scheme of work 2013

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Scheme of work CambridgeO Level Computer Studies (7010)

v1 2Y05 Cambridge O Level Computer Studies (7010) 1

OverviewThis scheme of work provides ideas about how to construct and deliver a course. The 2013 syllabus has been broken down into teaching units with suggestedteaching activities and learning resources to use in the classroom.

Recommended prior learningCandidates beginning this course are not expected to have studied Computer Studies or ICT previously.

Outline

Syllabus ref Unit Unit title Outline of unit

Section 1.1 1 The rangeand scope ofcomputerapplications

Develop knowledge and understanding of a wide variety of computer applications, including communication andinformation systems, online services, remote databases, commercial and general data processing, industrial,technical and scientific uses, monitoring and control systems, automation and robotics, expert systems, educationand training, entertainment and uses of the internet.

Consider a standard list of relevant aspects for each computer application studied, in order to be able to commentsensibly on any suggested application and make use of specific relevant examples for illustration.

Section 1.2 2 The socialandeconomicimplicationsof the use ofcomputers

Review the applications studied in Unit 1 to gain a broad knowledge of the economic reasons for, consequences of,and health and safety aspects of the use of computerised systems; changes in employment and re-training; privacyand integrity of data; data protection legislation; hacking and other computer crime; computer viruses; internetsecurity and usage; security and reliability, including consequences of system failure.

Develop critical abilities in balancing the benefits and drawbacks of a computerised system to formulate a reasonedview of the potential effects of any suggested application or development.


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Syllabus ref Unit Unit title Outline of unit

Section 2 3 System life

cycle

Principles of the system life cycle, including aspects of analysis (including fact finding methods and feasibility study),

design, implementation (building), testing, documentation, methods of changeover, evaluation and maintenance,including the use of system flowcharts and dataflow diagrams to describe existing and proposed systems.

This is achieved partly through the study of computer applications, in particular the methods by which a problem hasbeen analysed to lead to a successful solution for the user, and partly through practical work.

Section 3.1 4 Algorithmdesign andtesting

Defining the scope of separate modules, designing algorithms that relate clearly to the requirements of the systemand identifying hardware needs arising from the required output. The use of structure diagrams for top-down design,program flowcharts and libraries of subroutines. Using dry runs and trace tables to work out the purpose of an

algorithm, suggesting and using suitable test data and identifying and correcting errors in algorithms.

Study of these topics can be illustrated by case studies of existing solutions to problems and reinforced throughpractical work.

Section 3.2 5 Programmingconcepts

The concepts of sequence, selection and repetition. Input, output, totalling and counting in pseudocode andstructured pseudocode for iteration (repetition) and selection. Writing an algorithm in pseudocode and identifying andcorrecting errors in pseudocode.

Low-level languages, reasons for their use and their need to be translated by an assembler. High-level languages,reasons for their use and their need to be translated by a compiler or interpreter.

Section 3.3 6 Logic gatesand circuits

Truth tables and symbols for two-input NOT, AND, OR, NAND and NOR logic gates. Truth tables for given logiccircuits with a maximum of 3 inputs and 6 gates. Production of a simple logic circuit from a written design brief.

Section 4.1 7 Genericsoftware

Typical features of, and uses for, generic application software for word processing, database management,spreadsheets, graphics, communications, multimedia, data-logging, CAD, programming, desktop publishing and webdesign. Customisation of generic application software by the use of macros.

The advantages and disadvantages of generic application software compared with bespoke software.


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Teaching order

Unit 1 should be taught before Unit 2.

Unit 3 should be taught before Unit 4.

Units 3 and 4 should be taught before Unit 5.

Units 1 and 10 should be taught before Unit 11.

Units 3, 4, 5, 7, 8 and 9 should be taught before Unit 12 or alongside appropriate sections of it.

With these provisos, the 12 units could be taught in any order, and taught sequentially or concurrently, depending on the resources available and the preferences ofthe teachers involved.

Teacher supportThe up-to-date resource list for this syllabus can be found on the University of Cambridge International Examinations website www.cie.org.uk. In addition, thepassword-protected Teacher Support website at http://teachers.cie.org.ukprovides access to specimen and past question papers, mark schemes and other supportmaterials. We offer online and face-to-face training; details of forthcoming training opportunities are posted on the website.

ResourcesLeadbetter C, Wainwright S, Stinchcombe A. Cambridge IGCSE Computer Studies Coursebook with CD-ROMCambridge University Press, UK 2011ISBN 9780521170635 (referred to as LWS coursebook in the scheme of work learning resource column).

The following are reliable websites. Specific sections of some of these have been cited in the schemes of work for individual units.

Please be aware that:

terminology is not necessarily uniform between different resources, especially if a resource was originally written for an ICT syllabus, or a syllabus with adifferent exam board;

a link that was valid at the time of writing can easily become invalid.

URL Notes

http://apps.dataharvest.co.uk/index.php?main_page=product_info&cPath=2_21_8&products_id=9 A demonstration version of control software that can be usedwith both graphical simulations (Animated Control

Environments) and real control applications with the additionof suitable control interfaces.

http://atomicinternet.homeip.net/xtra/washer/ Simple JavaScript simulation of a washing machine.

http://download.openoffice.org/ Open Office, open source productivity suite, similar toMicrosoft Office, available for multiple platforms. Recordedmacros are quite hard to modify.


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URL Notes

http://education.mit.edu/starlogo/StarLogo, MITs free, agent-based simulation language.Has a 2-D version, OpenStarLogoand a 3-D version,

StarLogo TNG.

http://en.wikipedia.org/ Free, editable encyclopaedia. Often a good source of up-to-date information, although the quality of the articles isvariable.

http://gcsecomputing.org.uk/ Links to notes for GCSE Computing (OCR syllabus).

http://igcsecs.blogspot.com/ Blog offering commentary on the Cambridge IGSCEComputer Studies syllabus and coursebook published byCambridge University Press, including analyses of Paper 1and 3 past papers by topic.

http://info.scratch.mit.edu/Scratch_1.4_Download Scratch, a free programming language that lets you createyour own interactive stories, animations, games, music, andart.

http://open-workbench.en.softonic.com/ Open Workbench, free project management program forWindows. Enables students to get a feel for producing

project management diagrams such as Gantt charts andPERT charts using software.

http://raptor.martincarlisle.com/ RAPTOR, free program flowchart interpreter software thatallows students to draw a flowchart and check its functioningby executing it.

http://sketchup.google.com/ Sketchup, free CAD program.

http://teachers.cie.org.uk/community/forum/forums/show/610.page Cambridge online forum for teachers to discuss teaching andadministration for this syllabus. Account needed to access see next item.


