for errors after data transmission and 3 hours 1 Chapter 2 page 54 1 Workbook 1 Ch 2 question 3 of error how these errors can occur detection 2 The processes involved in error detection methods for 2 Chapter 2 pages 55–59 2 Workbook 1 Ch 2 questions detecting errors in data after transmission: parity check 5–6, 8f–j, 9d,e,g, 10 (odd and even), checksum, echo check 3 How a check digit is used to detect errors in data entry, 3 Chapter 2 pages 59–62 3 Workbook 1 Ch 2 questions 7, 9f including ISBNs and bar codes 4 How an automatic repeat request (ARQ) can be used to 4 Chapter 2 page 62 4 Workbook 1 Ch 2 question 10 establish that data is received without error 2.3 Encryption 1 The need for and purpose of encryption when transmitting 1 hour 1 Chapter 2 page 63 3 Workbook 1 Ch 2 questions data 8a–e, 10 2 Symmetric and asymmetric encryption 2 Chapter 2 pages 63–67 4 Workbook 1 Ch 2 questions 9h, 10, 11
/130/HO01895/work/indd 318502_IGCSE_ICT_TG_BS_001-024_SAMPLE.indd Page 17 01/07/21 5:39 PM user Syllabus Content Time Student’s Book pages Workbook questions Notes reference Topic 3 Hardware 22 hours 3.1 Computer 1 The role of the central processing unit (CPU) in a computer; 6 hours 1 Chapter 3 page 75 Use pictures, architecture what is meant by a microprocessor diagrams and 2 The purpose of the components in a CPU, in a computer that 2 Chapter 3 pages 75–80 2 Workbook 1 Ch 3 questions 1–2 any computers has a von Neumann architecture; the role of each component that can be in the process of the fetch–decode–execute cycle taken apart 3 The meaning of CPU core, cache and clock, and how they can 3 Chapter 3 pages 80–82 3 Workbook 1 Ch 3 question 3 to show the affect the performance of a CPU components. 4 The purpose and use of a CPU instruction set 4 Chapter 3 page 82 4 Workbook 1 Ch 3 question 10 5 The purpose and characteristics of embedded systems and 5 Chapter 3 pages 83–87 5 Workbook 1 Ch 3 question 4 the devices in which they are commonly used 3.2 Input and 1 Input devices and why they are required 8 hours 1 Chapter 3 pages 88–101 1 Workbook 1 Ch 3 questions 5–8 Use any output devices 2 Output devices and why they are required 2 Chapter 3 pages 101–110 2 Workbook 1 Ch 3 questions 9–11 devices that 3 Sensors, including why they are required; the type of 3 Chapter 3 pages 111–118 3 Workbook 1 Ch 3 questions are available to data captured by each sensor and when it would be used; 12–13 show how they selecting the most suitable sensor for a given context work. 3.3 Data 1 Primary storage 4 hours 1 Chapter 3 pages 1 Workbook 1 Ch 3 question 14 storage 2 Secondary storage 120–123 2 Workbook 1 Ch 3 question 14 3 The operation and examples of magnetic, optical and 2 Chapter 3 page 123 3 Workbook 1 Ch 3 questions 15, solid-state storage 3 Chapter 3 pages 16 4 Virtual memory, how it is created and used and why it is 123–128 4 Workbook 1 Ch 3 questions 19, necessary 21 5 Cloud storage 4 Chapter 3 pages 6 The advantages and disadvantages of storing data on the cloud 128–130 5 Workbook 1 Ch 3 questions 18a,b, 19 5 Chapter 3 page 130 6 Workbook 1 Ch 3 question 18c 6 Chapter 3 page 131
Suggested Scheme of Work 2
3.4 Network 1 The need for and use of a network interface card (NIC) 4 hours 1 Chapter 3 page 133 1 Workbook 1 Ch 3 question 22a hardware 2 The purpose and structure of a media access control (MAC) 2 Chapter 3 page 133 2 Workbook 1 Ch 3 question 22a address 3 The purpose of an internet protocol (IP) address; the 3 Chapter 3 pages 3 Workbook 1 Ch 3 questions different types of IP address 134–136 20a,b, 21 4 The role of a router in a network 4 Chapter 3 pages 4 Workbook 1 Ch 3 questions 136–137 20a,c Activity page 137
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reference Topic 4 Software 8 hours 4.1 Types of 1 The difference between system software and application 5 hours 1 Chapter 4 pages 147–155 1 Workbook 1 Ch 4 questions 1–3 software and software and examples of each interrupts 2 The role and basic functions of an operating system 2 Chapter 4 pages 155–160 2 Workbook 1 Ch 4 questions 4, 3 How hardware, firmware and an operating system are 3 Chapter 4 pages 160–161 5, 7, 8 required to run applications software 4 The role and operation of interrupts 4 Chapter 4 pages 161–163 3 Workbook 1 Ch 4 question 9 Activity page 164 4 Workbook 1 Ch 4 question 6 4.2 Types of 1 High- and low-level languages, including the advantages and 3 hours 1 Chapter 4 pages 166–167 1 Workbook 1 Ch 4 question 10 programming disadvantages of each language, 2 Assembly language and the need for assemblers 2 Chapter 4 pages 167–168 2 Workbook 1 Ch 4 questions 11, translators 3 The operation of a compiler and an interpreter, including how 3 Chapter 4 pages 168–169 12c and integrated a high-level language is translated by each and how errors 3 Workbook 1 Ch 4 questions 11, development are reported 12a,b environments 4 Advantages and disadvantages of a compiler and an interpreter 4 Chapter 4 page 170 (IDEs) 5 The role of an IDE and the common functions it provides 5 Chapter 4 pages 170–173 4 Workbook 1 Ch 4 question 13 Activity page 173 5 Workbook 1 Ch 4 question 14 Topic 5 The internet and cyber security 8 hours 5.1 The 1 The difference between the internet and the world wide web 6 hours 1 Chapter 5 pages 180–181 1 Workbook 1 Ch 5 question 1a internet and 2 The meaning of a uniform resource locator (URL) 2 Chapter 5 page 181 2 Workbook 1 Ch 5 question 1b the world wide 3 The purpose and operation of hypertext transfer protocol 3 Chapter 5 page 181 3 Workbook 1 Ch 5 question 1a web (HTTP) and hypertext transfer protocol secure (HTTPS) 4 The purpose and functions of a web browser 4 Chapter 5 page 182 4 Workbook 1 Ch 5 question 1c 5 The location, retrieval and display of web pages on a device 5 Chapter 5 page 183 5 Workbook 1 Ch 5 question 2 when a user enters a URL 6 Cookies and how they are used, including session cookies 6 Chapter 5 pages 184–186 6 Workbook 1 Ch 5 question 3 and persistent cookies Activity page 186 5.2 Digital 1 The concept of digital currency and how digital currencies 1 hour 1 Chapter 5 pages 186–187 1 Workbook 1 Ch 5 question 4 currency are used 2 The process of blockchain and how it is used to track digital 2 Chapter 5 pages 187–189 2 Workbook 1 Ch 5 question 4 currency 5.3 Cyber 1 The processes involved in and the aim of carrying out a 1 hour 1 Chapter 5 pages 189–198 1 Workbook 1 Ch 5 questions 5–6 security range of cyber security threats 2 The solutions used to help keep data safe from security threats 2 Chapter 5 pages 198–210 2 Workbook 1 Ch 5 questions 7–11
/130/HO01895/work/indd 318502_IGCSE_ICT_TG_BS_001-024_SAMPLE.indd Page 19 29/06/21 5:07 PM user Syllabus Content Time Student’s Book pages Workbook questions Notes reference Topic 6 Automated and emerging technologies 6 hours 6.1 Automated 1 The use of sensors, microprocessors and actuators to create 2 hours 1 Chapter 6 pages 217–218 1 Workbook 1 Ch 6 questions systems automated systems 3a,b,c–6, 4a,b, 5, 6a 2 The advantages and disadvantages of automated systems 2 Chapter 6 pages 2 Workbook 1 Ch 6 questions used for given scenarios 218–229 3d,e, 4c, 6b 6.2 Robotics 1 Robotics 2 hours 1 Chapter 6 page 230 1,2,3 Workbook 1 Ch 6 question 2 Use videos to 2 The characteristics of a robot 2 Chapter 6 pages 231–232 demonstrate. 3 The roles that robots can perform and the advantages and 3 Chapter 6 pages 232– 3 Workbook 1 Ch 6 question disadvantages of their use 241 10 6.3 Artificial 1 Artificial intelligence (AI) 2 hours 1 Chapter 6 page 241 1,2,3 Workbook 1 Ch 6 intelligence 2 The main characteristics of AI (the collection of data and 2 Chapter 6 pages questions 2, 8, 9 the rules for using that data, the ability to reason, and can 241–242 include the ability to learn and adapt) 3 The basic operation and components of AI systems to 3 Workbook 1 Ch 6 simulate intelligent behaviour 3 Chapter 6 pages 243–250 questions 1, 7 Topic 7 Algorithm design and problem solving 21 hours 1 The program development life cycle: analysis, design, coding 21 hours 1 Chapter 7 pages 258–259 1 Workbook 2 Ch 7 question 1 The flowchart and testing symbols to use 2 Computer systems and sub-systems; problem 2 Chapter 7 page 271 2 Workbook 2 Ch 7 questions 2–8 are on page 21 of decomposition; methods to design and construct a solution the syllabus. to a problem 3 Chapter 7 pages 3 Workbook 2 Ch 7 questions 9, The pseudocode 3 The purpose of a given algorithm 271–272 10 used is set out 4 Standard methods of solution 4 Chapter 7 pages 272–276 4 Workbook 2 Ch 7 question 12 on pages 33–46 5 The need for validation and verification checks on input data; 5 Chapter 7 pages 276–281 5 Workbook 2 Ch 7 question 13 of the syllabus. different types of validation and verification checks 6 Use of test data 6 Chapter 7 pages 281–282 6 Workbook 2 Ch 7 question 14 7 Use of trace tables to document dry-runs of algorithms 7 Chapter 7 pages 282–285 7 Workbook 2 Ch 7 question 15
