VTCT Level 3 Award in Teaching Number Systems and Machine … · EQAs will validate IQAs’...

Guide for Assessors

VTCT Level 3 Award in Teaching Number Systems and Machine Code

SK3A2 603/0330/X

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Assessors Guide – USK30 Teaching number systems and machine code 2 ׀

Contents1 Introduction....................................................................................................................... 3

2 Summary of unit/qualification................................................................................... 3

4 Centre requirements...................................................................................................... 3

5 Qualification requirements......................................................................................... 3 - Assessment methods.......................................................................................................... 3 - Planning.............................................................................................................................. 3 - Staffing requirements........................................................................................................... 4 - Assessors............................................................................................................................ 4 - Internal Quality Assurers (IQA)........................................................................................... 4 - External Quality Assurers (EQA)......................................................................................... 4

6 Building a portfolio........................................................................................................ 5

7 Evidence requirements................................................................................................. 5 - Assignment briefs................................................................................................................ 5

8 Evidence matrix............................................................................................................... 5

9 Resource, equipment and materials....................................................................... 5

10 Guidance for teaching this qualifications.......................................................... 6 - USK30 Teaching number systems and machine code........................................................ 8

11 Marking guide................................................................................................................ 10

12 References & glossary of terms............................................................................. 29


Introduction The qualification in Teaching Number Systems & Machine Code is a new Award which has been developed by VTCT in conjunction with teacher educators and computing specialists. The Level 3 knowledge based qualification aims to develop the knowledge and skills of teachers delivering the Computing National Curriculum 2014 and Computing GCSEs.

Summary of unit/qualification

Unit title Level Credit Unit commentary

USK30 Teaching Number Systems and Machine Code

3 4 This unit encourages computational thinking by manipulating data, understanding how systems are designed and gain insight into the use of machine code. It further aids teachers in creating a Scheme of Work and learning materials to support the delivery.

Centre RequirementsCentres are required to apply for approval prior to offering the qualification or any units associated with the qualification. The Centre Approval Forms are available directly from VTCT or by download from the website – www.vtct.org.uk

Centres are required to meet all of the necessary requirements in order for the Learners to be able to undertake the required assessments. This includes the appointment of appropriately qualified staffing and supply of suitable physical resources.

Upon receipt of a Centre approval request VTCT will allocate an External Quality Assurers who will visit the Centre to validate the Centres ability to successfully offer the qualification.

Qualification Requirements Assessment Methods – The qualification aims to determine the knowledge and understanding of a Learner by using a variety of stipulated assessment methods. VTCT will provide Centres with suitable documentation for each unit which enables the Learner to complete all of the required assessment tasks following a successful Centre approval.

Centres are provided with the autonomy to devise their own assessment documentation if they wish to do so. All Centre devised documentation must gain the approval of Accredited Skills for Industry as suitable prior to any assessments taking place.

Planning – Centres are required to evidence the preferred associated route(s) they intend to offer along with how they intend to deliver the qualification and over what period of time.


Staffing Requirements – The qualification must have appropriately qualified personnel assigned to it prior to any delivery or assessment being undertaken. It is expected that Assessors and Quality Assurers will be competently qualified to a minimum of Level 3 in the related sector with an awareness of the assessment process. External Quality Assurers will validate Assessor’s qualifications as part of the Centre approval validation visit. - see Assessor and Internal Quality Assurers requirements below.

Assessors – The Centre has a responsibility to ensure that allocated Assessors are competent and are able to assess the required assessments effectively. Assessors must be competently qualified in the related sector they intend to assess (e.g. Computing/IT). The minimum requirement for Assessors is a Level 3 qualification in the related sector with an awareness of the assessment process. Appropriate teaching qualifications/experience of teaching in schools, are also required to ensure the quality of assessment. Any Assessors appointed who are not competently qualified to a minimum of Level 3 in the related Sector must be appointed a suitably qualified mentor to support them for a minimum period of one year.

Internal Quality Assurers (IQA) – It is expected that Internal Quality Assurers will be allocated to monitor the quality assurance of the qualification. IQAs must meet all the requirements for Assessors as stated above and have an awareness of the assessment process they intend to quality assure with a minimum of 3 years assessment experience in any associated subject. EQAs will validate IQAs’ qualifications and experience as part of the Centre approval validation visit.

External Quality Assurers (EQA) – All External Quality Assurers will be appointed by VTCT and will have a responsibility to enter any premises and validate the quality assurance requirements on behalf of VTCT. EQAs must be competently qualified to a minimum of Level 3 in the related sector with an awareness of the assessment process they intend to quality assure with a minimum of 5 years assessment experience in any associated subject and hold a valid Verifier license from VTCT.

All Centres’ are provided with the opportunity to access support from VTCT in the Assessment Process.