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URL Notes

http://teachers.cie.org.uk/qualifications/academic/middlesec/igcse/subject?assdef_id=844 Cambridge Teacher Support website for this syllabus

containing more than the public website: a wider selection ofsyllabus materials, including past exam papers and markschemes; teaching materials, including the teachers forum,this scheme of work and support booklets; the resource list.You need an account to access the Cambridge TeacherSupport website. If you do not have an account, seehttp://teachers.cie.org.uk/help_faqs/faqs/pre_login/#answer0.

http://teachers.cie.org.uk/qualifications/academic/middlesec/igcse/subject/?assdef_id=844&view=tmlst

Support booklets (one per section of the syllabus) containingnotes on the content and practice problems, with answers ina separate booklet.

www.antaranews.com/en/science Indonesian website reporting global computing news inEnglish and Bahasa.

www.atarimagazines.com/compute/issue149/60_Interrupts_made_easy.php Article that compares interrupts with polling.

www.bbc.co.uk/schools/gcsebitesize/ict Activities, revision and tests for ICT.

www.bbc.co.uk/scotland/education/bitesize/standard/computing/ Revision and tests for Scottish Standard Grade ComputingStudies.

www.briggs.net.nz/log/writing/snake-wrangling-for-kids/ Snake Wrangling for Kids, a free, printable electronic bookthat covers the basics of programming in Python 3.

www.cedar.u-net.com/ Interactive tuition package for ICT with clear detailed pages.www.cedar.u-net.com/demo4/demox.htm has a link to thedemo version www.cedar.u-net.com/ict6/demoidx.htm, whichprovides free access to 40% of the available material. Hint:search for terms in the singular.

www.computernews.in/ Website reporting computing news from North India.

www.computernewsme.com/ United Arab Emirates website reporting computing newsfrom the Middle East.

www.computerweekly.com/ UK website reporting daily news from the computingindustry.


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URL Notes

www.computingatschool.org.uk/ UK-based organisation that promotes the teaching of

Computing in schools worldwide, particularly those in the UKeducation system. As part of its support to teachers offeringthis syllabus as Cambridge Teachers, University ofCambridge International Examinations encourages teachersin the UK and overseas to apply for free membership, whichgives access to a forum and a wiki for sharing enthusiasm,experience and ideas.

www.funderstanding.com/coaster Roller coaster applet.

www.gimp.org/downloads/ GIMP, open source graphics program for a variety ofoperating systems. It differs from many other programs in theway that a selected graphical object is moved and each textbox is its own layer.

www.howstuffworks.com/search.php Descriptions and demonstrations.

www.ico.gov.uk/for_organisations/data_protection/the_guide.aspx Information about the UKs Data Protection Act fororganisations that control other peoples personal data.

www.ictgcse.net/ Links to teaching topics and downloads for ComputerStudies, IT & ICT, including a coursework guide for thissyllabus.

www.ida.liu.se/~her/npp/demo.html Applet simulating of manual control of nuclear power station.

www.igcseict.info/ Links to illustrated notes and resources for CambridgeIGCSE ICT.

www.itedgenews.com/ Website reporting IT news from Africa.

www.jessrules.com/jessdemo/ A demonstration expert system program written with a ruleengine called Jess. This expert system plays a simple gamecalled Sticks.

www.justbasic.com/download.html A free version of the BASIC programming language. Helprequires download in Windows Vista and 7 and does notinclude the tutorial mentioned in the Welcome screen.


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URL Notes

www.kids-online.net/learn/c_n_l.html The parts of a computer.

www.logiccircuit.org/ Free program for drawing and simulating logic circuits.

www.mathplayground.com/mathprogramming.html Applet for programming a turtle in Logo.

www.mstracey.btinternet.co.uk/pictutorial/picmain.htm Tutorial on programming a microcontroller, illustrating thesuitability of assembly language for dealing with input andoutput devices.

www.nolimitscoaster.com/Download/download.html Demo version of a roller coaster design application and

simulator.

www.pythonsummerschool.net/course.php A free teachers course in the Pythonprogramminglanguage.Prerequisite resources:www.pythonsummerschool.net/get_ready.php .

www.sibelius.com/cgi-bin/download/get.pl?com=sh&prod=first Download a 30-day trial of music notation software.

www.smartdraw.com/resources/tutorials/#/resources/tutorials/Entity-Structure-Diagrams A tutorial on how to draw structure diagrams usingSmartDraw, of which a free, trial version is available.

www.teach-ict.com/gcse_computing.html Links to teaching and revision topics for GCSE Computing(OCR syllabus).Some GCSE, AS and A2 ICT parts of the same site alsohave useful material.

www.tes.co.uk/ResourceDetail.aspx?storyCode=6048963 Animated depiction of the control of oxygen level in a fishtank.

www.unf.edu/~broggio/cop2221/2221pseu.htm Examples of an approach to pseudocode that is very close toplain English.

www.v3.co.uk/search A searchable UK IT news website.

www.valiant-technology.com/archive/freebies/cdsamples/datalogger/logger.swf Flash simulation of the operation of a data logger.

www.virtualrealitytrainingsystem.com/ Website includes video on training workers to work in a

hazardous environment.


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URL Notes

www.youtube.com/watch?v=_I8Raa9XH4Y Animation of a robot manipulator.

www.youtube.com/watch?v=X3szimINR48 A high-quality, animated, architectural fly through.

University of Cambridge International Examinations 2012


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Unit 1: The range and scope of computer applicationsRecommended prior knowledgeStudents can start this unit with little basic knowledge of computer systems. Often different students will have varying levels of knowledge; this unit starts withrevision of basic ideas for some and an introduction to basics for others.

ContextThis unit is preparation for Unit 2. For both of these units,Computer Studies Support Booklet - Part 1(http://teachers.cie.org.uk/docs/dynamic/31796.pdf) providesnotes on section 1 of the syllabus and practice problems (with answers in Computer Studies Support Booklet - Answers(http://teachers.cie.org.uk/docs/dynamic/31801.pdf).

OutlineDevelop knowledge and understanding of a wide variety of computer applications, including communication and information systems, online services, remotedatabases, commercial and general data processing, industrial, technical and scientific uses, monitoring and control systems, automation and robotics, expertsystems, education and training, entertainment and uses of the internet. Consider a standard list of relevant aspects for each computer application studied, in order

to be able to comment sensibly on any suggested application and make use of specific relevant examples for illustration.

Syllabusref

Learningobjectives

Suggested teaching activities Learning resources

1.1.1 An awarenessof the range andnature of avariety of

computingapplications inthe followingareas:

Students need to consider the following list of relevant aspects for eachcomputer application studied. For students who like tables, these couldform column headings in landscape view.

The purpose of the application

The required outcome The overall system design, including both the computerised and the

non-computerised parts of the application

The necessary inputs to the system and the means by which any datais captured

The overall organisation and processing of the data within the system

The use and organisation of the major software and hardwarecomponents of the system

The need for recovery in the event of a system failure

The interface between the system and its users

LWS coursebook (see overview page for complete title)p. 150


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Syllabusref

Learningobjectives


and cars using a global navigation satellite system (GNSS), of which

GPS is currently the best-known example, directions given by voicesynthesis, benefits and drawbacks of these systems) industrial robots (e.g. in car manufacturing and other automated

processes, advantages in terms of quality control and theenvironment, effects on workforce)

use of CCTV (e.g. cameras used in surveillance, automatic warning ofintruders, use of sensors to control camera).