Suggested Scheme of Work 2
8 Identification and correction of errors in algorithms 8 Chapter 7 pages 285–288 8 Workbook 2 Ch 7 question 16 9 Writing and amending algorithms for given problems/ 9 Chapter 7 pages 288–292 9 Workbook 2 Ch 7 question 15d scenarios, using pseudocode, program code and flowcharts
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reference Topic 8 Programming 30 hours 8.1 1 Declare and use variables and constants 25 hours 1 Chapter 8 pages 302–303 1 Workbook 2 Ch 8 question 2d Decide on Programming 2 Basic data types 2 Chapter 8 page 304 2 Workbook 2 Ch 8 question 1 the IDE and concepts 3 Input and output 3 Chapter 8 pages 304–307 3 Workbook 2 Ch 8 question 2 programming 4 Sequence; selection; iteration; totalling; counting; 4 Chapter 8 pages 307–318 4 Workbook 2 Ch 8 questions 3, language to string handling; and arithmetic, logical and Boolean 4, 7, 8 use before operators 5 Chapter 8 pages 318–321 5 Workbook 2 Ch 8 questions 8–9 starting to teach 5 Nested statements 6 Chapter 8 pages 321–327 6 Workbook 2 Ch 8 question 10 this section. 6 Procedures, functions and parameters; local and global There is further variables 7 Chapter 8 pages 327–328 7 Workbook 2 Ch 8 question 11 information on 7 Library routines 8 Chapter 8 pages 328–329 8 Workbook 2 Ch 8 questions 5, this in Workbook 2 8 Creation of a maintainable program 6, 14, 15 Chapter 8. 8.2 Arrays 1 One-dimensional and two-dimensional arrays 3 hours 1 Chapter 8 page 329 1 Workbook 2 Ch 8 question 12 Use, indexing 2 Use of arrays 2 Chapter 8 pages 329–333 2 Workbook 2 Ch 8 question 12 and iteration are 3 Writing and reading values into an array (indexing) using 3 Chapter 8 pages 329–333 3 Workbook 2 Ch 8 questions 12, taught together. iteration 14, 15 8.3 File 1 The purpose of storing data in files to be used by a program 2 hours 1 Chapter 8 page 333 1 Workbook 2 Ch 8 question 13a handling 2 Opening, closing and using a file for reading and writing 2 Chapter 8 pages 2 Workbook 2 Ch 8 question 13b,c 333–336 Topic 9 Databases 8 hours 1 Single-table database 8 hours 1 Chapter 9 pages 339–342 1 Workbook 2 Ch 9 question 1a Practical use of 2 Basic data types for databases 2 Chapter 9 pages 342–343 2 Workbook 2 Ch 9 questions 1b, a single-table 2a, 4a database with 3 Primary key, including identifying a suitable primary key 3 Chapter 9 pages 343–344 3 Workbook 2 Ch 9 questions 2b, 4a SQL is strongly 4 Use of SQL scripts to query data stored in a single-table 4 Chapter 9 pages 344–351 4 Workbook 2 Ch 9 questions 3, advised. database 4c,d Topic 10 Boolean logic 6 hours 1 Standard symbols for logic gates 6 hours 1 Chapter 10 pages 1 Workbook 2 Ch 10 questions The standard 356–358 3b, 7b, 8b, 9a, 11b, 12a logic gate 2 Functions of the logic gates 2 Chapter 10 pages 2 Workbook 2 Ch 10 symbols are 358–360 question 1 shown on 3 Use of logic gates to create given logic circuits; complete 3 Chapter 10 pages 3 Workbook 2 Ch 10 page 32 of the truth tables; write logic expressions 360–378 questions 2–12 syllabus.
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Sample lesson plans
Lesson plan template Topic
Syllabus reference and content:
Learning objectives:
Resources
Textbook:
Online:
Specially prepared:
New vocabulary:
Timed activities
Lesson opener:
Group activity:
Individual activity:
Plenary:
Homework
Reflection
What went well:
What could be improved:
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Sample lesson plans
How to use the lesson plan template
List the name of the topic and the section, page and content of the syllabus that will be covered in the lesson. Tip: always make sure that you use the version of the syllabus for the year your students sit the exam. Provide references to the page(s) List the learning objectives for the lesson. and section of Tip: always make sure that you have these learning the textbook and objectives clearly visible, e.g. on the whiteboard. URLs for any online resources that you plan to use.
Lesson plan Include details/links to any resources that you have prepared for this Topic topic. Tip: always check Syllabus reference and content: all your resources just before the les- son as the address- Divide your lesson into Learning objectives: es and availability three or four timed of online resources sections. Always include can change without an introduction and a warning. plenary. Try to include activities that promote Resources List new technical active learning to terms to introduce engage your students them and their throughout the lesson. Textbook: meanings. Tip: always make sure Tip: use the key that you include the Online: terms list at the learning objectives end of the chapter. for the lesson in your introduction. Specially prepared:
The plenary section
New vocabulary: should include a sum- mary of what should have been learned, homework if required Timed activities and plans for the next lesson. Tip: the use of quick Lesson opener: quizzes and gapped handouts can help Group activity: re-enforce what has been learned in the les- son during the plenary. Individual activity:
Plenary: Always take time to re- flect on how well each Set homework lesson delivered the Homework with clear instruc- learning objectives. This tions as to what is helps you to develop as required, when it a teacher. is to be handed Tip: try to do this as in and how you close to delivering the expect to receive it. lesson as you can. Tip: there are end-of-chapter From time to time, ask your students how Reflection questions in the Student’s Book much they learned and questions in during a lesson. What went well: the workbooks Tip: have the courage that can be used to include the opinions of your students in your What could be improved: for student home- work. reflections, as this can be really helpful.
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Sample lesson plan 1
Sample lesson plan 1
Topic Digital currency Syllabus reference and content: Section 5.2 (page 20) 1. Understand the concept of a digital currency and how digital currencies are used. 2. Understand the process of blockchain and how it is used to track digital currency transactions. Notes and guidance • A digital currency is one that only exists electronically. • Blockchain is a digital ledger, that is, a time-stamped series of records that cannot be altered. Learning objectives: Understand what digital currency is and how it is used, including the use of blockchain.
Resources Textbook: Chapter 5, section 5.2 (pages 186–189) Online: https://youtu.be/SzAuB2FG79A (cryptocurrency) and https://youtu.be/3xGLc-zz9cA (blockchain) Specially prepared: create a presentation on digital currency for plenary. Use the key terms on page 212. New vocabulary: the key terms on page 212: digital currency, cryptocurrency, blockchain, time stamp and proof- of-work
Timed activities (45-minute lesson)
Lesson opener (5 mins): introduce the concept of digital currency and lead a short class discussion on what students know about the concept. Introduce the learning objectives. Group activity (15 mins): play the first video on cryptocurrency. Pause and discuss it with the class. Then play the second video on blockchain. Pause and discuss it with the class. Individual activity (15 mins): instruct students to read the section on how blockchain works (page 188) and then answer question 1 from Activity 5.2 (page 189). Plenary (10 mins): create a presentation to check the class’s understanding of new terminology and learning objectives. Look forward to the next lesson on cyber security. Set homework.
