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Scheme of work – Cambridge IGCSE® Computer Studies (US) 0441
Unit 9: Hardware
Recommended prior knowledge
None, although students will be able to draw on any previous experience of computer hardware.
Context
Students need to study this unit before or alongside Unit 12. For this unit, as well as Units 10 and 11, Computer Studies Support Booklet – Part 5
(http://teachers.cie.org.uk/docs/dynamic/31800.pdf) provides notes on section 5 of the syllabus and practice problems (with answers in Computer Studies Support
Booklet – Answers (http://teachers.cie.org.uk/docs/dynamic/31801.pdf).
Outline
The main hardware components of a computer. Different types of computer and classes of processor power. The characteristics and uses of different types of input
and output device. Different types of internal memory and backing storage and their uses. The capabilities of modern mobile phones.
Syllabus
ref
Learning
objectives
5.1.1
Introduction
Computer,
microcomputer,
microprocessor
Suggested teaching activities
Learning resources
Introduce the basic parts and functions of a computer system.
What makes up a typical system:
• Input devices (keyboard, mouse, touch screens, scanners, etc.).
• Processing devices (from large and power-hungry in supercomputers
to small, low power consumption in smart phones and
microcontrollers).
• Storage devices (internal memory (RAM), backing storage such as
HDD and DVD, etc).
• Output devices (printers, screens, plotters, etc.).
Introduce the difference between a computer system and an embedded
system.
www.kids-online.net/learn/c_n_l.html
Practice in identifying parts of a computer
Students could research:
• examples of devices that use embedded microprocessors or
microcontrollers (e.g. still and video cameras (including CCTV), digital
watches, domestic appliances)
• how laptop, notebook and tablet computers differ from desktop PCs
v1 2Y05
Cambridge IGCSE Computer Studies (US) 0441
www.teachict.com/as_a2/topics/input%20processing%20output/input
_process_output/
Introduction to Input, Process, Storage and Output
(Feedback loop applies where user responds to output
and in automated and control systems)
LWS coursebook pp. 45–9
www.teachict.com/gcse_computing/ocr/211_hardware_software/inwo
rld/miniweb/pg2.htm
Examples of embedded systems
www.teach1
Syllabus
ref
Learning
objectives
Broad classes of
processor power
Standard input
and output
devices
Suggested teaching activities
Learning resources
•
ict.com/gcse_new/computer%20systems/types_computer/
home_types_computer.htm
Theory notes, activities and quizzes on types of computer
LWS coursebook pp. 46 and 49
the required specification for a laptop (should consume little power to
maximise battery duration and run cool, etc.).
General introduction to classes of processor only – no detail required
Students could research how to describe/select:
• suitable input and output devices in relation to the requirements of the
application
• the use of specialist input and output devices (e.g. to help people with
disabilities communicate with a computer system, devices to
communicate with virtual reality systems – note that a VR headset
consists of one or more output devices and head position-tracking
sensor input devices).
LWS coursebook pp. 49–79
www.teachict.com/gcse_computing/ocr/212_computing_hardware/inp
ut_devices/home_input_devices.htm
Theory notes, activities and quizzes on input devices
www.teachict.com/gcse_computing/ocr/212_computing_hardware/ou
tput_devices/home_output_devices.htm
Theory notes, activities and quizzes on output devices
www.teachict.com/gcse_computing/ocr/212_computing_hardware/dis
abled_ipop/home_disabled_ipop.htm
Theory notes, activities and quizzes on input and output
devices for disabled users
www.teachict.com/technology_explained/virtual_reality/virtual_reality.
html
Notes on input and output devices for VR
5.1.2
v1 2Y05
The functions and
characteristics of
storage media
Students could list all the storage devices they know about, then try to
categorise them and research the operation and areas of application for:
• internal memory (aka main memory) devices: RAM, ROM
• backing storage devices: hard disk drive (HDD), CD and DVD (ROM,
R and RW), USB flash memories, Digital Storage Cards (DSC) such
as SD, SDHC or SDXC, non-removable flash memory in MP3/4 media
players, magnetic tape cartridges.
Cambridge IGCSE Computer Studies (US) 0441
www.igcseict.info/theory/2/actu/
Illustrated notes on actuators
LWS coursebook pp. 79–88
www.bbc.co.uk/schools/gcsebitesize/ict/hardware/1datast
oragerev1.shtml
First of 8 pages on storage
www.teachict.com/gcse_computing/ocr/212_computing_hardware/sto
2
Syllabus
ref
Learning
objectives
Suggested teaching activities
Learning resources
Students could research how the HDD (or possibly DVD-RAM) in a digital
video recorder (DVR) allows recording to take place simultaneously with
playback of a previous recording).
rage_devices/home_storage_devices.htm
Theory notes, activities and quizzes on storage devices
and media
Explain the difference between the backing storage device and the
storage medium (plural: media), which is sometimes removable.
www.teachict.com/gcse_computing/ocr/214_representing_data/units/
home_units.htm
Theory notes, activities and quizzes on units of storage
Students need to be able perform calculations on transferring a given
number of files of a given size at a given data transfer rate.
5.1.3
The
characteristics
and performance
of a range of
peripherals
(including control
and
communication
devices)
Review the need to communicate with a computer and the range of
peripheral (input and output) devices available for this.
Students need to be able to justify their choices of suitable peripherals for
various applications, including for people with disabilities and devices for
interfacing with virtual reality systems.
The reasons for choosing certain devices in a number of applications
needs to be carefully considered (e.g. barcode readers in supermarkets,
pen plotters in design offices).
Students could research the different types of sensor used in a wide range
of monitoring and control applications, such as:
• temperature (e.g. heating systems)
• moisture (e.g. greenhouse applications)
• gas (e.g. environmental monitoring)
• light (e.g. operating automatic lights)
• infra-red (e.g. detecting intruders).
Students could research of the role of mobile phones in communication
systems. This can cover a wide range of topic areas such as:
• the most widely available form of computer in the world
• use as camera, QR code reader, MP3/4 media player
• access to internet or to SMS or voice information services where
Internet is unavailable or unaffordable.
v1 2Y05
Cambridge IGCSE Computer Studies (US) 0441
Extension material:
• www.howstuffworks.com/ram1.htm
More details on RAM
• www.howstuffworks.com/rom.htm
More details on ROM
LWS coursebook pp. 49–79
http://gcsecomputing.org.uk/theory/1_2/1_2_input_output.
html
Comprehensive notes on applications of input and output
devices
LWS coursebook 66–71
www.igcseict.info/theory/2/sensor/
Illustrated notes on sensors
www.bbc.co.uk/schools/gcsebitesize/ict/measurecontrol/0
computercontrolrev2.shtml
Notes on sensors
LWS coursebook p. 88
www.teachict.com/gcse_new/communication/mobile_phones/home_
mobile_phones.htm
Theory notes, activities and quizzes on mobile phones
3