Building a portfolioLearners are required to present their evidence of achievement in a portfolio. The portfolio should consist of the completed evidence sheets for each unit, along with any required completed assignments. Each unit must have the Learner achievement document at the front of it which must be signed, dated and authenticated by the Learner and the Assessor.

Evidence requirementsEach unit within the portfolio must contain all of the required evidence across the stipulated range of methods.

Assignment briefs – are provided where necessary. All assignments must be completed as stipulated by the unit.

All of the criteria and range must be covered and included in the Learners work to obtain a pass. The assignments do not require a grading. Completed assignments must form part of the portfolio evidence submitted for verification.

Evidence matrixEach unit comprises of a range of assessment methods;

Unit Title Assignment Brief 1 Assignment Brief 2

USK30 Teaching Number Systems and Machine Code

Resources, equipment and materialsThe exact nature of the resources used will vary according to learners’ needs, but the table below is a guide to what is needed as a minimum for each unit. All modules would benefit from utilising some of the good quality resources that are available online.

Unit Resources Equipment needed Support materials

USK30

• Little Man Computer (or equivalent machine code simulation)

• Computers • Little man Computer website at York University: http://www.yorku.ca/sychen/research/LMC/


Guidance for teaching this qualificationIntroductionThis qualification, the VTCT Level 3 Award in Teaching Number Systems and Machine Code, can be studied on its own or as part of the VTCT Level 3 Certificate in Computing for Teachers. It has been designed to be fundamentally different from all other computing qualifications available at the current time. Its focus is on how to teach computing, rather than just learning about computing itself. This distinction has important implications for staff delivering this qualification. Failure to take this distinction into account is likely to lead to disappointing outcomes for both staff and learners.

How is this qualification unique?These qualifications focus on developing teachers’ pedagogical understanding of how to teach computing effectively to school age children. In order for them to be able to design and deliver engaging computing lessons they need to have secure computing subject knowledge and sound programming skills. USK32 Introduction to Programming for Teachers gives your learners this sound foundation by focusing on developing their understanding of computing and basic skills in programming in a high level language so they are prepared for tackling the other units. Who are my learners? Learners will almost certainly be qualified teachers working in the 5-11 and 11-16 compulsory schooling sector. They may be primary school or secondary school teachers. Most of them may include former Information and Communications Technology (ICT) Teachers, but not necessarily all of them.

What do they need?Learners need to be taught approaches and techniques for teaching Computing that will work with children in the age ranges of 5-11 and 11-16. You do not need to teach learners ‘how to teach’ – they should know that already. A broad range of teaching topics such as behaviour management, assessment for learning, lesson planning, activity design, differentiation, managing group work, praise and so forth will already be well understood by your learners.

What it may be necessary for learners to do is develop their understanding of computing, and the best ways of helping children understand these concepts. They may need your help to build a series of explanations, metaphors and examples that they can use with school age children. They may need your help to understand the common misconceptions children will have about computing concepts, and how to anticipate and deal with these misconceptions.

They may need your help to plan an appropriate sequence of learning so that topics naturally build on one another in a simple to understand manner. The wide range of units offered by this qualification will enable teachers to develop specific areas of their knowledge where they feel they need support.


Explaining concepts simply is not ‘dumbing down’A key focus of your work with your learners will be helping them to understand how to explain complex computing concepts in a simple way for school age children. A starting point will be deciding what the children at the different levels need to know for the National Curriculum or their examination course they are studying. Some concepts will be too high level for some age groups and it would be inappropriate to teach them. Others will need to understand fairly complex concepts but will need help in developing their understanding.

It is crucial to remember that explaining a concept in a simple way does not mean ‘dumbing it down’ and leaving lots of details out. Rather it means using language that children can understand, and where there are terms of art that they must understand, e.g. ‘abstraction’ we need to explain to them what these terms mean. Younger children, with forethought and care by the teacher, can be taught complex concepts. They just need content presented in an appropriate order, with clear and consistent explanations that match their needs and examples that match their life experiences. This is what makes this qualification different.

Assessing your learnersA key feature of this qualification which adds value is the nature of the assessment. There are two forms of assessment for most units – a Scheme of Work (SOW) and creation of an original learning resource with some questions/tasks. It was specifically designed so that teachers could develop a SOW that they could then use in their schools. It is crucial that your learners are supported in developing innovative, interesting and engaging activities that they can deliver to school age children. SOW that rely very heavily on children following instructions on printed worksheets are very unlikely to satisfy the assessment requirements.

Your learners need to be encouraged to take the subject knowledge and skills you have helped them develop, and create inspiring lessons with well-planned and structured sequences of activities that help children learn and unleash their potential. To this end, problem based learning and the use of performance criteria to allow creativity in open-ended tasks are strongly encouraged as suitable teaching approaches and didactic teaching should ideally be kept to a minimum.

