Topic 1—System fundamentals (20 hours)

Topic 2—Computer organization (6 hours)

Topic 3—Networks (9 hours)

Topic 4—Computational thinking, problem-solving and programming (45 hours)

Topic 5—Abstract data structures (23 hours)

Topic 6—Resource management (8 hours)

Topic 7—Control (14 hours)

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Week 1 Lesson  Binary representation & Logic Gates

At the end of Lesson, students  are expected to:

  • Understand Boolean operators : AND, OR, NOT, NAND, NOR and XOR
  • Able to construct simple truth tables with no more than 3 inputs 

Class Activities  Boolean operators Click here section header 2.1.13

Lesson Continued

  • Construct logic diagrams based on no more than 3 inputs 
  • check
    Able to construct PHP code that will perform an action based on logical conditions

Students to draw 3 truth tables working in teams ( on white board ) (15mins)

Teacher introduce Logic Gates click here ( 5 mins )

Students to draw the associated logic diagrams for truth tables ( on white board ) ( 15 mins )

Student application of gate using simulation Gate Simulator Click here (10 mins )

Applying Boolean login in programming Click Here  (20mins)

Last 20 plus mins Students update their blogs with answers to the questions below please see student from last year on how to set up your  Blog click here :

Should I add this to Google Classroom?

I can then review your work and add comments:

Update your BLOG :  Translate the the following logical expression into both a Truth Table 

(a OR b) AND ( a NAND b) 

Q1 Identify a single logical operator  that is the equivalent 

Q2 Create truth tables for the following sets of Boolean logic

Precedence  NOT=high AND medium OR low 

  •  (A and B) or C
  • not A and (B or C)
  • not C and (A and B)

Week 2 (15Aug2018)  Tpic 2   Computer Architecture Data Representation

  • Understand data representation ( ASCII and UNICODE )
  • check
    Be able to convert from Binary to Hex and Vice versa
  • check
    Understand how colors are represented using Hex
  • check
    Describe the difference between primary and secondary memory 

Compuational Thinking ( Topic 45 Hours )

Before Moving to the next topic spend 15 mins applying what you have learnt using logic operators ( AND,OR and NOT) - Do not go past exercise near_hundred ( see image below ) - this falls under the computational thing Topic...

Click Here to Begin logic exercises


Activity 1 Take the conversion test Click Here

Activity 2 Update your BLOG  with answers to the following:  

  • 1
    Covert  the following   93 to binary   /    Convert 2A to Binary /   Convert 133 to Binary
  • 2
    Convert 11111111 to Hexadecimal  /  Convert 00000000 to Hex /  Convert  00011111 to Hex
  • 3
    Explain how colors are represented by using RGB
  • 4
    How many colors can be represented 
  • 5
    Explain the limitations of ASCII and why we need UNICODE?

Watch at Home for Next Lesson on Friday 17th August

Week 2 Lesson  Computer Architecture ( CPU, Secondary, Primary, Cache & Instruction Cylce)

  • check
    Explain memory hierarchy, memory organization, memory storage devices and cache memory
  • check
    All students can draw block diagram of the Von Nuemann model and understand the importance of this model  
  • Understand the basic workings of the CPU by using the Little Man Computer

The inside of a computer is as dumb as hell but it goes like mad!”

— Richard P. Feynman

Teacher led discussion on Memory and the Von Nuemann model

Key Vocab Memory : RAM ROM SECONDARY PRIMARY PERSISTENT VOLATILE HIT RATE  CACHE  DATA DECAY 

Fetch - Decode - Execute - Store Cycle

Little Man Computer references

Numeric code

Mnemonic code

Instruction

Description

1xx

ADD

ADD

Add the value stored in mailbox xx to whatever value is currently on the accumulator (calculator).

Note: the contents of the mailbox are not changed, and the actions of the accumulator (calculator) are not defined for add instructions that cause sums larger than 3 digits.

2xx

SUB

SUBTRACT

Subtract the value stored in mailbox xx from whatever value is currently on the accumulator (calculator).

Note: the contents of the mailbox are not changed, and the actions of the accumulator are not defined for subtract instructions that cause negative results - however, a negative flag will be set so that 8xx (BRP) can be used properly.

3xx

STA

STORE

Store the contents of the accumulator in mailbox xx (destructive).

Note: the contents of the accumulator (calculator) are not changed (non-destructive), but contents of mailbox are replaced regardless of what was in there (destructive)

5xx

LDA

LOAD

Load the value from mailbox xx (non-destructive) and enter it in the accumulator (destructive).

6xx

BRA

BRANCH(unconditional)

Set the program counter to the given address (value xx). That is, value xx will be the next instruction executed.

7xx

BRZ

BRANCH IF ZERO (conditional)

If the accumulator (calculator) contains the value 000, set the program counter to the value xx. Otherwise, do nothing.