Homework Students should complete Activity 5.1 (page 186) and the end-of-chapter question 5c (page 215). They should record their answers in Microsoft Word and upload the file to the class Google Drive before the next lesson.
Reflection: What went well: Complete this after the lesson. What could be improved: Complete this after the lesson.
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SAMPLE LESSON PLANS
Sample lesson plan 2
Topic Programming concepts: iteration Syllabus reference and content: Sections 8.1.4c and 8.1.4d (page 25) 1. U nderstand and use the concept of iteration, including count-controlled loops pre-condition loops and post-condition loops. 2. Understand and use the concepts of totalling and counting. Learning objectives: Understand and be able write programs using iteration, totalling and counting.
Resources Textbook: Chapter 8, sections 8.1.4c and 8.1.4d (pages 312–314) Specially prepared: three (two for Python) short programs to demonstrate for your chosen programming language: FOR loop (Table 10), pre-condition (Table 8.11) and post-condition (Table 8.12). Two short programs to demonstrate for your chosen programming language: totalling (Table 13) and counting (Table 8.14). Create a presentation to show two or three short scenarios to use during the plenary so your students can decide which type of loop would be the most suitable to use. For example: a range check is required to check if a number input is positive and less than or equal to 100, outputting a list of 100 numbers. Additionally, include scenarios so students can decide whether to use counting or totalling, for example, finding out how many students in a class are aged 14 or finding the average age of the students in a class. New vocabulary: key terms on page 336: iteration, counting, totalling, pre-condition loop, post-condition loop and count controlled loop.
Timed activities (45-minute lesson)
Lesson opener (15 mins): revisit the pseudocode for iteration with count-controlled loops FOR … NEXT, pre- condition loops DO WHILE … ENDWHILE and post-condition loops REPEAT … UNTIL. The details for this are on pages 268–270 of the Student’s Book. Demonstrate how each of these loops can be programmed. Discuss why condition-controlled loops are used and the differences between pre- and post-condition. Demonstrate how counting and totalling are used and explain the difference. Individual and paired activity (15 mins): instruct students to complete Activity 8.6 (page 314). Then split the class into pairs. Each student should test their partner’s program, using trace tables to record their answers. Plenary (15 mins): create a presentation with scenarios and terminology to check the class’s understanding of new terminology and learning objectives. Look forward to next lesson on string handling. Set homework.
Homework Students should complete Activity 8.7 (page 314) in the Student’s Book. They should upload their work to the class’s Google Drive before the next lesson.
Reflection: What went well: Complete this after the lesson. What could be improved: Complete this after the lesson.
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1 Read the scenario and the requirements through very carefully at least twice. 2 Make a note of any identifier names and their data structures mentioned in the scenario and remember to use those names and data structures when you write the program code or pseudocode for your answer. For example, a 2D array containing the names of students in a school Student[].
Data structure Identifier name, shown in the
mentioned question as Courier font
Other data structures needed should be given meaningful names. 3 Check the scenario for any special instructions about data structures. For example, the arrays have already been set up and the data stored.
4 Check the scenario for any special instructions about the program. For example, use a function to calculate the average age of the students in the school.
5 Decide how the program is to be written using the programming language that has been taught (Python, Visual Basic or Java) or using pseudocode. 6 Identify the programming techniques needed for each requirement. For example, a requirement to search for a student’s name would require: Input of name Linear search of list Output whether found or not
7 Write code for each requirement in the list. For each requirement, check that everything has been completed to match the scenario and there are no logical errors. Include comments in the code to explain how the code works. 8 Finally read through your code to check that the program is in a logical order and all the requirements have been met. 9 Use a checklist to ensure you have completed everything.
Suggested checklist DO DON’T Programming code or pseudocode Choose a single programming Mix languages or mix pseudocode language (Python, Visual Basic or with a language Java) or pseudocode Fully commented solution Use the appropriate commenting Write notes all over the code feature of the language chosen Write code without comments All data structures required Make sure that you use any names Change names used during the included using any identifier given exactly program names given in the question and Make sure that all the data required Add extra data structures that are meaningful names for any others is stored appropriately not required Code to fulfil all requirements Check that code has been written to Add extra code for other things included in a logical order meet every part of every requirement that you would like the program Check that there are no logical errors to do in the code Check that the order of the code in the program is logical Appropriate techniques have been Check that any special instructions Include extra techniques that are used, including any specifically about programming have been not required, e.g. a bubble sort if mentioned in the scenario followed not part of the requirements Check that a suitable range of techniques have been used
ESL guidance Teaching learners with English as a second language (ESL) As it is an international qualification taught in many different countries around the world, the Cambridge IGCSE, IGCSE (9-1) and O Level Computer Science syllabuses (0478/0984/2210) are often taught to learners who do not speak English as a first language. This introduction will highlight some aspects of language difficulties that learners may have and suggest strategies to address them. There is also an accompanying set of language development activities, available on boost-learning.com. There are some general principles that are likely to support all your learners but which will provide extra support for any learners with language needs.
Learning objectives When defining learning objectives for your lessons, give thought to the kind of language that learners will need in order to successfully participate in the lesson and use the knowledge that you plan to teach. Make sure that you define a language objective – this will help you plan appropriate activities and assessment for learners. If you are teaching a monolingual class, it will also help you plan when to allow learners to use their first language in lessons.
Contextualise Take the opportunity at the start of every lesson to link what is to be presented to what has already been taught and what learners already know. It is quite possible that some learners will already have some experience with some of the topics covered, so finding out what they already know is helpful. Giving second-language speakers of English this chance to think about the topic before starting the lesson will make it easier for them to understand the language used.
Managing input How will information be presented to the class? Are there ways of making the information more accessible for learners whose first language is not English? Consider the use of transcripts, background reading, amount of visual support and how long each piece of input lasts. If learners are listening or reading in their second language, they are likely to benefit from shorter sections of input interspersed with questions, discussions and collaborative tasks.
Collaborative learning This is when learners are obliged to work together and communicate with each other. Working collaboratively means that learners have to put new language learned to use, consolidating it in their memory. They have to use information that they have listened to or read in the lesson. This provides opportunities for the teacher to see any gaps in their knowledge or understanding. It also provides learners with valuable opportunities to communicate in English, which will help their overall language development.
Assessment for learning
Regular formative assessment, learning checks and developmental feedback are particularly important when teaching learners who do not have English as a first language. Formative assessment allows teachers to check how well learners have understood and can express lesson content. It also helps learners to know which aspects of their language skills require development.
Computer science is a subject with a considerable specialist vocabulary, and a need for precision. It requires a level of general academic vocabulary in addition to a wide knowledge of computer science terminology.
The vocabulary of computer science
Like most subjects, computer science has its own vocabulary. This can be broken down into different categories, which present different challenges.
Specific concepts Much of the vocabulary that learners of computer science have to learn refers to specific concepts which are denoted by specific terms. For example, specific terms that occur in the Data representation topic include character set, logical shift, overflow error, sampling resolution, Unicode, etc. This specialist vocabulary could potentially cause difficulties for learners who have English as a second language. They are unlikely to have learned specialist computer science terms in their general language lessons. The terminology used with higher-level computer science concepts may also be unknown to native English speakers, and so this language will be taught explicitly to learners as a matter of course. However, teachers should check that learners with English as a second language know the language used to express more basic concepts.
Vocabulary difficulties The syllabuses also require learners to be able to write definitions for specialist concepts. This requires precision, as well as sufficient vocabulary to be able to write the definitions without using the terms to be defined.
Strategies for developing learners’ computer science vocabulary
Principles There are a number of principles to consider when looking for effective ways of developing vocabulary. Firstly, the frequency with which learners encounter new vocabulary is crucial in ensuring that they are able to easily recognise, recall and use vocabulary items. Therefore, teachers should ensure that learners encounter each new vocabulary item on numerous occasions. Research has shown that, in order to learn new vocabulary, learners need to encounter it seven to nine times on average. This makes opportunities for discussing content in class very valuable. The second principle is that new vocabulary should also be presented to learners in context – this helps to make the meaning clear, and also gives a more memorable frame to support recall. Thirdly, it has been suggested that the depth to which learners engage with new vocabulary increases their ability to memorise it. Teachers should make sure that learners get opportunities to actively use new vocabulary.