This has the obvious impact that in many cases there will be no one right answer and a degree of flexibility will be needed. This should not however extend to accepting facile or poorly thought out answers. Rigour should be maintained at all times in examining learners’ answers for depth of understanding and accuracy of expression. Teachers are professional explainers and both SOW along with the original learning resource and answers to assignments should reveal the learners’ sound grasp of key concepts and an ability to explain and express these key concepts in concise and appropriate language that can be understood by school age children.


USK30 – Teaching number systems and machine codeGuidance for teaching

This section offers guidance on the scope of teaching required for this award. It is important to remember that learners need to develop sufficient breadth and depth to teach school age children, without becoming confused or overwhelmed by technical minutiae that they will never be required to teach.

The next section contains specific guidance on the current assignments. After reading the scope of the content for the unit as shown in this section, assessors and tutors should then be able to look at the next section in a clear context.

Learning Outcome 1: Know how computer systems represent and manipulate data The learner must be able to explain:]

- The terms Binary, Denary and Hexadecimal and why these number systems are used - The terms bit, nibble, byte, kilobyte, megabyte, gigabyte and terabyte - That data is converted into binary to be processed by a computer - That binary can represent different data types such as text, image, sound etc. - Binary representation of numbers up to 255, characters and instructions - How instructions are coded as bit patterns - How a computer distinguishes between instructions and data. - Simple logic diagrams and truth tables - Boolean operators (AND, OR & NOT) - What a character set is - ASCII & Unicode character sets - The relationship between the number of bits per character & the number of characters that can

be represented - Common file types for

• Text: doc, rtf, pdf, odf etc.• Graphics: gif, bmp, jpg, png, tif etc.• Moving images: wmv, mov, mp4, avi etc.• Sound: mp3, ogg, wav• The web: htm, html, php• Microsoft Office• Open source

- File compression techniques - Lossy and Lossless

The learner must be able to: - Convert positive denary numbers (0-255) into 8-bit binary numbers and vice versa - Convert positive denary numbers (0-255) into 2-bit hexadecimal numbers and vice versa - Convert between binary and hexadecimal equivalents of the same number - Add 2 8-bit binary integers and explain any overflow errors which may occur


Learning Outcome 2: Be able to use machine code within a machine code simulatorA machine code simulator such as Little Man Computer (LMC) is needed for this Learning Outcome. There are lots of different versions available on the internet, and learners can use any appropriate version. We recommend this version: http://www.yorku.ca/sychen/research/LMC/LittleMan.html (Requires Java). Learners need to understand and be able to explain the follow LMC terms:

- Accumulator - Mnemonics - Labels - Addresses

Learners need to be familiar with and learn to use the LMC instruction set to construct their programs.

Learners should learn to write algorithms/programs in LMC that will perform simple calculations on numbers entered by a user, and out the answer. Appropriate examples might be:

- Taking a number input by the user, squaring it, and outputting the answer; - Taking 2 numbers input by the user, and outputting the highest; - Taking a number input by the user, and outputting a countdown to zero;

The programs/algorithms that learners are taught to write should include conditionality or looping to be of sufficient challenge. A program that merely adds two numbers together is of insufficient challenge to satisfy the unit assessment (although it might be a good starting point for teaching).

There are several standard programs that are widely documented on LMC sites all over the internet. Whilst these might be appropriate to aid initial teaching, these solutions should not be merely replicated by the learners. Wherever possible these problems should be extended or altered to ensure that the learners are presented with a challenge that cannot be answered by a quick online search.

Learners must annotate their solutions to demonstrate their understanding of the algorithm/program they have produced. Screenshots should also be provided as evidence for the assignment.

Learning Outcome 3: Be able to create a scheme of work for the delivery of number systems and machine codeSee the exemplar scheme of work and assignment brief 1 for details of how to complete this learning outcome.


Marking guidesMarking guides are provided for all assignments which provide a relatively flexible range of evidence which should be provided within the assignment. It is acceptable for markers to accept additional evidence provided by the Learner but the minimum evidence as stipulated in the marking guide must be provided to obtain a pass.

Marking scheme - USK30 Teaching number systems and machine code

Assignment Brief 1 - AB1 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1, 3.3

Assignment Brief 1 (AB1) requires a learner to create a Scheme of Work to teach a series of lessons about Number Systems and Machine Code.

3.1, 3.3For this first assignment (AB1) learners are required to:

- Create an appropriate Scheme of Work (SoW) for children, for at least four and no more than six lessons using the SoW template provided (or equivalent which is approved by an assessor).

- Justify the teaching approaches and forms of assessment used within the Scheme of Work.

Learners are required to address the following elements when creating the scheme of work:

- Prior Learning - Accurate Subject Content - Learning Objectives - Learning Outcomes - Teaching Activities - Differentiation - Assessment/Assessment Solutions - Details of Appropriate Resources - Key Vocabulary - Usable by another qualified teacher without any additional notes or explanation

Learners must ensure that all the topics listed below are covered at some point during the Scheme of Work.