Consider the list of relevant aspects in 1.1.1 above.

ict.com/gcse/software/robotics/students/shome_robotics.h

tmTheory notes, activities and quizzes for robotics

www.youtube.com/watch?v=_I8Raa9XH4YAnimation of a robot manipulator

http://en.wikipedia.org/wiki/Industrial_robotVery detailed site; good for extension work

1.1.7 Expert systems Introduce by explaining: the benefits of expert systems and the creation of each expert system from knowledge base, rule base,

inference engine and human-machine interface.

In considering applications of expert systems, select examples from: mineral prospecting medical diagnosis diagnostics (e.g. car engines, electronic devices).Note that an expert system is not usually regarded as an instance ofartificial intelligence unless it is capable of learning from its mistakes.

Consider the list of relevant aspects in 1.1.1 above.

LWS coursebook pp. 1948

CD of notes from the former websitewww.theteacher99.btinternet.co.uk/theteacher includesnotes on an expert system in medical diagnosis

www.jessrules.com/jessdemo/A demonstration expert system program, which plays asimple game called Sticks, written with a rule enginecalled Jess


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Syllabusref

Learningobjectives


working environment because computerised systems are used

health and safety aspects of using computers in the workplace.

www.bbc.co.uk/schools/gcsebitesize/ict/implications/2wor

kpatternsrev4.shtmlEffects of e-commerce on businesseswww.cedar.u-net.com/ict6/demoidx.htmSearch for:

bankingand select an article on reasons forcomputerising it

health safety

1.2.2 Changes inemployment, re-

training

Through case studies such as banking, handling and producingdocuments in offices, or manufacturing, drawn from the applications

studied in Unit 1, students identify: re-training needs for staff as computerised systems are introduced and

upgraded

opportunities for, and benefits of, the use of multimedia trainingpackages for individual use on CD-ROM or DVD.

LWS coursebook pp. 2179, 221

www.bbc.co.uk/schools/gcsebitesize/ict/implications/2workpatternsrev1.shtmlIntroduction to changes in work patterns

CD of notes from the former websitewww.theteacher99.btinternet.co.uk/theteacher includesadvantages of CAL

1.2.3 Privacy andintegrity of data

Students identify methods required to ensure data are protected from:

hackers (e.g. by passwords, firewalls) and

from corruption or loss.


www.bbc.co.uk/schools/gcsebitesize/ict/databases/6datasecurityrev1.shtmlIntroduction to data security

www.cedar.u-net.com/ict6/demoidx.htmSearch for security

CD of notes from the former websitewww.theteacher99.btinternet.co.uk/theteacher includes

details of methods of system security

www.teach-ict.com/news/news_stories/news_dataloss.htmNews articles on data loss

1.2.4 Data protectionlegislation

Students identify the features expected in a data protection act, such asdata must be obtained lawfully, data must be accurate and data must bekept up-to-date. They can usefully compare these with the features of thedata protection law in their own country.


www.ico.gov.uk/for_organisations/data_protection/the_guide.aspx

Information about the UKs Data Protection Act written for


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Syllabusref

Learningobjectives


www.bbc.co.uk/webwise/topics/safety-and-privacy/safety-

online/A collection of articles including guarding against malware

1.2.8 Internet securityand usage

Students identify:

potential problems with internet use, for example:

malware, including viruses

hacking

spam

spyware

cookies

phishing pharming

developments in the use of the internet, for example:

wikis

social networking

blogs

digital media sharing websites

web browsers

ISPs

tagging

podcasts

bit streaming


www.teach-ict.com/gcse/theory/internet/miniweb/pg8.htmIssues with the internet

www.howstuffworks.com/search.phpSearch for spam, spyware, cookies, phishing, wikis,

socialnetwork, blog, media sharing, web browser,ISP, podcast, stream file


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Syllabusref

Learningobjectives


students to draw a flowchart and check its functioning by

executing it.2.2.1 Implementation Students need to identify what is involved in developing solutions usingoff-the-shelf or bespoke software and appropriate hardware.

LWS coursebook p. 135

2.2.2 Testing Students need to identify testing strategies and appropriate choice of testdata.


2.2.3 Documentation Students could sort a list of contents headings to distinguish between:

documentation that users require in a user guide or manual and

technical documentation required by those responsible for improvingand maintaining a solution in working order or for developing the

solution to meet new needs.


CD of notes from the former websitewww.theteacher99.btinternet.co.uk/theteacher includes an

introduction to the different types of documentation2.2.4 Changeover Students need to identify the available methods for changeover and their

benefits and drawbacks.LWS coursebook pp. 1403

2.2.5 Evaluation Students need to identify ways in which a system can be evaluated. LWS coursebook pp. 1434

2.2.6 Maintenance Students need to identify ways in which a system can be maintained. LWS coursebook pp. 1445


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Unit 4: Algorithm design and testingRecommended prior knowledgeStudents need to have studied Unit 3 before starting this unit.

Context

Students need to study this unit before Unit 5 and before or alongside Unit 12. For both Units 4 and 5, together with Unit 6,Computer Studies Support Booklet Part 3 (http://teachers.cie.org.uk/docs/dynamic/31798.pdf) provides notes on section 3 of the syllabus and practice problems (with answers in Computer StudiesSupport Booklet Answers(http://teachers.cie.org.uk/docs/dynamic/31801.pdf).

OutlineDefining the scope of separate modules, designing algorithms that relate clearly to the requirements of the system and identifying hardware needs arising from therequired output. The use of structure diagrams for top-down design, program flowcharts and libraries of subroutines. Using dry runs and trace tables to work out thepurpose of an algorithm, suggesting and using suitable test data and identifying and correcting errors in algorithms. Study of these topics can be illustrated by casestudies of existing solutions to problems and reinforced through practical work.

Syllabusref

Learningobjectives


3.1 Introduction Students could be introduced to the need for algorithms in developingsoftware solutions as follows:1. Ask for a volunteer. Write a small set of random numbers on a board

and ask the volunteer to sort them into ascending numerical order.Explain that the volunteer is using an unseen strategy or algorithm.

2. Ask the volunteer to look away. Write a new small set of randomnumbers on the board and ask the volunteer to give you instructionsfor sorting them, asking necessary questions such as What is the firstnumber?Once a volunteer has succeeded in this task, explain that thevolunteer has revealed their algorithm.

3. Ask the successful volunteer to list the instructions for sorting a newsmall set of random numbers before you write the new set on theboard. You can try to pick numbers that will not work with thevolunteers instructions. Execute the list of instructions without any


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Syllabusref

Learningobjectives


further intervention from the volunteer. If the instructions fail to

achieve the sort, allow the volunteer or other students to amend theinstructions and start the procedure from the beginning.Once the instructions are successful, explain that this is an algorithm.

3.1.1 Make an overallplan

Students should perform practical exercises, using appropriate tools from3.1.2 below, to:

use top-down design to define the scope of separate modules withineach solution

design algorithms to meet the requirements of modules

explain algorithms and how they relate to a solution

explain how hardware needs arise from the input and output requiredfor a solution.