Teacher strategies Presenting new vocabulary in context is unlikely to be difficult in higher secondary classes. Learners should be encouraged to actively identify useful new vocabulary items whenever they are listening to lessons or reading texts about computer science. It is also vital for teachers to build in as much reviewing and recapping of terminology as possible. Time should be spent at the start of each lesson reviewing key concepts that have been presented in recent lessons and encouraging learners to recall the terms themselves. There are various
Developing ESL learners’ reading skills for Computer Science
engaging activities that teachers can use for this. Regular formative assessment will increase the frequency with which learners review these concepts. Online quiz applications such as Kahoot and Quizlet also provide opportunities for further practice. These types of reviews are very suitable for homework assignments. As learners often confuse similar terminology, it is beneficial to spend some time getting learners to work specifically on identifying the differences between related terms as well as distinguishing between them. It is important to ensure that learners engage with the terms presented and have opportunities to use them actively as well as passively. Teachers should build in pair and group work into lessons, to ensure that learners have the chance to use new terms when communicating with each other. This is likely to lead to deeper engagement with new vocabulary.
Learner strategies Learners should be encouraged to keep records of new vocabulary. There are a number of ways that they can do this, for example, using language journals, word cards or shared online documents. These records should also contain information about related terms, how these terms differ and how they can be used. As well as keeping records, learners could also form study groups in which they talk through the topics studied, ensuring that they use new vocabulary. Learners should also be encouraged to actively practise recalling language from their records. This could be done using word games or quizzes similar to those used in class. To maximise their opportunities to find new vocabulary in context, it is beneficial for learners to expose themselves to as much computer science language as possible outside class.
Developing ESL learners’ reading skills
for computer science Reading in Upper Secondary Computer Science Computer science is a subject that requires learners to read in depth about a wide range of topics. Learners have to be able to read documents using general and specialist language and also be able to interpret diagrams, tables and images. Second-language speakers of English may have some of these skills in their first language, but may need to practise their skills in English. While they may have read about some topics relevant to computer science in their English language classes, this is unlikely to have been at the same level of detail and they may not have used such a wide range of ways to communicate information (particularly information presented in diagrams and tables). An additional problem that learners may have is that, if they have grown up in a different country, they may not know all the background information that texts assume of them.
Reading skills Reading is often considered to be made up of two different types of skills: bottom-up skills, which come from understanding the meaning of the words and structures on the page, and top-down skills which come from the reader’s own understanding of the topic and situation described in a particular word problem. Successful reading involves the interaction of these two different sets of skills. Consider, as an example, Chapter 5 in the Student’s Book. In addition to the main text, the chapter contains images, diagrams, tables, tasks, exercises and exam-style questions. The text itself is divided by headings.
Bottom-up skills The previous section detailed the challenges that specialist vocabulary can present for second-language speakers of English (see page 26). Unsurprisingly, vocabulary knowledge is a very important part of being able to read successfully. In Chapter 5 of the Student’s Book,
learners need to understand specialist terms such as brute force attack, denial of service attack, packet sniffing, secure sockets layer and SSL certificate. There are also terms that are not specific to computer science, but are much more common in formal and academic writing than in the everyday contexts that second-language learners are likely to be familiar with, such as interconnect, infrastructure, convert, associated, retrieve and terminate. As well as knowledge of whole words, learners may be able to use their knowledge of prefixes and suffixes to work out the meaning of new words. For example, a learner who recognises the similarity between the words anti-spyware and anti-virus will be able to work out the meaning.
Top-down skills As well as knowledge of the text, successful readers use top-down knowledge from outside the text. In most chapters, readers can use their own knowledge of computer science topics to predict what the text will say. As they read, they will check to see whether (and how) the text adds to their previous understanding or whether it challenges this understanding in any way. Readers are likely to use features such as images and headings to support these predictions: they will read the headings or look at images and consider what they think the text will say. Readers of computer science textbooks will understand how information is presented in different ways and will have an understanding of when to read through the text, and when to look at diagrams, equations or sections of code and relate them to the concepts in the text. Where information is presented separately, such as in the Advice boxes, effective readers will know when to break off from reading the text and then how to relate the information back to the main text. The way in which top-down and bottom-up skills interact will depend on the learners’ purpose when reading the text. For example, they might be looking for specific information or trying to gain a general view of a topic.
Think out loud
Most of the reading that learners encounter in studying computer science is reading word problems. Word problems are short, concise and full of information that needs to be carefully ‘unpacked’. Encourage learners to read word problems out loud, asking for help along the way with any terms they don’t understand. When they have finished, ask them to explain the word problem in their own words and try to work it out.
Strategies to support learners
Bottom-up reading skills are dependent on language knowledge, which can be developed using the strategies described in the vocabulary section above. Extensive practice in reading computer science problems will help learners consolidate this knowledge as well as identify new language items that they need to learn. Learners should be encouraged to exploit reading texts to find useful new vocabulary items. However, as well as developing learners’ language knowledge, it is also important to support learners to use their top-down skills and become strategic readers.
Consider what learners already know
When presenting a new text in class, teachers should ask learners what they already know about the topic. This helps learners to understand the purpose for reading the text – they can confirm, add to or refute their current understanding. This review of prior knowledge also provides an opportunity to recap key vocabulary related to the text.
Use of KNL charts
Use a KNL (know, need, learned) chart like the one below to find out what students already know before starting a new chapter. Refer to this chart at different points in the chapter to make sure
Developing ESL learners’ reading skills for Computer Science
that students are learning the correct information and are aware that they are learning it, and to ensure that you are building upon what they already know.
I already know I need to know I’ve learned
Use text features
Once learners are thinking about the subject of the text, features in the text can be used to get learners to predict what they will find when they read it. Learners should look at the title, subheadings and diagrams or tables in order to inform their predictions.
Close reading On subsequent readings of the word problem, learners could be asked to identify any command words, relevant and irrelevant information, and language indicating the need for the use of specific processes. If learners do not know the meaning of a word or phrase, ask questions to support them to work it out rather than giving them the answer straightaway – it is important to encourage learners to develop strategies for doing this independently in the future. Learners should be encouraged to check their understanding of the problem as they go through it with both their real-world knowledge of the context to check that it makes logical sense and with their knowledge of computers and computer science.
Vocabulary focus To help learners develop their vocabulary knowledge, they could be asked to find words in the word problem that fit particular definitions. They could be encouraged to find synonyms in the word problem. They could also be asked to complete gapped sentences with words from the word problem.
Comprehension focus Questions that check learners’ comprehension of the word problem will give them a focus for reading. For example, students could answer direct questions, identify true and false sentences or complete an activity such as listing all the steps of a process in a flow chart. This type of activity will also provide teachers with an opportunity to assess learners’ reading skills.
Talking through texts
Another useful technique is to ask learners to talk through problems as they read them. This gives them the opportunity to see how problems and processes are linked and provides guidance as to how they can approach these problems in future. This may be a particularly useful technique as part of formative assessment, allowing teachers to make an accurate judgement of a learner’s knowledge of computer science without this judgement being affected by the learner’s English language level.
Notetaking practice Learners can be trained to take notes more effectively: they should set themselves a purpose before reading and note any important new vocabulary to look up and any questions that the word problem raises. One way these skills can be developed is to provide learners with different templates that support different note-taking strategies. Learners could also practise taking notes in class from short extracts, and then compare them with the notes taken by their classmates.
Concept maps An excellent way to review key terms covered in a chapter is to write them on the board. Students choose any two words and explain how they are related or make a sentence that includes both words.
Use of visuals and graphic organisers
Many computer science concepts can be effectively communicated by using either visuals or graphic organisers. Teachers can use these in two ways. Firstly, provide the class with a visual or graphic organiser and ask them to label the parts and fill in key information in words. Then they can discuss and compare their work with a partner. Finally, students can use the completed visual as a prompt to write an explanation or description.
Developing listening skills with ESL learners
Listening in lessons is clearly an important skill for learners of computer science and can be challenging for learners who have English as a second language.
Listening skills As with reading skills, teachers should consider the interaction between different kinds of skills and knowledge that students use when listening in class.