The topics to be taught within this scheme of work are:

1.1, 1.2, 1.3:Computer systems – Representing and Manipulating Data

- Convert numbers between the binary, denary and hexadecimal number systems - Explain common data types - Explain common file types


2.1, 2.2, 2.3:Machine Code within a Machine Code Simulator

- Explain the nature and purpose of machine code - Design an algorithm to solve a given problem (you choose the problem – it must be

appropriate for your learners) - Use machine code to program the solution to the problem

Please refer to the EXAMPLE Scheme of Work

Assignment Brief 2 - AB21.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.2

Assignment Brief 2 (AB2) requires the learner to complete the following:1. Create one original learning material or resource that would be used in that Scheme of Work

(must include some type of assessment)

2. Answer a series of questions.

3.2Task 1 - The resource created must meet the following criteria:

- Appropriate for age range - Accurate subject content - Relevant to scheme aims - Offer scope for differentiation - Use appropriate vocabulary - Would engage and challenge learners - Does not breach copyright - Builds on prior learning - Any assessment must include model answers - Has adapted resources to meet the needs of their students

The resource is to be submitted as an electronic file that can be accessed and assessed.

Task 2 – 1.1, 1.2, 1.3, 2.1, 2.3Q1 - 1.1

COMPLETED CONVERSION TABLE:

A B C Denary 142 156 174Binary 10001110 10011100 10101110Hexadecimal 8E 9C AE

Learners must provide a worked solution that could be used to explain the conversion for A, B and C.


COLUMN A SOLUTIONS

Convert 142 from denary to binary:142 = (128*1) + (64*0) + (32*0) + (16*0) + (8*1) + (4*1) + (2*1) + (1*0)

142 = 128 + 8 + 4 + 2

142 = 10001110

128 64 32 16 8 4 2 11 0 0 0 1 1 1 0

142 in denary = 10001110 in binary

Convert 10001110 from binary to hexadecimal:Divide the 8-bit binary number into two 4-bit nibbles: 1000 and 1110

8 4 2 1 8 4 2 11 0 0 0 1 1 1 0

1000 = (8*1) + (4*0) + (2*0) + (1*0) 1110 = (8*1) + (4*1) + (2*1) + (1*0)1000 = 8 1110 = 8 + 4 + 2

1110 = 14

Hex value from the table for 8 and 14:

Denary 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15Hex 0 1 2 3 4 5 6 7 8 9 A B C D E F

10001110 in binary = 8E in hexadecimal

COLUMN B SOLUTIONS

Convert 10011100 from binary to denary:

128 64 32 16 8 4 2 11 0 0 1 1 1 0 0

10011100 = (128*1) + (64*0) + (32*0) + (16*1) + (8*1) + (4*1) + (2*0) + (1*0)

10011100 = 128 + 16 + 8 + 4

10011100 = 156

10011100 in binary = 156 in denary

Convert 10011100 from binary to hexadecimal:Divide the 8-bit binary number into two 4-bit nibbles: 1001 and 1100

8 4 2 1 8 4 2 11 0 0 1 1 1 0 0


1000 = (8*1) + (4*0) + (2*0) + (1*1) 1110 = (8*1) + (4*1) + (2*0) + (1*0)1000 = 9 1110 = 8 + 4

1110 = 12

Hex value from the table for 9 and 12:Denary 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15Hex 0 1 2 3 4 5 6 7 8 9 A B C D E F

10011100 in binary = 9C in hexadecimal

COLUMN C SOLUTIONS

Convert AE from hexadecimal to denary:Matching denary value from the hex table for A and E:

Denary 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15Hex 0 1 2 3 4 5 6 7 8 9 A B C D E F

Convert from hex to denary column headings 16 and 1 are used as follows:16 110 14

AE = (16*10) + (14*1)

AE = 160 + 14

AE = 174

Therefore AE in hexadecimal = 174 in denary

Convert AE from hexadecimal to binary:Repeat the process to convert AE from hex to denary as shown above. AE = 174 denary then:

174 = (128*1) + (64*0) + (32*1) + (16*0) + (8*1) + (4*1) + (2*1) + (1*0)

174 = 128 + 32 + 8 + 4 + 2

174 = 10101110

128 64 32 16 8 4 2 11 0 1 0 1 1 1 0

AE in hexadecimal = 10101110 in binaryQ2 - 1.2, 1.3

a. Appropriate boxes indicated below for suitable data types for each of the three situations given.

Data Types To store a numeric variable

To store the logical outcome of a calculation

To store a telephone number

Integer XBoolean XCharacterFloating-point number XAlphanumeric string X


Learners are required to provide a justification for the choice of data types for each of the three examples in the table above.