It may be useful to point out that:

a computer must store input data prior to processing and (usually) theresults of processing after processing in memory locations, orvariables, which we label with identifiers

even within structure diagrams and program flowcharts, we can usepseudocode as shorthand for the process of assignment

x 3 means the value 3 is written as the new value stored in thememory location labelled x

x y means the value stored in the memory location labelled y iscopied to the memory location labelled x; in other words, the valuestored in the memory location labelled y is read without altering thatvalue and written as the new value stored in the memory locationlabelled x.

Some possible examples to demonstrate solution design are:

finding the average of a set of input numbers finding largest and smallest numbers in a set of input numbers

calculating the frequency distribution of ranges of numbers in a set ofinput numbers (e.g. when a series of temperatures T are input, how

many are in each of the ranges -20 T < 0, 0 T < 20 and

20 T < 40?)These could be followed by case studies such as an automaticsupermarket stock control system for calculating stock levels andautomatically re-ordering items.


http://raptor.martincarlisle.com/Introduction%20to%20Algorithmic%20Thinking.doc An introduction to algorithmic thinking


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Syllabusref

Learningobjectives


3.1.2 Algorithm tools Students need to become familiar with:

top-down design using structure diagrams program flowcharts to represent algorithms

system flowcharts to represent whole or partial solutions, includinghardware

the fact that algorithms can often be re-used as part of the solution ofa different problem and that, similarly, libraries of procedure andsubroutine program code can also be re-used.


www.smartdraw.com/resources/tutorials/#/resources/tutorials/Entity-Structure-DiagramsA tutorial on how to draw structure diagrams usingSmartDraw, of which a free, trial version is available

http://raptor.martincarlisle.com/RAPTOR, free program flowchart interpreter software thatallows students to draw a flowchart and check itsfunctioning by executing it

3.1.3 Interpret and testalgorithms

Students need to be able to:

work out the purpose of an algorithm using dry runs

choose and use suitable test data for testing:

input validation or other conditional processing (three types:normal, boundary/extreme and abnormal/erroneous)

correctness of a calculation

use trace tables to find the value of variables at each stage in dry run

identify errors in given algorithms and suggest ways of removing theseerrors.



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Unit 5: Programming conceptsRecommended prior knowledgeStudents need to have studied Units 3 and 4 before starting this unit.

Context

Students need to study this unit before or alongside Unit 12. It progresses from representing algorithms as program flowcharts in Unit 4, to representing algorithmsas pseudocode. For both Units 4 and 5, together with Unit 6,Computer Studies Support Booklet - Part 3 (http://teachers.cie.org.uk/docs/dynamic/31798.pdf)provides notes on section 3 of the syllabus and practice problems (with answers in Computer Studies Support Booklet - Answers(http://teachers.cie.org.uk/docs/dynamic/31801.pdf).

OutlineThe concepts of sequence, selection and repetition. Input, output, totalling and counting in pseudocode and structured pseudocode for iteration (repetition) andselection. Writing an algorithm in pseudocode and identifying and correcting errors in pseudocode.Low-level languages, reasons for their use and their need to be translated by an assembler. High-level languages, reasons for their use and their need to be

translated by a compiler or interpreter.

Syllabusref

Learningobjectives


3.2.1 The concept of aprogram

Students need to understand:

what a computer program is

the main requirements of a programming language to allow:

data input and output manipulation of data of various types and structures

sequence, selection, repetition and subprogram intercommunication

the concepts of totals and counting.

Students should perform practical exercises to:

write algorithms in pseudocode to solve a variety of problems

identify errors and suggest corrections in a given piece of pseudocode.

LWS coursebook pp. 2556 and 26570

3.2.3 Low-level

languages

Introduce students to different types of programming languages by

considering:



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Syllabusref

Learningobjectives


historical origins of computer programming in machine-specific types

of language (machine language and assembly language) the characteristics of these languages

the need for an assembler translation program for assembly language

why they are still used for certain applications.

www.teach-

ict.com/gcse/software/programming_languages/miniweb/pg3.htmIntroduction to machine language

www.teach-ict.com/gcse/software/programming_languages/miniweb/pg4.htmIntroduction to assembly language

www.teach-ict.com/gcse/software/programming_languages/miniweb/pg6.htmIntroduction to translation programs for high-levellanguage

Extension work:www.mstracey.btinternet.co.uk/pictutorial/picmain.htmTutorial on programming a microcontroller, illustrating thesuitability of assembly language for dealing with input andoutput devices

3.2.2 High-levellanguages

Students need to identify:

the characteristics of these languages

the need for compiler and/or interpreter translation programs for theselanguages

why they are preferred for many applications.

LWS coursebook pp. 257-9

www.teach-ict.com/gcse/software/programming_languages/miniweb/pg5.htmIntroduction to high-level language

www.teach-ict.com/gcse/software/programming_languages/miniweb/pg6.htmIntroduction to translation programs for high-levellanguage

Extension work:

http://en.wikipedia.org/wiki/History_of_compiler_writingHistory of compiler writing


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Syllabusref

Learningobjectives


http://en.wikipedia.org/wiki/Fortran

First high-level language to have a complete compiler http://en.wikipedia.org/wiki/FLOW-MATIC

The first programming language to express operationsusing English-like statements

3.2.4 Pseudocodestructures

Students do not need to be able to write program code in any particularlanguage for Papers 1 or 3, but should perform practical exercises todevelop recognition, understanding and writing of the followingpseudocode:

processes:

input (e.g. INPUT, READ, ENTER) output (e.g. OUTPUT, WRITE, PRINT)

assignment (e.g. Count 1)

totals (e.g. Sum Sum + Number)

counting (e.g. Count Count + 1).

structures:

iteration (repetition):

WHILEDOENDWHILE:

WHILE xxx

DO

xxx

ENDWHILE

REPEATUNTIL:

REPEAT

xxx

xxx

UNTIL xxx

FORTONEXT:

FOR y xxx TO xxx

xxx

xxx

NEXT


www.unf.edu/~broggio/cop2221/2221pseu.htm Examplesof an approach to pseudocode that is very close to plainEnglish


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Syllabusref

Learningobjectives


3.2.4 Pseudocodestructures (cont)

selection:

IFTHENELSEENDIF:IF xxx

THEN

xxx

ELSE

xxx

ENDIF

or nested:

IF xxx

THEN

IF xxx

THEN

xxx

ELSE

xxx

ENDIF

ELSE

IF xxx

THEN

xxx

ELSE

xxx

ENDIF

ENDIF


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Learningobjectives


3.2.4 Pseudocodestructures (cont)

CASE OFOTHERWISEENDCASE:

CASE y OF

n1: xxx

xxx

n2: xxx

OTHERWISE xxxor multiple

statements indented below

ENDCASE

3.2.5 User guide,technicaldocumentation

This should already have been adequately covered in Unit 3: 2.2.3.


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Unit 6: Logic gates and circuitsRecommended prior knowledgeNone, although it may be helpful if students have studied Units 5 and 9 before starting this unit.