Bottom-up skills In order to understand a lesson, learners need to be able to use knowledge of language. When listening, there are two aspects to this. Firstly, learners need to have sufficient knowledge of the grammar and vocabulary that will feature in the lesson. As we have seen, a considerable amount of the vocabulary is specific to computer science. Secondly, learners have to be able to decode the words spoken from the stream of sound that they hear. This can be challenging because spoken language does not always closely reflect the written form; gaps in the stream of speech do not fall in the same place as gaps between words in a written text. The following are examples of types of phrases that might confuse learners. Learners may hear the phrase free to use as free ta use. Learners may hear letters that are not in the written words – they might hear a w sound between the words in a phrase such as to enter. Many words have different pronunciations depending on their position and significance in a sentence. For example, of may be pronounced more like uv in some phrases: layers of an object might sound like layer zuv an object.
Top-down skills In addition to being able to decode spoken sound, listeners also use background knowledge to build understanding while they are listening. In computer science lessons, learners will use their knowledge of computer science concepts to predict what will be described and to check their understanding of the lesson. Effective listeners will also use their understanding of the format of a lesson and what they expect the teacher to do to support their understanding of what is being described. Language development activities Dictation activities can be particularly useful in helping learners develop their ability to recognise words in a stream of English speech. The aim of dictation activities is to raise learners’ awareness of features of connected speech in English. Recognition of these features will make it easier for
learners to understand spoken English, and so it is best to focus on these aspects when correcting learners’ dictations, rather than on aspects such as spelling or grammar. As well as dictation activities, it is also useful to give learners a more structured focus to a listening task. Key words Dictate a few lines of a word problem from the Student’s Book that are rich in computer science specialist terms, and ask students to identify and record the terms. Draw students’ attention to the words that these terms combine with to form common phrases (which are known as collocations). Also point out the verbs that are normally used with the specialist terms. Once students become familiar with how technical terms combine with other words and which verbs are normally used with these terms, they will be more likely to use the specialist vocabulary in their own speech and writing.
Glossary abnormal data data that is rejected by a program abstraction a method used in the analysis stage of the program development life cycle; the key elements required for the solution to the problem are kept and any unnecessary details and information that are not required are discarded accelerometer a sensor that measures acceleration and deceleration and that can detect, for example, the orientation of a device access levels different levels of access in a computer system allowing a hierarchy of access levels depending on user’s level of security access point mapping see wardriving. accumulator (ACC) a temporary general-purpose register that stores numerical values at any part of a given operation acknowledgement a message sent to the receiver indicating that data has been received correctly (used in the ARQ error detection method) active host functioning software that a virus can affect by attaching itself to the code or by altering the code to allow the virus to carry out its attack actuator an output device that converts electrical energy into mechanical movement. adaptive cruise control the use of sensors, actuators and microprocessors to ensure that a vehicle keeps a safe distance behind another vehicle ADC see analogue to digital converter address a label for a memory location used by the CPU to track data address bus the system bus that carries the addresses throughout the computer system administrator a person responsible for the upkeep and maintenance of a computer system that involves multi-user function adware a type of malware that attempts to flood the end-user with unwanted advertising AI see artificial intelligence algorithm an ordered set of steps to solve a problem ALU see arithmetic and logic unit analogue to digital converter (ADC) a device that converts analogue data (for example, data read from sensors) into a form understood by a computer analysis part of the program development life cycle; a process of investigation, leading to the specification of what a program is required to do anode a positive electrode anti-spyware software that detects and removes spyware programs installed on a system; the software is based on typical spyware rules or known spyware file structures anti-virus software software that detects, quarantines and deletes files or programs infected by a computer virus; the software can run in the background or be initiated by the user arguments the actual values that are passed to a procedure or function arithmetic and logic unit (ALU) the component of the CPU that carries out all arithmetic and logical operations arithmetic operator an operator that is used to perform calculations
array a data structure containing several elements of the same data type; these elements can be accessed using the same identifier name ARQ see automatic repeat request artificial intelligence (AI) a collection of rules and data which gives a computer system the ability to reason, learn and adapt to external stimuli ASCII code a character set for all the characters on a standard keyboard, plus special control codes assembler a computer program that translates programming code written in assembly language into machine code assembly language a programming language that is dependent on computer hardware; a program written in assembly language needs to be translated into machine code before it is executed asymmetric encryption a type of encryption that uses public keys and private keys to ensure that data is secure attribute something that defines the objects stored in a knowledge base audio compression a method used to reduce the size of a sound file using perceptual music shaping authentication the process of proving a user’s identity by using something they know, something they have or something unique to them automated system a combination of software and hardware designed and programmed to work automatically without the need for any human intervention automatic repeat request (ARQ) a method of checking transmitted data for errors; it makes use of acknowledgement and timeout to automatically request re-sending of data if the time interval before positive acknowledgement is too long autonomous the ability to operate independently without any human input backing store a secondary storage device (such as an HDD or SSD) used to store data permanently even when the computer is powered down back-up make copies of files onto another storage media in case the original file becomes corrupted or is deleted bandwidth the maximum rate of transfer of data across a network, measured in kilobits per second (kbps) or megabits per second (Mbps) barcode a series of dark and light lines of varying thicknesses used to represent data; the code has to be scanned using a laser or LED light source basic input/output system (BIOS) a suite of programs on firmware that are used to perform the initialisation of a computer system during the boot-up process bidirectional can travel in both directions; used to describe data that can travel in both directions binary number system a number system based on 2, in which only the digits 0 and 1 are used binder 3D printing a 3D printing method that uses a two-stage pass; the first stage uses dry powder and the second stage uses a binding agent biometrics type of authentication that uses a unique human characteristic, such as fingerprints, voice or retina blood vessel pattern BIOS see basic input/output system bit the basic computing element that is either 0 or 1, and is formed from the words binary digit bit depth the number of bits used to represent the smallest unit in a sound file (see also sampling resolution) bitmap image an image made up of pixels
blockchain a decentralised database where all transactions are stored; it consists of a number of interconnected computers but not a central server Boolean algebra a form of algebra linked to logic circuits and based on TRUE or FALSE Boolean operator an operator that is used with logical operators to form more complex expressions boot up/bootstrap loader a small program that is used to load other programs to correctly ‘start up’ a computer system boundary data the largest/smallest data value that is accepted by a program and the corresponding smallest/largest rejected data value browser see web browser brute force attack a ‘trial and error’ method used by cybercriminals to crack passwords by finding all possible combinations of letters, numbers and symbols until the password is found bubble sort an algorithm that makes multiple passes through a list comparing each element with the next element and swapping them if necessary. This continues until there is a pass where no more swaps are made buffer a memory area used to store data temporarily cache temporary memory that uses static RAM to hold data/instructions frequently used by the CPU, thereby increasing CPU performance. More generally, cache means any area of storage used to quickly access frequently used data. Other examples include web cache, database cache and DNS cache capacitive touch screen a type of touch screen that uses the change in the screen’s capacitance (the ability to store an electrical charge) when it is touched by a finger or stylus cathode a negative electrode char a variable or constant that is a single character character set a list of characters that have been defined by computer hardware and software; the character set is necessary so that the computer can understand human characters charge couple device (CCD) a light-sensitive cell made up of millions of tiny sensors acting as photodiodes chatbot a pop-up robot on a website that appears to enter into a meaningful conversation with a web user check digit an additional digit appended to a number to check if the entered number is error-free; check digit is a data entry check and not a data transmission check checksum a verification method used to check if data transferred has been altered or corrupted; calculated from the block of data of data being sent, the checksum value is sent after each data block ciphertext encrypted data that is the result of putting a plaintext message through an encryption algorithm clock cycle clock speeds are measured in terms of GHz; this is the vibrational frequency of the system clock which sends out pulses along the control bus; for example, a 3.5 GHz clock cycle means 3.5 billion clock cycles a second cloud storage a method of data storage in which data is stored on offsite servers; the physical storage may be on hundreds of servers in many locations coding part of the program development life cycle; the writing of the program or suite of programs cognitive relating to the mental processes of the human brain involved in acquiring knowledge and understanding through thought, experiences and input from the five senses colour depth the number of bits used to represent the colours of a pixel