EXAMPLE ANWSERS To store a numeric variable:Integer and floating-point number are the two numeric data types. As this is a numeric variable that is likely to be used in a calculation, one of these two types must be used:

- Integer – if the variable will only be a whole number - Floating point – if it will be a decimal

To store the logical outcome of a calculation:This variable needs to be Boolean to store an outcome as TRUE or FALSE that can be evaluated again if necessary. Integer may be used to store a 0 or a 1, but Boolean is designed for this type of storage.

To store a telephone number:Although a telephone number contains numeric digits it is not an actual number in itself (it cannot be placed on a number line) and will not be used in a calculation, therefore alphanumeric string is the correct data type to store a telephone number. If we tried to store a telephone number as an integer for example, the leading 0 would be removed.

b. Appropriate boxes below indicate suitable file types for each of the four situations given.

File types

A document containing graphics and tables

A graphic to be used on a webpage (fewer than 256 colours)

An HD video where quality is the main concern (not file size)

An uncompressed audio track

doc

jpg

wmvpng

mp4

zipodf

wav

movogghtmpdf

mp3txtgif

Learners must include a justification for the choice of file type for each of the four examples in the table above.


EXAMPLE ANSWERS – for learners to convert file types

A document containing graphics and tables:.doc is a specific document format that has the capability to save graphics and tables properly, and will allow users to edit the documents.

- An .odf file can contain word processing documents or spreadsheet, charts or presentations - A .pdf file could be used to publish such a document once you had finished editing - A .txt file would be unsuitable as it stores only plain text

A graphic to be used on a webpage (fewer than 256 colours):Either .gif or .png formats would be the best choices as they are specifically designed to store graphics that contain fewer than 256 colours in as small a file size as possible.

File size is relevant because the graphic is to be used on a webpage minimalize downloading times. A .jpg could also be used but this is less ideal as it is a lossy format.

An HD video where quality is the main concern (not file size):The .mp4 (MPEG-4) file type is a lossless video compression format. This means that the quality of the picture and sound are not reduced in order to minimise file size. Other video formats are often lossy which will reduce the quality.

An uncompressed audio track:The .wav file type is the only one in the list which stores audio without compressing it in some way. Other formats such as .mp3 or .ogg are both audio file formats but they both compress audio files.

Q3 – 2.1Learners are required to explain the nature and purpose of machine code. This explanation should be suitable for the appropriate age range. It must demonstrate awareness of the concept.

EXAMPLE ANSWER – The learner must highlight the following concepts as part of their answerMachine languages are the lowest-level programming languages (except for computers that utilize programmable microcode). Machine languages are the only languages computers understand. While easily understood by computers, machine languages are almost impossible for humans to use because they consist entirely of numbers.

Q4 – 2.2, 2.3Learners must design an algorithm that will be used in a machine code simulator such as Little Man Computer or an equivalent.


TASK: Design an algorithm to input 3 numbers and then output the highest.Evidence/answer for this question needs to contain the following items:

1. Pseudocode or flowchart plan of the algorithm;2. Screenshot showing the output of the program;3. Copy of the LMC output messages that shows:

a. the completed program ready for compilingb. the addresses of any labels usedc. the step-by-step messages created when the program is run

Learners must annotate their answer to demonstrate understanding

These must be copied directly from the simulator, and captured as a screen shot and pasted into their answer. Screen shots must be cropped and sized appropriately for complete visibility of your solution.

1) Pseudocode for an algorithm to perform the calculation.

INPUT A, B, C //user inputs 3 numbers, store them as A, B, C

IF A > B THEN //if A is larger than B

IF A > C THEN //and if A is larger than C

PRINT A //then A is the largest so output A

END IF

ELSE //or if B is larger than A

IF B > C THEN //and if B is larger than C

PRINT B //then B is the largest so output B

ELSE //but if B is not larger than C

PRINT C //then C is the largest so output C

END IF

END IF


2) EXAMPLE SCREENSHOT EVIDENCEKey points to note are:

- that it clearly shows the values stored in memory - it shows the output produced by running the program

3) Learners must copy and paste directly from the Little Man Computer or any other equivalent software window into their answer.

Learners are required to annotate or comment in the manner shown by the red text below to demonstrate the learner understands how the program works.

Output message evidence required.