Context

This unit introduces logic gates, which are the building blocks for the relatively complex memory and processor circuits found in computers. At this level, to achievea more concrete grasp of their fundamental properties, they are only treated as components in relatively simple, stand-alone logic circuits. For this unit, togetherwith Units 4 and 5,Computer Studies Support Booklet Part 3 (http://teachers.cie.org.uk/docs/dynamic/31798.pdf) provides notes on section 3 of the syllabus andpractice problems (with answers in Computer Studies Support Booklet Answers(http://teachers.cie.org.uk/docs/dynamic/31801.pdf).

OutlineTruth tables and symbols for two-input NOT, AND, OR, NAND and NOR logic gates. Truth tables for given logic circuits with a maximum of 3 inputs and 6 gates.Production of a simple logic circuit from a written design brief.WARNING: Practical work with logic gate chips can be relatively cheap to perform and very rewarding, but is hazardous if teachers and students are not properly

aware of the risks from connecting modules or electronic components in ways for which they are not intended. For example, if a LED is connected directly across apower supply without a current-limiting series resistor, it is liable to explode in a way that could cause permanent damage to an unprotected eye. See, for example,www.youtube.com/watch?v=L85UNTW4lgU. Practical work can also be performed with free logic simulation software.

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Learningobjectives


3.3.1 Basic logic gates Use appropriate hardware or simulation software to introduce students tothe functions of the NOT and 2-input AND, OR, NAND and NOR logicgates.

Students can observe the output produced from all possible combinationsof inputs to construct each gates truth table.

Extension work:Work out the simple logic circuits requiredto create NAND and NORgates using AND, OR and NOT gates and test them.


www.logiccircuit.org/

Free program for drawing and simulating logic circuits

3.3.2 Logic gatesymbols

Students need to recognise two ways of representing the logic gates. LWS coursebook p. 2745


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The distinctively-shaped symbols are preferred, but students may use thelabelled, circular symbols.

3.3.3 Interpretingsimple logiccircuits

Students should perform graded practical exercises, using additionalcolumns for intermediate outputs, to produce truth tables for given logiccircuits (maximum of 3 inputs and 6 gates).


3.3.4 Designing simplelogic circuits

Students should perform practical exercises to design, build and testa simple logic circuit from a given written statement (e.g. if A AND B areon AND if C is on, then the lights will be on).

Design can proceed intuitively from the written statement of the problem,but some students may be able to work algebraically, as would benecessary for circuit simplification beyond the scope of this syllabus.

Extension work:

Work out how to create NOT, AND and OR gatesusing onlyNANDgates and test the solutions.

Work out how to create NOT, AND and OR gatesusing onlyNORgates and test the solutions.



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with which to start, as students may already have familiarity with them andstudents should use a word processing program to write up Paper 2coursework.

It may be helpful to explain to students the basic distinction between:

a desktop publishing program, with which the user can create asequence of pages into which they can place graphical objectsincluding text boxes, and

a word processing program, with which the user can create asequence or string of text charactersand formatting codes, intowhich they can insert graphics inline (by default), as if they wereblocks of text.

Use of spreadsheet programs to include:

use of formulae

text string entered is automatically interpreted as a type of data (text,number, date, etc.)

sorting

filtering

what-if scenarios charts or graphs.

Use of database programs to include:

data types

field length (for text string data type)

sorting

query search criteria

features of relational databases.

Recorded macros are quite hard to modify

www.teach-ict.com/videohome.htmLinks to video tutorials on Microsoft Office programs fordesktop publishing, word processing, spreadsheets anddatabases

www.teach-ict.com/gcse/software/word/student/shome_wp.htmTheory notes, activities and quizzes on word processing

www.teach-ict.com/gcse/software/dtp/students/shome_dtp.htmTheory notes, activities and quizzes on desktop publishing

www.teach-ict.com/gcse/software/spread/student/shome_spreadsheet.htmTheory notes, activities and quizzes on spreadsheets

www.teach-ict.com/gcse_computing/ocr/databases/concepts/home_db_concepts.htmTheory notes on databases

www.bbc.co.uk/schools/gcsebitesize/ict/databases/2databasesrev1.shtmlFirst of 5 pages on databases and data capture

CD of notes from the former websitewww.theteacher99.btinternet.co.uk/theteacher has:

introduction to word processing

introduction to spreadsheets

introduction to databases

sorting and searching of databases

Customisation ofgenericapplication

These short programs recorded or written in an API scripting languagesuch as Microsoft Office Word VBAor Excel VBAin order to automatefrequently-needed access to hard-to-access commands or series of time-


www.cedar.u-net.com/ict6/demoidx.htm


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Microsoft Office Tools contains Picture Manager containsa relatively small number of powerful photo editingfeatures

www.teach-ict.com/videohome.htmLinks to video tutorials on Adobe Photoshopphoto editingprogram

CAD programs Students need to research the features of CAD programs, preferablythrough practical work.


http://sketchup.google.com/Sketchup, free CAD program

Multimediaauthoring andpresentationprograms

Students need to research the features of these programs, preferablythrough practical work.

Note that Impressis a presentation program available as part of the opensource Open Officesuite.


www.teach-ict.com/videohome.htmLinks to video tutorials on Adobe Flashmultimediaauthoring program, Microsoft Office PowerPointpresentation program and MissionMaker 3-D gameauthoring program

Data-logging Consider using a simulation if no data logger is available for practicalwork.

A data logger typically exports a CSV file, which can be imported by aspreadsheet program for analysis.

Students can research the features and hardware components of a datalogger:

automatic scheduled data capture

allows 24/7 monitoring

improved accuracy since it eliminates transcription errors

contains:o ROM memory to store the program to control its operationo RAM or flash memory to store the captured data


http://www.bbc.co.uk/schools/gcsebitesize/ict/measurecontrol/3dataloggingrev1.shtml First of 3 pages of introduction to data-logging

www.teach-ict.com/gcse/software/datalogging/students/shome_datalogging.htmTheory notes, activities and quizzes on data-logging

www.valiant-technology.com/archive/freebies/cdsamples/datalogger/logger.swfFlash simulation of the operation of a data logger

Programming As with generic application software, students need to start practicalexercises with one or more programming languages early in the course toallow time for skills to develop.

Introductory exercises should include programming a turtle in Logo, which


www.mathplayground.com/mathprogramming.html Applet for programming a turtle in Logo


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although simple, sometimes appears in exam questions.

Explain to students that, although program code can be written with asimple text editor program, it needs software to compile (if required) anddebug it, which is usually provided, together with other facilities, by asingle program called an integrated development environment (IDE) fortheir chosen programming language.

Amongst free languages that are well documented and have large usercommunities, Pythonis prominent.

Students need to perform practical exercises to develop programmingskills that will prepare them for coursework.

These should cover the range required for pseudocode in Unit 5, namely:

processes:o inputo outputo assignmento totalso counting

structures:o iteration (repetition)o selection

Additionally, students need to learn how to handle data types andstructures and probably files.