command line interface (CLI) an interface which allows communication with the computer by typing in commands using a keyboard compiler a computer program that translates a source program written in a high-level language to machine code complementary metal oxide semi-conductor (CMOS) a chip that generates an electric current (or pulses) when light falls on its surface compression reduction of the size of a file by removing repeated or redundant pieces of data; this can be lossy or lossless computed tomographic (CT) scanner technology that can create a 3D image of a solid object by slicing up the object into thin layers (tomography) computer aided design (CAD) software used to create drawings (for example, to send to a 3D printer or to produce blueprints of a microprocessor design) constant a named data store that contains a value that does not change during the execution of a program contiguous next to each other control bus the system bus that carries signals from the control unit to all other computer components control unit the component of a computer’s CPU that ensures synchronisation of data flow and programs throughout the computer by sending out control signals along the control bus controller a microprocessor that is in control of a process cookie a text file sent from a website to a user’s browser; it is used to remember user preferences each time they visit the website core a unit on a CPU made up of an ALU, control unit and registers; a CPU may contain a number of cores COUNT an SQL command that counts the number of records (rows) in which the field (column) matches a specified condition; used with SELECT counting keeping track of the number of times an action is performed cryptocurrency a form of digital currency that uses a chain of decentralised computers to control and monitor transactions cryptography the protection of data/information by use of coding; it usually involves encryption and decryption current instruction register (CIR) a register that stores the current instruction being decoded and executed cyclic redundancy check (CRC) an error checking method in which all the 1-bits in the data packet payload are added and the total is stored in the packet trailer; the same calculation is repeated at the receiving station DAC see digital to analogue converter data bus the system bus that allows data to be carried from CPU to memory (and vice versa) or to and from input/output devices data interception unauthorised stealing or observation of data from a wired or wireless network transmission; cybercriminals often use packet sniffing or access point mapping/wardriving to intercept data data packet a small part of a message/data that is transmitted over a network; after transmission all the data packets are reassembled to form the original message/data data redundancy the unnecessary storing of the same data on several storage devices at the same time
data type a classification of how data is stored and displayed, and of which operations can be performed on the stored value database a persistent structured collection of data that allows people to extract information in a way that meets their needs debugging finding errors in a computer program by running or tracing the program declare define the value and data type of a variable or constant decomposition a method used in the analysis stage of the program development life cycle; a complex problem is broken down into smaller parts, which can then be sub divided into even smaller parts that can be solved more easily defragmentation a process that reorganises sectors on an HDD by rearranging blocks of data so that they are contiguous denial of service (DoS) attack a cyberattack in which cybercriminals seek to disrupt the normal operation of a website by flooding it with requests; also used to clog up a user’s mailbox by sending out thousands of spam emails; see also distributed denial of service (DDoS) attack descriptor a collection of information about a device plugged into a USB port; this can be vendor ID (VID), product ID (PID) or serial number design part of the program development life cycle; uses the program specification from the analysis stage to show to how the program should be developed device driver software that communicates with the operating system and translates data into a format understood by the device digital currency currency (a system of money) that exists in electronic form only; it has no physical form and is essentially data on a database digital micromirror device (DMD) a chip that uses millions of tiny mirrors on its surface to create a video display digital signal processor (DSP) a processor that calculates, for example, the coordinates of a pointing device based on the pulses of electricity received digital to analogue converter (DAC) a device that converts digital data into electric currents that can drive motors, actuators and relays, for example direct 3D printing a 3D printing technique in which the print head moves in the x, y and z directions disk thrashing a problem in a hard disk drive (HDD) caused by excessive swapping in and out of data which requires a high rate of head movements during virtual memory operations distributed control system (DCS) a powerful computer system programmed to monitor and control a complex process without the need for human interaction distributed denial of service (DDoS) attack a denial of service (DoS) attack in which the fake requests come from many different computers, which makes it harder to stop DIV an arithmetic operator that returns the quotient (whole number part) of a division; different languages use different symbols for this operation DNS cache poisoning altering IP addresses on a domain name server (DNS) with the intention of redirecting a user’s browser to a fake website; carried out by a pharmer (see pharming) or hacker (see hacking) domain name server (DNS) a server that looks up domain names for websites (e.g. www. hoddereducation.com) in order to find the IP addresses that a computer needs to locate the web servers (e.g. 107.162.140.19) drone a flying robot that can be autonomous or operated using remote control; a drone can be used for reconnaissance or deliveries dual core a CPU containing two cores
dual layering using two recording layers in storage media such as DVDs and some Blu-rays dynamic host configuration protocol (DHCP) a server that automatically provides and assigns an IP address dynamic IP address a temporary IP address assigned to a device each time it logs onto the network dynamic RAM (DRAM) a type of RAM chip that needs to be constantly refreshed eavesdropper another name for a hacker who intercepts data being transmitted on a wired or wireless network echo check a method used to check if data has been transferred correctly; data is sent to a receiver and then immediately sent back to the sender; the sender then checks if the received data matches the sent data EEPROM stands for electronically erasable programmable ROM embedded system a combination of hardware and software designed to carry out a specific set of functions encryption the process of making data meaningless using encryption keys; without the correct decryption key the data cannot be decoded encryption algorithm a complex piece of software that takes plaintext and generates an encrypted string known as ciphertext end-effector an attachment to a robot arm that allows it to carry out a specific task, such as spray painting error code an error message generated by the computer error handling routine a routine in a program or operating system that recognises and recovers a system from abnormal inputs or hardware faults (for example, recovery from an attempt to divide by zero) expert system a form of AI that has been developed to mimic a human’s knowledge and expertise explanation system part of an expert system which informs the user of the reasoning behind its conclusions and recommendations extreme data the largest/smallest data value that is accepted by a program Fetch–Decode–Execute cycle a cycle in which instructions and data are fetched from memory, decoded and finally executed field a single item of data in a record, stored in a database table file a collection of data stored by a computer program to be used again file management part of an operating system that manages files in a computer (for example, the ability to create, delete, copy, open, close and rename files) firewall software or hardware that sits between a computer and an external network (for example, the internet); the firewall monitors and filters all incoming and outgoing traffic firmware a program that provides low-level control for devices flip flop an electronic circuit with only two stable conditions flowchart a diagram that shows the steps required for a task (sub-system) and the order in which the steps are to be performed. format check a check that the characters entered conform to a pre-defined pattern frame QR code a type of QR code that includes a space for advertising FROM an SQL command that identifies the table to use full-duplex data that can be sent in both directions at the same time (simultaneously)
function a set of programming statements grouped together under a single name which can be called to perform a task in a program, rather than including a copy of the code every time; just like a procedure except a function will return a value back to the main program graphical user interface (GUI) an interface that uses icons to represent apps and tasks which the user can select/launch by clicking on a mouse or using a touch screen hacking the act of gaining illegal access to a computer system without the owner’s permission half-duplex data that can be sent in both directions but not at the same time hardware management the part of an operating system that controls all input and output devices; it is made up of sub-systems such as printer management heuristic checking checking software for behaviour that could indicate a possible virus hexadecimal number system a number system based on the value 16, which uses the denary digits 0 to 9 and letters A to F high-level language (HLL) a programming language that is independent of computer hardware; a program written in a HLL needs to be translated into machine code before it is executed hopping/hop number a number in a data packet header used to stop data packets that never reach their destination from ‘clogging up’ the data paths/routes HTML see hypertext mark-up language human computer interface (HCI) an interface supplied by the operating system to ‘hide’ the complexities of the software and hardware from the human user hyperlink highlighted text or an image that is activated by clicking and which links to further text, images, a web page or a website hypertext mark-up language (HTML) the language used to design, display and format web pages, and to write http(s) protocols hypertext transfer protocol (http) a set of rules that must be obeyed when transferring web pages over the internet hypertext transfer protocol secure (https) http with extra security (such as SSL) applied IDE see integrated development environment image resolution the number of pixels in the X–Y direction of an image, for example, 4096 × 3192 pixels immediate access store (IAS) memory that holds all data and programs needed to be accessed by the control unit index identifies the position of an element in an array inference engine a kind of search engine used in an expert system which examines the knowledge base for information that matches the queries inference rules rules used by the inference engine in an expert system to draw conclusions using IF statements infrared touch screen a type of touch screen that uses infrared beams and sensors to detect where the screen has been touched inputs the data used by the system that needs to be entered while the system is active instruction set the complete set of machine code instructions used by a particular microprocessor integer a positive or negative whole number that can be used with mathematical operators integrated circuit usually a chip made from a semi-conductor material which carries out the same tasks as a larger circuit made from individual components