----- Trying to compile -----

0 : INP //input the first value into the accumulator

1 : STA C //store the accumulator contents in RAM address 26 (labelled C)

2 : INP //input the second value into the accumulator

3 : STA B //store the accumulator contents in RAM address 25 (labelled B)

4 : INP //input the third value into the accumulator

5 : STA A //store the accumulator contents in RAM address 24 (labelled A). Storing the values in this order eliminates the need to reload A (which we would need to do if we input A first) as the first calculation is A-B


6 : SUB B //subtract contents of RAM address 25 (B) from the accumulator (A) and store the result in the accumulator

7 : BRP ABIGGERB //if the accumulator contains a zero or a positive number then A > B so branch to the instruction at RAM address 12 (labelled ABIGGERB)

8 : LDA B //load the contents of RAM address 25 (B) into the accumulator

9 : SUB C //subtract contents of RAM address 26 (C) from the accumulator (B) and store the result in the accumulator

10 : BRP ENDB //if the accumulator contains a zero or a positive number then B > C so branch to the instruction at RAM address 18 (labelled ENDB)

11 : BRA ENDC //if the program has not yet branched then C > (A, B) so branch to the instruction at RAM address 21 (labelled ENDC)

12 : ABIGGERB LDA A //instruction 7 branched here because A > B, so load contents of RAM address 24 (A) into the accumulator

13 : SUB C //subtract contents of RAM address 26 (C) from the accumulator (A) and store the result in the accumulator

14 : BRP ENDA //if the accumulator contains a zero or a positive number then A > C so branch to the instruction at RAM address 15 (labelled ENDA)

15 : ENDA LDA A //instruction 14 branched here because A > (B,C) so load contents of RAM address 24 (A) into the accumulator

16 : OUT //the value in the accumulator (A)is sent to the OUTPUT

17 : HLT //the program halts

18 : ENDB LDA B //instruction 10 branched here because B > (A,C) so load contents of RAM address 25 (B) into the accumulator

19 : OUT //the value in the accumulator (B) is sent to the OUTPUT


21 : ENDC LDA C //instruction 11 branched here because C > (A,B) so load contents of RAM address 26 (C) into the accumulator

22 : OUT //the value in the accumulator (C) is sent to the OUTPUT


24 : A DAT //identifies this instruction as data and stores it in RAM address 24 labelled A

25 : B DAT //identifies this instruction as data and stores it in RAM address 25 labelled B

26 : C DAT //identifies this instruction as data and stores it in RAM address 26 labelled C


----- Resolving Labels ----- //List of RAM addresses for the labels used by the program

ABIGGERB is a label for Address : 12

ENDA is a label for Address : 15

ENDB is a label for Address : 18

ENDC is a label for Address : 21

A is a label for Address : 24

B is a label for Address : 25

C is a label for Address : 26

----- Translating Mnemonics ----- //3 character mnemonics changed into 3 digit denary machine code instructionsLine 0 : INP Opcode = 901Line 1 : STA Opcode = 3 Address = 26Line 2 : INP Opcode = 901Line 3 : STA Opcode = 3 Address = 25Line 4 : INP Opcode = 901Line 5 : STA Opcode = 3 Address = 24Line 6 : SUB Opcode = 2 Address = 25Line 7 : BRP Opcode = 8 Address = 12Line 8 : LDA Opcode = 5 Address = 25Line 9 : SUB Opcode = 2 Address = 26Line 10 : BRP Opcode = 8 Address = 18Line 11 : BRA Opcode = 6 Address = 21Line 12 : LDA Opcode = 5 Address = 24Line 13 : SUB Opcode = 2 Address = 26Line 14 : BRP Opcode = 8 Address = 15Line 15 : LDA Opcode = 5 Address = 24Line 16 : OUT Opcode = 902


Line 17 : HLT Opcode = 0Line 18 : LDA Opcode = 5 Address = 25Line 19 : OUT Opcode = 902Line 20 : HLT Opcode = 0Line 21 : LDA Opcode = 5 Address = 26Line 22 : OUT Opcode = 902Line 23 : HLT Opcode = 0Line 24 : DATLine 25 : DATLine 26 : DAT----- Program Successfully Compiled ----- //execution of the program, one instruction at a timeRestarting ProcessorProcessor Starting

PC = 0 : Instruction in Memory 0 is 901--> 9 represents: INPUT or OUTPUT--> 01 represents: I/O channel (01 = input, 02 = output)

Input is required by instruction 1--> Value 100 copied from inbox to Accumulator

PC = 1 : Instruction in Memory 1 is 326--> 3 represents: STORE--> 26 represents: target memory location--> Value : 100 from the Accumulator storedto memory location 26








PC = 6 : Instruction in Memory 6 is 225--> 2 represents: SUBTRACT--> 25 represents: source memory location--> Value : 200 from memory location 25 subtracted from the Accumulator

PC = 7 : Instruction in Memory 7 is 812--> 8 represents: BRANCH ON POSITIVE--> 12 represents: target memory location--> BRANCH on POSITIVE to 12 Testing Accumulator...--> Accumulator 100 >= 0, BRANCH to 12 : PC adjusted.

PC = 12 : Instruction in Memory 12 is 524--> 5 represents: LOAD--> 24 represents: source memory location--> Value : 300 from memory location 24 transfered to the Accumulator

PC = 13 : Instruction in Memory 13 is 226--> 2 represents: SUBTRACT--> 26 represents: source memory location--> Value : 100 from memory location 26 subtracted from the Accumulator

PC = 14 : Instruction in Memory 14 is 815--> 8 represents: BRANCH ON POSITIVE--> 15 represents: target memory location--> BRANCH on POSITIVE to 15 Testing Accumulator...--> Accumulator 200 >= 0, BRANCH to 15 : PC adjusted.