As mentioned above, macros written or modified from recordings by the

student may constitute programming for a simpler coursework project.

Note that while Microsoft Office VBAis common to many members of thesuite of programs, each member of the suite has its own dialect of VBA,as the language has to interact with different sets of objects in eachmember of the suite.

http://education.mit.edu/starlogo/StarLogo, MITs free, agent-based simulation language

Has a 2-D version, OpenStarLogoand a 3-D version,StarLogo TNG

http://gcsecomputing.org.uk/theory/1_7/1_7_programming_languages.htmlEnd of page describes an IDE

http://info.scratch.mit.edu/Scratch_1.4_DownloadScratch, a free programming language that lets you create

your own interactive stories, animations, games, music,and art

www.briggs.net.nz/log/writing/snake-wrangling-for-kids/Snake Wrangling for Kids, a free, printable electronic bookthat covers the basics of programming in Python 3

www.pythonsummerschool.net/course.phpA free teachers course in the Python programming

languagePrerequisite resources:www.pythonsummerschool.net/get_ready.php

www.justbasic.com/download.htmlA free version of the BASIC programming languageHelp requires download in Windows Vista and 7 and doesnot include the tutorial mentioned in the Welcome screen


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Unit 8: Organisation of dataRecommended prior knowledgeIt will be helpful if students have studied Unit 6 before starting this unit.

Context

Students need to study this unit before or alongside Unit 12. For this unit, together with Unit 7,Computer Studies Support Booklet Part 4(http://teachers.cie.org.uk/docs/dynamic/31799.pdf) provides notes on section 4 of the syllabus and practice problems (with answers in Computer Studies SupportBooklet Answers(http://teachers.cie.org.uk/docs/dynamic/31801.pdf).

OutlineThe relationship between data and information; methods of data collection, encoding and preparation; appropriate methods of ensuring the correctness of data(including validation and verification); methods of automatic data capture; analogue-to-digital and digital-to-analogue conversion.File organisation: different forms of organisation and storage medium, depending on the data stored and the requirements for processing; sequential file processingand processing individual records by means of record keys; sorting and merging; methods of processing and file maintenance.Data types: numbers, characters, strings, arrays and the need for different data types and structures to represent the data for a particular application.

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4.2.1 The relationshipbetween data andinformation

Consider the Input, Process & Output model and introduce the idea ofinformation as appropriately presented processed data.


www.teach-ict.com/ks3_old/unit9_1/miniweb/pg3.htmSimple illustration of Input, Process & Output

www.teach-ict.com/gcse/theory/datainfo/student/shome_datainfo.htmTheory notes, activities and quizzes on data andinformation (ignore knowledge for this syllabus)

Collection of data It is helpful to distinguish between data collection prior to entry, often onpaper forms and methods of data capture (when data actually enter thecomputer).Students need to describe different data capture methods and learn whentheir selection is appropriate:

LWS coursebook pp. 31 and 323

www.teach-ict.com/gcse/software/datacapture/students/shome_datacapture.htm


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the required specification for a laptop (should consume little power tomaximise battery duration and run cool, etc.).

ict.com/gcse_new/computer%20systems/types_computer/home_types_computer.htm

Theory notes, activities and quizzes on types of computerBroad classes ofprocessor power

General introduction to classes of processor only no detail required LWS coursebook pp. 46 and 49

Standard inputand outputdevices

Students could research how to describe/select:

suitable input and output devices in relation to the requirements of theapplication

the use of specialist input and output devices (e.g. to help people withdisabilities communicate with a computer system, devices tocommunicate with virtual reality systems note that a VR headset

consists of one or more output devices andhead position-trackingsensor input devices).


www.teach-ict.com/gcse_computing/ocr/212_computing_hardware/input_devices/home_input_devices.htmTheory notes, activities and quizzes on input devices

www.teach-ict.com/gcse_computing/ocr/212_computing_hardware/output_devices/home_output_devices.htmTheory notes, activities and quizzes on output devices

www.teach-ict.com/gcse_computing/ocr/212_computing_hardware/disabled_ipop/home_disabled_ipop.htm

Theory notes, activities and quizzes on input and outputdevices for disabled users

www.teach-ict.com/technology_explained/virtual_reality/virtual_reality.htmlNotes on input and output devices for VR

www.igcseict.info/theory/2/actu/

Illustrated notes on actuators5.1.2 The functions and

characteristics ofstorage media

Students could list all the storage devices they know about, then try tocategorise 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) suchas SD, SDHC or SDXC, non-removable flash memory in MP3/4 mediaplayers, magnetic tape cartridges.


www.bbc.co.uk/schools/gcsebitesize/ict/hardware/1datastoragerev1.shtmlFirst of 8 pages on storage

www.teach-ict.com/gcse_computing/ocr/212_computing_hardware/sto


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Scheme of work Cambridge O Level Computer Studies (7010)


Unit 10: Operating systemsRecommended prior knowledgeIn order to understand the role of an operating system, students should have had practical experience of using at least one operating system with a GUI.

ContextStudents should study this unit before starting Unit 11. For this unit, as well as Units 9 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 SupportBooklet Answers(http://teachers.cie.org.uk/docs/dynamic/31801.pdf).

OutlineThe nature of batch, online, multi-access, real-time transaction processing, multitasking, network and process-control operating systems. Types of interface betweenthe operating system and the user. How folders are structured and how folders and files can be managed. Peripheral control, including the use of buffers, interruptsand priorities, polling, handshaking and checksums.

Syllabusref Learningobjectives Suggested teaching activities Learning resources

5.2.1 Introduction Introduce:

the idea of system software as different from applications software

general tasks and facilities of an operating system for processormanagement, it is helpful to demonstrate Windows Task Manager

role of the operating system (OS) in file management

the idea that microprocessors or microcontrollers in automated devicessuch as refrigerators and microwave ovens do not require an

operating system since they only execute a single program.


www.igcseict.info/theory/1/os/Introduction to operating systems

www.howstuffworks.com/operating-system1.htmFirst of two pages describing operating systems and their

functions

www.howstuffworks.com/operating-system4.htmDescription of the loading of an operating systemwww.howstuffworks.com/operating-system5.htmFirst of two pages describing processor management andthe use of the Process Control Block (PCB), a datastructure containing the information needed to manage aparticular process, in multi-tasking


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folders in a GUI, a directory is displayed as a folder and the two terms areoften used interchangeably.

Students need to perform practical exercises to ensure that theyunderstand the need for and use of facilities to copy, move, list and printfiles and create sub-directories.

5.2.4 Peripheral devicecontrol; use ofbuffers; interruptsand interruptpriorities; polling;

handshaking;checksums

Introduce the ideas that:

peripheral devices such as keyboards and printers must be controlledand responded to by the operating system

communication between the computer and peripherals must becontrolled and errors detected.