integrated development environment (IDE) a suite of programs used to write and test a computer program written in a high-level language internet the world-wide interconnection of networks; the internet makes use of TCP and IP protocols interpreter a computer program that analyses and executes a program written in a high-level language line by line interrupt a signal sent from a device or software to a microprocessor requesting its attention; the microprocessor suspends all operations until the interrupt has been serviced interrupt priority interrupts are given priorities so that the microprocessor knows which one needs to be serviced first and which interrupts are to be dealt with quickly interrupt service routine (ISR) software that handles interrupt requests (for example, when the printer is out of paper) and sends the request to the CPU for processing IP address short for internet protocol address and identified as either IPv4 or IPv6; the IP address gives a unique address to a network, identifying its location iteration a section of programming code that can be repeated under certain conditions jpeg from Joint Photographic Expert Group; a form of lossy file compression used with image files which relies on the inability of the human eye to distinguish certain colour changes and hues key field the field that uniquely identifies a record in a file knowledge base a repository of facts which is a collection of objects and attributes latency the lag in a system; for example, the time it takes to find a track on a hard disk, which depends on the time it takes for the disk to rotate around to its read-write head length check a method used to check that the data entered is a specific number of characters long or that the number of characters is between an upper value and a lower value library routine functions or procedures that are included with a programming language LiDaR a contraction of light detection and ranging; the use of lasers to build up a 3D image of the surroundings linear search an algorithm that inspects each item in a list in turn to see if the item matches the value being searched for logic circuit this is formed from a combination of logic gates and designed to carry out a particular task; the output from a logic circuit will be 0 or 1 logic gate an electronic circuit that relies on ‘on/off’ logic; the most common gates are NOT, AND, OR, NAND, NOR and XOR logical operator an operator that is used to decide the path to take through a program if the expression formed is true or false logical shift an operation that shifts bits to the left or right in a register; any bits shifted out of a register (left or right) are replaced with zeroes lossless (file compression) a file compression method that allows the original file to be fully restored during the decompression process, e.g. run length encoding (RLE) lossy (file compression) a file compression method in which parts of the original file cannot be recovered during the decompression process, e.g. JPEG, mp3 loudspeaker an output device that converts electric current into sound low-level language (LLL) a programming language that is dependent on computer hardware; both machine code and assembly language are LLLs
MAC address standing for Media Access Control, this address uniquely identifies a device on the internet; it takes the form: NN-NN-NN-DD-DD-DD, where NN-NN-NN is the manufacturer code and DD-DD-DD is the device code machine code a binary programming language; a program written in machine code can be loaded and executed without translation machine learning a sub-set of AI in which algorithms are trained and learn from past experiences and examples malware programs (such as viruses, worms and Trojan horses) that are installed on a user’s computer with the aim of deleting, corrupting or manipulating data illegally memory the devices within the computer that are directly accessible by the CPU; there are two types of memory – RAM and ROM; memory is different to hard disk drives, for example, which are known as storage devices memory address register (MAR) a register that stores the address of the memory location currently being read from or written to memory data register (MDR) a register that stores data that has just been read from memory or data that is about to be written to memory memory location a numbered place in memory where values can be stored memory management the part of an operating system that controls main memory MOD an arithmetic operator that returns the remainder of a division; different languages use different symbols for this operation MP3 a lossy file compression method used for music files MP4 a lossy file compression method used for multimedia files multitasking a function that allows a computer to process more than one task/process at a time nesting the inclusion of one type of code construct inside another network interface card (NIC) a hardware component (circuit board or chip) that is required to allow a device to connect to a network, such as the internet node stages in a network that can receive and transmit data packets; routers are nodes in communication networks normal data data that is accepted by a program object in an expert system, an item stored in a knowledge base optical character recognition (OCR) technology that can convert hard copy text or images into a digital format to be stored in a computer memory organic LED (OLED) a light-emitting diode that uses the movement of electrons between a cathode and an anode to produce an on-screen image; it generates its own light so no backlighting is required opcode part of a machine code instruction that identifies what action the CPU has to perform operand part of a machine code instruction that identifies what data is to be used operating system software that provides both an environment in which applications can run and an interface between computer and human operator operator a special character or word in a programming language that identifies an action to be performed optical mouse a pointing device that uses a red LED to track the movement of the device and then relays its coordinates back to a computer optical storage a type of storage that uses laser light to read and write data, and includes CDs, DVDs and Blu-ray discs
ORDER BY an SQL command that sorts the results from a query by a given column, either alphabetically or numerically output information that needs to be displayed or printed for the users of the system overclocking changing the clock speed of a system clock to a value higher than the factory/ recommended setting overflow error the result of carrying out a calculation that produces a value that is too large for the computer’s allocated word size (8-bit, 16-bit, 32-bit, etc.) packet header the part of the data packet that contains the IP addresses of the sender and receiver, and includes the packet number which allows reassembly of the data packets packet sniffing a method used by a cybercriminal to examine data packets being sent over a network and to find the contents of a data packet, which are sent back to the cybercriminal packet switching a method of transmission in which a message is split into many data packets which can then be sent along pathways independently of each other packet trailer the part of a data packet that indicates the end of the data packet and cyclic redundancy check error check parallel data transmission sending data down several channels/wires several bits at a time (usually 1 byte) parameters the variables in a procedure or function declaration that store the values of the arguments passed from the main program to the procedure or function parity bit a bit (either 0 or 1) added to a byte of data in the most significant bit position; this ensures that the byte follows the correct even parity or odd parity protocol parity block a horizontal and vertical parity check on a block of data being transmitted parity byte an extra byte of data sent at the end of a parity block; it is composed of the parity bits generated from a vertical parity check of the data block parity check a method used to check whether data has been transferred correctly; it makes use of even parity (an even number of 1-bits) or odd parity (an odd number of 1-bits) patch an update for software that is developed to improve the software and/or to remove any bugs payload the actual data being carried in a data packet persistent cookies a cookie that is stored on the user’s hard drive and is only deleted when the expiry date is reached or the cookie is deleted by the user pharming redirecting a user to a fake website in order to illegally obtain personal data about the user without their knowledge; unlike phishing, pharming is initiated without needing any action by the user phenotyping the process of observing the physical characteristics of a plant to assess its health and growth phishing sending out legitimate-looking emails designed to trick the recipients into giving their personal details to the sender of the email piezoelectric crystal a crystal located in an ink reservoir within an inkjet printer; the crystal vibrates and forces ink out onto paper pixel the smallest element used to make up an image; a contraction of the term picture element; each pixel is represented by a minimum of 8 bits and 3 pixels are needed to make up the RGB colours pixel density derived from the term ’picture element’, the number of pixels per square inch in a digital image pixelated (image) this is the result of zooming into a bitmap image; on zooming out, the pixel density can be diminished to such a degree that the actual pixels themselves can be seen
plaintext the original text/message before it is put through an encryption algorithm
pointing device an input device that allows the user to control the movement of an on-screen cursor or to select items on-screen by clicking a button on the device post-WIMP a modern touch screen interface system that allows actions such as pinching and rotating presence check a check that a data item has been entered prettyprinting displaying source code using different colours and formatting, which make the code easier to read and understand primary key a field in a database that uniquely identifies a record privacy settings controls available on social networking sites and other websites which allow users to limit who can access their profile or what they are allowed to see private key a type of encryption key that is known only to a single computer/user procedure a set of programming statements grouped together under a single name which can be called to perform a task in a program, rather than including a copy of the code every time the task is performed processes the tasks that need to be performed by a program using the input data and any other previously stored data program counter (PC) a register that stores the address of where the next instruction to be read can be found proof-of-work the algorithm used in blockchain networks to confirm a transaction and to produce new blocks to add to the chain; special users called miners complete and monitor transactions on the network for a reward proxy server a server that acts as an intermediary server through which internet requests are processed; it often makes use of cache memory to speed up web page access pseudocode a simple method of showing an algorithm; it describes what the algorithm does using English key words that are very similar to those used in a high-level programming language but without the strict syntax rules public key a type of encryption key that is known to all users QR code see quick response code quad core a CPU containing four cores quantum computer a computer that can perform very fast calculations; it can perform calculations that are based on probability rather than simple 0 or 1 values; this gives a quantum computer the potential to process considerably more data than existing computers quarantine to isolate (in order to later delete) a file or program identified by anti-virus software as being infected by a virus quick response (QR) code a matrix of dark and light squares which represent data; the pattern can be read and interpreted using a smartphone camera and QR app RAM see random access memory RANDOM a library routine that generates a random number random access memory (RAM) primary memory that can be written to or read from range check a check that the value of a number is between an upper value and a lower value ransomware a type of malware that encrypts data on a user’s computer and ‘holds the data hostage’ until a ransom is paid read only memory (ROM) primary memory that cannot be written to (changed) and can only be read