PC = 15 : Instruction in Memory 15 is 524--> 5 represents: LOAD--> 24 represents: source memory location--> Value : 300 from memory location 24 transfered to the Accumulator

PC = 16 : Instruction in Memory 16 is 902--> 9 represents: INPUT or OUTPUT--> 02 represents: I/O channel (01 = input, 02 = output)--> Value 300 copied from Accumulator to outbox

PC = 17 : Instruction in Memory 17 is 0--> 0 represents: HALT--> Execution StoppedProcessor Stopped


EXAMPLE SCHEME OF WORK

Computing unit plan

Title Year group Level of majority of pupilsTeaching Computer Systems Higher Middle Lower

Description of the unit: Aims of the unit:This unit teaches learners about the use of computers in society along with developing an understanding of common standards, computer hardware and how computers handle input, processing and output.

By the end of the unit:

Learners should be able to explain common uses of computers in contemporary society understand the importance of common standards and describe important considerations when designing a computer system.

Learners will be able to explain the nature and characteristics of different types of hardware and software, including how the processing parts of the computer function.

Higher achieving learners will also be able to discuss more complex, ethical and social issues related to the use of computers in contemporary society.

Duration:

This unit is expected to take 4-6 hours to deliver.

Prior learning:Basic understanding of how to use a computer and common software.

Assessment methods: Key vocabulary - Teacher/Peer assessment - Quizzes - Presentations - Documentation describing and explaining

- Open Source - Bespoke - Proprietary - Utility programs - Common standards - Operating systems

- Memory - Hardware/Software - Input/Output


Lesson no.

Objectives Outcomes Resources

1 Describe the importance of computers in contemporary society

Explain the importance of common standards

Learners may produce: Presentation to their peers describing the importance of computers in contemporary society

Webpage/s which may be uploaded to explain the importance of common standards

This is not an exhaustive list Teachers may produce/use:

- Website resources - Worksheets - Interactive quiz/game - Card sort - Prompt sheets - Videos - Computer hardware

Main activities Differentiation Assessment HomeworkStarter:

- Display of activities - List for uses of computers in

society (depending on the group this could be provided for them, or could be done via a ‘snowball’ or ‘Think-pair-share’ type activity*

- Discussion with class

Activity: - Research task – Create a

presentation (in a group)

Mini Plenary: - Group presentation to peers

with peer assessment

Information given to students of differing ability.

It is important that students be provided with a ‘walled garden’ of resources to perform their research. This could be a list of webpages selected by the teacher, excerpts from textbooks, newspapers or magazines, videos or any other suitable materials. If students are merely told to ‘research on the internet’ the results are often disappointingly frustrating and time consuming.

Students should also be given some ‘performance criteria’ or ‘success criteria’ for their presentation – e.g. a template may be provided that has a house style, and the number of slides and the type and amount of content expected could be specified.

- Peer assessment of the presentations.

- Results from website quiz

TEACHERS are required to complete the assessments they identify

Draw a plan of how you connect a home computer to a printer and the internet.


Activity: - Teacher input on common

standards (File types, protocols, operating systems)

- Students creating a resource explaining the importance of common standards (e.g. radio jingle explaining the importance of common standards instead, or storyboard a banner advert for the web to promote awareness of the issue)

Plenary - Quiz questioning students

understanding

Finally some consideration needs to be given to how to prevent students merely copying and pasting from the internet. Some approaches could include given individual students very specific areas to research, requiring them to provide a glossary of any special terms used, requiring them to provide a list of sources on the final slide (including hyperlinks), ask them to present their findings using a fictional or historical character’s ‘voice’, e.g. Yoda explaining common standards or Barbie talking about different file types (there is unlikely to be a website that they could copy this from).

More able students could be given topics where there are more subtle ethical, moral or social issues to consider – e.g. impact of computers on jobs and working patterns, home/life balance

Justification for assessment To confirm understanding of students ability/knowledge of the lesson objectives.

* The ‘snowball’ or ‘think-pair-share’ activity (different names for the same thing) is a type of brainstorming activity that is designed to increase learner’s confidence and willingness to contribute answers. First the teacher gives all of the learners 60 seconds on their own without talking to write down as many different uses of computers in society as they can think of. Then they get into pairs and have another 60 seconds to make sure they both have all the answers and to think of further answers. Then each pair joins another pair and they have 90 seconds to make sure each of them has all the answers and to identify any additional answers. Then the teacher brings the class back together and asks each group (rather than each individual) for their answers. The quality and number of answers is usually much better than if a standard brainstorm activity was performed and learners are more willing to answer because the ‘risk’ to them of making a mistake in front of the class is greatly reduced – e.g. ‘Our group thinks…’ and not ‘I think…’. If the teacher has organised groups by ability, the least able group should be asked for their answers first, as they are likely to have to most commonly thought of answers but this way can still make a valuable contribution to the class discussion.