Explain that:

a bufferis an area of memory used to hold data temporarily tocompensate for different rates of processing data by the processorand a (slower) peripheral and allow the processor to perform othertasks while waiting to receive or send data

in order to respond to messages from peripheral devices, theprocessor can use one of two methods:

polling the OS is responsible for periodically interrogating each

peripheral device in turn to discover its status, or

interrupts the OS is free to process other tasks until aperipheral device sends an interrupt signal, indicating that it needsthe OSs attention

handshakinginvolves sending electronic signals during transfer ofdata to control the flow of data between the computer and a peripheraldevice (or over a network with another computer) to prevent a delay inprocessing data at the receiving end resulting in lost data

since a block of data (such as a USB packet) may be corrupted duringtransfer, a checksumcan be:

used to summarise the block before transmission by calculatingthe arithmetical sum of the numerical values of all its elementsand

transmitted with the block to provide a check after transmission(similar to a check digit used to validate a much shorter numericalID code).


www.teach-ict.com/gcse_new/computer%20systems/buffers_drivers/home_buffers.htm

Theory notes and activities on buffers (and drivers)

www.atarimagazines.com/compute/issue149/60_Interrupts_made_easy.phpArticle that compares interrupts with polling


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Unit 11: Types of systemRecommended prior knowledgeStudents should study Units 1 and 10 before starting this unit.

ContextFor this unit, as well as Units 9 and 10,Computer Studies Support Booklet Part 5 (http://teachers.cie.org.uk/docs/dynamic/31800.pdf) provides notes on section 5of the syllabus and practice problems (with answers in Computer Studies Support Booklet Answers(http://teachers.cie.org.uk/docs/dynamic/31801.pdf).

OutlineDifferent types of system: batch processing, interactive, network, control, automated and multimedia.Requirements to support various types of computer system. The most suitable type of computer system for a given application. Problems in the management of thevarious types of computer system, such as conflicting access to common data or critical timing considerations.

Syllabus

ref

Learning

objectives


5.3 Introduction Review the basic principles of the different types of operating system(OS).

Introduce the idea that the different types of OS are designed to supportdifferent types of processing system.

Help students to decide which types of operating system would beappropriate for each type of processing system encountered when

studying computer applications in Unit 1.

www.igcseict.info/theory/7_2/modes/Introduction to batch processing and real-time systems

5.3.2 Interactivesystems

Explain that almost all students experience of computer systems hasbeen of interactive systems that provide for interaction between the joband the user that may influence the future course of processing.

Such systems may be single-user (for example, a personal computer) ormulti-user.

Typical applications are word processing and online information retrieval.


Syllabus LearningS t d t hi ti iti L i


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5.3.1 Batch processingsystems

Explain that, In contrast to an interactive system, a batch processingsystem processes a job without any direct interaction between the job and

the user.

Typical applications are payroll and billing systems.


www.igcseict.info/theory/7_2/payroll/Introduction to payroll processing as an example of batchprocessing

5.3.3 Network systems Explain that a network system is one in which processing occursindependently in more than one location, but with shared and controlledaccess to some common resources.

Students could perform research to:

describe and compare the ring, bus and star network topologies

understand the need for: shared resources, such as:

file storage

local information resources such as an intranet server

remote information resources such as internet servers

gateways for accessing wide area networks (WANs) such as theinternet.


www.howstuffworks.com/lan-switch1.htmIntroduction to networks

www.howstuffworks.com/lan-switch2.htm

Introduction to network topologies

www.igcseict.info/theory/4/intra/www.howstuffworks.com/how-intranets-work.htmIntroductions to intranets

www.teach-ict.com/gcse_new/internet/intranet_extranet/home_intranet_extranet.htm Theory notes and activities on intranets (and extranets)

www.igcseict.info/theory/4/inter/www.howstuffworks.com/internet/basics/internet.htmIntroductions to the internet

5.3.4 Control systems Explain that:

in a control system, one or more computers control the operation ofsome non-computer equipment, usually involving some monitoring andlogging of physical quantities, providing some analysis of performanceand allowing some user interaction

feedback is an essential element in most control systems timing considerations are often critical and the term real-time control

systemis sometimes used to indicate this.

Students could research applications of control systems such as processcontrol in oil refineries, chemical plants and for integrated traffic controlsystems.


www.bbc.co.uk/schools/gcsebitesize/ict/measurecontrol/0computercontrolrev1.shtml First of four pages on control systems

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5.3.5 Automatedsystems

Explain that automated systems are broadly similar to control systems,but:

are dedicated to a particular task lack the ability to collect and analyse data and the flexibility to allow for

and act on user interaction beyond a very simple level.

Students could research applications of automated systems such thesystems found in equipment such as washing machines and digitalcameras.


www.teach-ict.com/gcse_computing/ocr/211_hardware_software/inworld/miniweb/pg2.htmFirst of two pages on automated systems in the home

www.teach-ict.com/gcse_new/entertainment/camera/home_camera.htmTheory notes and activities on digital cameras

5.3.6 Multimedia Students could research:

minimum hardware and software requirements for multimediaapplications

typical features and uses of multimedia systems.



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Syllabus LearningSuggested teaching activities Learning resources


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ref objectivesSuggested teaching activities Learning resources

undertaken on the coursework project

teachers are required to set the final date for submission at least one

month beforethe date that they have to submit assessed practicalwork to CIE for moderation

the final date for submission to the teacher will be DD MM YYYY (ofwhich students would benefit from being periodically reminded!).

Project Selection Explain that:

the mark a student can achieve is often linked to their choice ofproblem

good coursework project problems are open-ended, so that if the workproves to be expectedly easy for the student, it can be developed

further and, similarly, if the work proves to be expectedly difficult forthe student, it should be possible to simplify it

if a student chooses to write their own program, the choice ofprogramming language must allow them to construct their programusing a structured modular approach

previous experience of students work shows that certain projectsinvolving games, quizzes and word processing are unsuitable, as theydo not provide the opportunity to achieve high marks

teachers help each student to choose a problem that is within their

capability and range of interests.

You may wish to suggest a common list of suitable project problems.

Schedule a discussion with each student to help them make a suitablechoice of problem to solve.

Iterate discussions each lesson until each student has shown you acoherent written description of the problem they intend to solve and their

intended method of solution.

Discuss the amount of time that students should spend on each stage andannounce any intermediate deadlines for submission of work.

LWS coursebook pp. 1189 (including the courseworkbox)

LWS coursebook CD-ROM: Guidance on the coursework(Paper 2)pp. 25

Documentation(5 marks)

Explain that:

this project may well turn out to be the largest piece of work that eachstudent has ever undertaken and the evidence of what they haveachieved will be a large document of which they can be proud

you are providing a clear framework for your students to document

LWS coursebook pp. 13640 (including the Technicaldocumentationand User documentation courseworkboxes)

LWS coursebook CD-ROM: Guidance on the coursework


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ref objectivesgg g g

instead, marks are awarded for evidence of the solutionsimplementation

students must therefore include separate hard-copy evidence of whathas actually been built in their technical documentation, which is likelyto include many pages of clear and suitably-captioned screenshots.

Refer to study relevant to the implementation (building) of a solution inUnits 5 and/or 7.

the report on pp. 323

Testing(7 marks)

Emphasise the need to use normal, boundary/extreme and abnormal/erroneous data for testing:

validation of input data

selection structures and calculations in programs or spreadsheetformulae.