real number a positive or negative number with a fractional part; real numbers can be used with mathematical operators real time streaming the transmission of data over a network for live events where the data is sent as soon as it is received or generated record a collection of fields that describe one item refresh the need to recharge every few seconds in order to maintain charge; for example, with a device such as a capacitor register a temporary component in the CPU which can be general or specific in its use; it holds data or instructions as part of the Fetch–Decode–Execute cycle repetitive strain injury (RSI) pain felt in the muscles, nerves and tendons caused by a repetitive action (for example, excessive clicking of a mouse button over a period of time) report window a separate window in the runtime environment of an IDE that shows the contents of variables during the execution of a program resistive touch screen a type of touch screen that uses two conductive layers which make contact where the screen has been touched RLE see run length encoding robot a mechanical device that can carry out tasks normally done by humans robotics the branch of (computer) science that encompasses the design, construction and operation of robots ROM see read only memory ROUND a library routine that rounds a value to a given number of decimal places router a device that enables data packets to be moved between different networks, for example, to join a LAN to a WAN rules base a collection of inference rules used to draw conclusions run length encoding (RLE) a lossless file compression method used to reduce the size of text and photo files in particular sampling rate the number of sound samples taken per second in digital sound recording sampling resolution the number of bits used to represent sound amplitude in digital sound recording (also known as bit depth) screensaver software that supplies a still or moving image on a monitor if a computer has been inactive for a period of time search bot see WebCrawler secure sockets layer (SSL) a security protocol used when sending data over a network (such as the internet) security management the part of an operating system that ensures the integrity, confidentiality and availability of data SELECT a SQL command that fetches specified fields (columns) from a table selection allowing the selection of different paths through the steps of a program sequence the order in which the steps in a program are executed serial data transmission sending data down one channel/wire one bit at a time
service (an interrupt) when an interrupt is received, some action needs to be taken by the processor depending on what caused the interrupt; until this is resolved (that is, it is serviced), the interrupt cannot be removed to allow the processor to continue session cookie a cookie that is stored temporarily on a computer; it is deleted when the browser is closed or the website session ends set of test data all the items of data required to work through a solution simplex data that can be sent in one direction only single-table database a database that contains only one table skewed data data that arrives at the destination with the bits no longer synchronised social engineering manipulating people into breaking normal security procedures (such as giving away their passwords) in order to gain illegal access to computer systems or to place malware on their computer spam unsolicited emails sent to a user’s mailbox spear phishing similar to phishing but targeting specific people or organisations rather than carrying out a blanket attack spyware a type of malware that gathers information by monitoring a user’s activities on a computer and sending the gathered information back to the cybercriminal who sent out the spyware SQL see Structured Query Language SQL scripts a list of SQL commands that perform a given task, often stored in a file so the script can be reused SSD endurance the total guaranteed number of times that data can be written to or read from a solid state drive (SSD) in its usable life cycle SSL see secure sockets layer SSL certificate a form of digital certificate which is used to authenticate a website; if the SSL certificate can be authenticated, any communication or data exchange between browser and website is secure static IP address an IP address that doesn’t change static RAM (SRAM) a type of RAM chip that uses flip flops and doesn’t need to be constantly refreshed storage data that needs to be stored in files on an appropriate media for use in the future string a variable or constant that is several characters in length; strings vary in length and may even have no characters (an empty string); the characters can be letters and/or digits and/or any other printable symbol structure diagram a diagram that shows the design of a computer system in a hierarchical way, with each level giving a more detailed breakdown of the system into sub-systems Structured Query Language (SQL) the standard query language for writing scripts to obtain useful information from a relational database SUM an SQL command that returns the sum of all the values in a field (column); used with SELECT symmetric encryption a type of encryption in which the same encryption key is used both to encrypt and to decrypt a message system bus a connection between major components in a computer that can carry data, addresses or control signals system clock produces timing signals on the control bus to ensure that synchronisation takes place
table a collection of related records in a database
testing part of the program development life cycle; systematic checks done on a program to make sure that it works under all conditions. thermal bubble inkjet printer technology whereby tiny resistors create heat and form an ink bubble which is ejected onto paper in an inkjet printer thrash point the point at which the execution of a program comes to a halt because the system is so busy moving data in and out of memory rather than actually executing the program timeout the time interval that is allowed to elapse before an acknowledgement is received (in the ARQ error detection method) timestamp a digital record of the data and time that a data block is created in blockchain networks top-down design the breaking down of a computer system into a set of sub-systems, then breaking down each sub-system into a set of smaller sub-systems, until each sub-system just performs a single action. totalling keeping a total that values are added to touch screen a screen that allows the user to select or manipulate a screen image using the touch of a finger or stylus; touch screens most frequently use capacitive, infra-red or resistive technology translator converts a program written in a high-level language program into machine code Trojan horse a type of malware that is designed to look like legitimate software but contains malicious code that can cause damage to a computer system truth table a method of checking the output from a logic circuit; a truth table lists all the possible binary input combinations and their associated outputs; the number of outputs will depend on the number of inputs; for example, two inputs have 22 (4) possible binary combinations, three inputs have 23 (8) possible binary combinations, and so on two’s complement a method of representing negative numbers in binary; when applied to an 8-bit system, the left-most bit (most significant bit) is given the value −128 two-step verification a type of authentication that requires two methods of verification to prove the identity of a user type check a check that the data entered is of a specific type typo squatting the use by cybercriminals of subtle spelling errors in website addresses in order to trick users into visiting their fake websites Unicode a character set which represents all the languages of the world (the first 128 characters are the same as ASCII code) unidirectional travel in one direction only; used to describe data uniform resource locator (URL) a text-based address for a web page universal serial bus (USB) a type of serial data transmission which has become the industry standard for connecting computers to devices via a USB port USB see universal serial bus user account an agreement that allows an individual to use a computer; the user needs a user name and password to enter the user’s area user preferences settings or options stored in cookies that can remember customised web pages or browsing history to help target adverts utility programs (utilities) part of an operating system which carries out certain functions such as virus checking, defragmentation and screensaver validation automated checks carried out by a program that data is reasonable before it is accepted into a computer system
variable a named data store than contains a value that may change during the execution of a program verification checking that data has been accurately copied from another source and input into a computer or transferred from one part of a computer system to another virtual keyboard an on-screen keyboard which uses the features of the touch screen to emulate a physical keyboard virtual memory a memory management system that makes use of secondary storage and software to enable a computer to compensate for the shortage of physical RAM memory virtual shopping basket an area of memory in a website where items a user wishes to purchase are temporarily stored; items remain in the basket until payment is made or the session has ended virus a program or program code that replicates itself and has been created with the intention of deleting or corrupting files or of causing the computer system to malfunction volatile describes memory that loses its contents when the power is turned off von Neumann architecture a type of computer architecture which introduced the concept of the stored program in the 1940s wardriving using a laptop, antenna, GPS device and software to intercept Wi-Fi signals and illegally obtain data; sometimes called access point mapping web browser software that connects to a domain name server (DNS) to locate IP addresses; a browser interprets HTML web pages sent to a user’s computer so that the user can read documents and watch multimedia WebCrawler/search bot a software robot that roams the internet scanning websites and categorising them; often used by search engines web scraping a method of obtaining data from websites WHERE a SQL command to include only those records (rows) in a query that match a given condition windows icons menu and pointing device (WIMP) an interface that uses a pointing device such as a mouse to select options from screen icons or a menu wired equivalency privacy (WEP) encryption protocol security an algorithm for wireless networks to protect them against data interception word a group of bits used by a computer to represent a single unit; for example, modern computers often use 64-bit word lengths word list a text file containing a collection of words used in a brute force attack World Wide Web a massive collection of web pages that is based on hypertext transfer protocols (http and https) worm a stand-alone type of malware that can self-replicate; unlike viruses, worms don’t need an active host – they can spread throughout a network without the need for any action by an end-user
Ric Pimentel, Frankie Pimentel, Terry Wall, Sophie Goldie, Chris Allen - Cambridge IGCSE Core and Extended Mathematics Teacher's Guide With Boost Subscription-Hodder Education (2023)