Lesson no.


2 Describe the considerations when designing a computer system

Learners will be able to: - Scope a system for a given scenario

This is not an exhaustive list Teachers may produce/use:

- Three card sorts for differing scenarios for differing abilities

- Teacher presentation including diagrams/videos

Main activities Differentiation Assessment Homework

Starter: - Review of answers from

homework Activity:

- Teacher led explanation of how a computer system is planned to communicate both locally and externally.

- Plan a system for a given scenario using a card sort.

Plenary: - Learner explanations of their

solutions to demonstrate understanding.

Differentiated concept grids provided for learners of differing abilities

- Peer and Teacher assessment of Learners solutions.

Teachers are required to complete the assessments they identify

Produce a schematic diagram showing a network of four machines in your school library.

Justification for assessment Learners are demonstrating their understanding of the components and connectivity of a system.


Lesson no.


3 Identify the purpose, function and characteristics of the central processing unit

Explain the different types and functions of computer memory

Explain the different types of electronic storage devices/systems and their uses

Explain the different types of input and output devices and their uses

Learners may produce: - A written description or

webpage identifying the role and characteristics of CPU and different types of memory

- Completed table of different types of input/output and storage devices, showing their uses

Teachers may produce/use: - Webpage template - Three differentiated versions of the

input/output and storage table - Video of CPU - Comic page templates - Passport template

Main activities Differentiation Assessment HomeworkActivity:

- Watch video about CPU - Teacher led discussion about CPU - Learners to produce a comic storyboard or a series of ‘stamps’ in a passport

belonging to a particular ‘byte’ or ‘instruction’ to show where the instruction has travelled around the CPU

- Teacher input and discussion about memory types - Learners add memory types to their written description/ webpage - Teacher input and discussion about input/output and storage devices - Learners complete the provided table

Plenary: - Electronic voting system responses to a number of questions to test

understanding

Differentiated tables to be completed

- Completed comic storyboard or passport

- Completed table - Responses

to plenary questions

Justification for assessment Learners are demonstrating their understanding of CPU, memory, input/output and storage devices.


Lesson no.


4 Explain the need for operating systems and the main types in common use

Describe the purpose and types of utility programs

Learners may produce: - Presentation/Webpage/Written

description of operating systems - Completed utility program table

Teachers may produce/use: - Starter display of operating systems - Writing frame for activity one - Three versions of utility table - Millionaire quiz - Homework sheet – Android operating

system - Venn Diagram Template


- Display of three desktop and three mobile phone devices Activity:

- Teacher led discussion about the operating system used on the devices (3.1)

- Learners complete the Venn Diagram activity to identify common and unique features of Microsoft Windows, Linux and the Apple operating systems (Key Points – What are the functions, advantages, disadvantages and main use? etc.)

Activity: - Teacher led activity on what a utility program is, including examples (3.2) - Learners research and complete a provided table (different utility

programs table)Plenary:

- Millionaire quiz on operating systems and utility programs

Different versions of the Venn Diagram template

Three versions of the utility programs table.

- Explanation of operating systems

- Completed utility programs table

Complete the sheet on - What do you think are the advantages of android as an operating system on mobile phones?

Justification for assessment To understand the three main operating systems in use and common utility programs which are used with them.


Lesson no.


5 Contrast open source, proprietary and bespoke software

Learners may produce: - Documentation explaining the

advantages and disadvantages of open source, proprietary and bespoke software

- Brief feedback from group work

Teachers may produce/use: - Internet links - Scenarios for different types of

software use


- Feedback from homework sheet – Android operating system, with discussion

Activity: - Teacher led activity on proprietary, open source, generic and

bespoke software - Learners complete the provided analysis table to identify

differences between proprietary, open source, generic and bespoke software

- Learners select a generic application and identify how its operation could be modified to customise the user experience.

Plenary: - Group work to identify with justifications whether to use proprietary,

open source, generic or bespoke software for a given scenario.

Differentiate by groups – Learners are allocated to a home group of four. Learners are to number themselves one to four, each number goes to a different activity centre (proprietary, open source, generic and bespoke software) to learn about a software type. Learners return to their home group where each of the four is now an ‘expert’ on the software type they looked at.

Each group combines their expertise to complete their analysis tasks, by complexity of given scenario.

- Completed analysis table

- Group assessment by feedback from task.

Justification for assessment To understand the three main types of software, explaining their advantages and disadvantages within given situations.


References & glossary of terms �

• http://www.yorku.ca/sychen/research/LMC/

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