Refer to study of testing in Unit 3.

LWS coursebook pp. 1356 (including the Test resultscoursework box)

LWS coursebook CD-ROM: Guidance on the coursework(Paper 2)pp. 369

www.igcseict.info/theory/8/test/Introduction to testing

Evaluation(5 marks)

Explain that two of the five marks available in this section are forsuggesting possible improvements or extensions to the students solutionin the light of the evaluation.

Refer to study of evaluation in Unit 3.

LWS coursebook pp. 1435 (including the EvaluationandDevelopmentcoursework boxes)

LWS coursebook CD-ROM: Guidance on the coursework

(Paper 2)pp. 424

www.igcseict.info/theory/8/eval/Introduction to evaluation and improvements

Paper 3

Introduction Explain that:

this 1 hour 30 minutes question paper is an alternative to, and has thesame weighting as, Paper 2 (Coursework)

it consists of short-answer and structured questions

the questions refer to a scenario printed at the beginning of the paperand describing a proposed, computer-based solution to a problem

Centres receive an outline scenario in advance so that students cando some research to prepare for the examination, although this outlinescenario will only be very general, such as a database about orderingand stock control

the paper is mostly on the topics covered by Paper 2, particularlysection 2 (System life cycle) of Paper 1

the syllabus also covers:

Syllabus pp. 78 and 28 explain the relationship betweenPaper 3 and the rest of the syllabus

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ref objectives

system flowcharts

program flowchart and pseudocode algorithms, including dry

running using trace tables testing a given program flowchart or pseudocode algorithm

advantages and limitations of adopting a new computer-basedsystem.

Teachers should:

allocate approximately 25% of the available time to study of this part ofthe syllabus

choose a graded series of typical problems involving the creation of a

computer-based system to replace a manual (usually paper-based)system

for each problem, guide students study of section 6 of the syllabus,performing practical work where possible and otherwise research

start with simpler problems, such as the simple applications listed onp. 7 of the syllabus

progress to more complex problems, such as those applications listedon p. 8 of the syllabus

aim to give students two or three mock exams with past papers orsimilar scenarios and questions to those in past papers.

6.1 The methodsused to identifyhow the existingsystem operates

Refer to study of fact finding (syllabus section 2.1.1) in Unit 3. LWS coursebook pp. 11921 (including the Paper 3guidance in the Fact-finding methodscoursework box)

LWS coursebook CD-ROM: Tackling the exam papers:Guidance on Paper 3 (alternative to the coursework)pp.34

6.2 Action plans Explain that:

a large project team is often needed to develop and implement(change over to) a new computer-based system

managing the completion of such a project to an agreed timescale andwithin budget, requires careful planning and monitoring (tracking)

tools available for such planning and monitoring are Gantt Charts,PERT charts, Critical Path Analysis and project management software.

LWS coursebook pp. 1257 (including the Paper 3guidance in the Planningcoursework box)


6.3 Selection ofhardware andsoftware

Refer to study of:

software (syllabus section 4.1) in Unit 7

hardware (syllabus section 5.1) in Unit 9.

LWS coursebook:

p. 127 (software including the Paper 3 guidance inthe Selection of softwarecoursework box)

p. 133 (hardware including the Paper 3 guidance in

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ref objectives

the Selection of hardware and system flowchartcoursework box)

LWS coursebook CD-ROM: Tackling the exam papers:Guidance on Paper 3 (alternative to the coursework):

pp. 67 (hardware)

p. 8 (software)

6.4 Flowcharts andpseudocode

Refer to study of:

system flowcharts (syllabus section 2.1) in Unit 3

program flowcharts (syllabus section 3.1.2) in Unit 4

dry running a program flowchart or pseudocode algorithm using a

trace table (syllabus section 3.1.3) in Unit 4.

For pseudocode, see below.

LWS coursebook:

pp. 1234 (system flowcharts)

p. 133 (Paper 3 guidance on system flowcharts in theSelection of hardware and system flowchart

coursework box) p. 132 (Paper 3 guidance on program flowcharts for

algorithms in the Processing designcoursework box)

pp. 2445 (program flowcharts)

pp. 24751 & 2669 (dry running)


pp. 913 (system flowcharts)

pp. 146 (program flowcharts) pp. 178 (dry running)

6.11 Pseudocodeprocesses andstructures

Refer to study of pseudocode (syllabus sections 3.2.1 and 3.2.4) in Unit 5. LWS coursebook:

p. 132 (Paper 3 guidance on pseudocode foralgorithms in the Processing designcoursework box)

pp. 2606

LWS coursebook CD-ROM: Tackling the exam papers:Guidance on Paper 3 (alternative to the coursework)p. 16

6.5 Test data for usewith algorithms

Refer to study of test data (syllabus section 2.2.2) in Unit 3. LWS coursebook pp. 1335 (including the Paper 3guidance in the Test strategycoursework box)

LWS coursebook CD-ROM: Tackling the exam papers:Guidance on Paper 3 (alternative to the coursework)pp.189 (& 213)

6.6 Implementing thenew system

Explain that implementation means changeover to the new system.

Refer to study of changeover (syllabus section 2.2.4) in Unit 3.

LWS coursebook pp. 1403 (including the Paper 3guidance in the Changeover methodcoursework box)

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ref objectives

LWS coursebook CD-ROM: Tackling the exam papers:Guidance on Paper 3 (alternative to the coursework)pp.

19206.7 Testing Refer to study of testing (syllabus section 2.2.2) in Unit 3. LWS coursebook pp. 1336 (including the Paper 3

guidance in the Test strategycoursework box)


6.8 Documentation Refer to study of documentation (syllabus section 2.2.3) in Unit 3. LWS coursebook pp. 13640 (including the Technicaldocumentationand User documentation coursework

boxes)


6.9 Evaluation Refer to study of evaluation (syllabus section 2.2.5) in Unit 3.

Students also need to be able explain the reasons why evaluation isperformed.

LWS coursebook pp. 1435 (including the EvaluationandDevelopmentcoursework boxes)

LWS coursebook CD-ROM: Tackling the exam papers:

Guidance on Paper 3 (alternative to the coursework)p. 266.10 Advantages and

limitations ofadopting the newcomputer-basedsystem

Refer to social and economic effects (syllabus section 1.2.1) and changesin employment & re-training (syllabus section 1.2.2) in Unit 2.

Also explore with students:

the impact of computerised systems, e.g. how once a system hasbeen computerised, many further developments become possible,including making the system available on a company-wideintranet and an internet website

the features likely to be required by such an intranet or internetwebsite

the potential advantages to both the website owner and theirclients

how the development of an intranet and/or website requires extraexpenditure and staff training

the benefits of computer-based methods for such training.

A question could also be asked about a feasibility study refer to study inUnit 3.

LWS coursebook:

pp. 21621

pp. 1212 (feasibility study including the Paper 3guidance in the coursework box)


pp. 2730

p. 5 (feasibility study)

scheme of work 2013

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