Note: since the program is stored in memory, data and program instructions all have the same address/location format.

8xx

BRP

BRANCH IF POSITIVE (conditional)

If the accumulator (calculator) is 0 or positive, set the program counter to the value xx. Otherwise, do nothing.

Note: since the program is stored in memory, data and program instructions all have the same address/location format.

901

INP

INPUT

Go to the INBOX, fetch the value from the user, and put it in the accumulator (calculator)

Note: this will overwrite whatever value was in the accumulator (destructive)

902

OUT

OUTPUT

Copy the value from the accumulator (calculator) to the OUTBOX.

Note: the contents of the accumulator are not changed (non-destructive).

0

HLT

HALT

Stop working.

DAT

DATA

This is an assembler instruction which simply loads the value into the next available mailbox. DAT can also be used in conjunction with labels to declare variables. For example, DAT 984 will store the value 984 into a mailbox.



Class Activity 

​​​​Link to Little Man Computer Click Here 

Type in these example instructions to that will add 2 numbers:    INP, STA 99, INP, ADD  99, OUT, HLT

The instructions are held in RAM / Memory

The instruction register holds the instruction code

First of all, type in the following code in the LMC as shown in the animation in order to see how it works

INP
STA 20
OUT
HLT

Where is the input stored?

Where are the program instructions stored?

The same can be achieved the following way too - specifying a variable - A in this case - without specifying a particular memory cell.

INP
STA A
OUT
HLT
A    DAT

Here is the code to subtract 2 numbers , try it out

INP 
STA A 
INP 
STA B 
LDA A 
SUB B 
OUT 
HLT
A    DAT
B    DAT

Activity Challenge  -  I will be marking Question 1 below Only , please answer using google classroom 

  • write assembler to accept 3 numbers as input and output the sum

Assessment Monday

Monday will be assessment day : please review the following Logic Operatotrs, 

  • Boolean Logic Operators 
  • Truth Tables
  • Types of memory
  • check
    The Von Nuemann model

Week 3  22 August 2018

  • check
    Students can describe the difference between secondary and primary memory
  • check
    All students understand the function of RAM memory within a computer
  • Describe how having a memory cache can improve speed of the computer CPU
  • check
    Understand the purpose of ROM when a computer is scwitched on ( a start up program that can not be erased ) 

Teacher review of memory types ( primary secondary and cache )

Students to prepare 3 minute presentation describing the role that Secondary storage , Primary storage and ROM play in the operation of a modern computer.  Lose points if over 3 minutes.


Activity B Group B -  Fetch Decode Execution Cycle Click Here   

Extension/Homework -  Actvity   -   Complete CodingBat activity ( items marked with green tick ) below. Click Here to Begin/Complete the logic exercises ( Nick and Natina Excucluded)



Week 3  24 August 2018

Week 3 Lesson  Computer Architecture ( CPU, Secondary, Primary, Cache & Instruction Cycle)

  • check
    Review Von Nuemann Model
  • check
    Understand the difference between RAM can be  Dynamic or Static ( describe advantages / disadvantages
  • High level understanding of the operating system ( will cover in more detail under option 6.1.5-6.1.8 role of operating system) 

Students to give presentation ( no prompts )

teacher brief overview of the role of the operating system 


Today Lesson Week 4  Computational Thinking

Learning Objectives

  • Understand what pseudo code is
  • Understated the term recursion and base case
  • Able to describe program efficiency using N notation


Quiz  Click here

// Find Name Rollins College in Directory

Step 0 Pickup book

Step 1 Open in Middle

Step 2 Look at Names

Step 3 If Rollins College is among names 

Step 4              Read about the College  

Step 5      Else if earlier in book

Step 6               Open to middle left half of book

Step 7               Go back to Step 2

Step 8     Else if later in book 

Step 9                 Open to middle right half of book

Step 10               Go back to Step 2

Step 11       Else

Step 12                 Stop

Verb Actions -   Boolean expressions (T/F) answers - Loop / Recursive

This is an example of psudeo code . Note the recursive nature Go Back to Step 2  with Base Case ( Exit Case ) when 

Big O Notation describes the worst case scenario for run time, example search an unsorted  list size N worse case is N steps  (O)n

What is Syntax?

Syntax  : English sentence "dog car boy" ( about grammar) invalid as no verb in sentence

In Python indentation, : after if statements ( these are found at compile time)

Semantics: Does the sentence have valid meaning "Colorless green ideas sleep furiously"  is grammatically/syntactically  correct , but what does it mean?  ( these are found at run time)

Create a flow chart to represent the following algorithm. Prompt the user for input  X and Y Please refer to this document for IB flowchart approach click here

if x < y :

    print ( "x less than y" )

else if  x > y :

       print ( "x greater than y" )

else:

      print ( "x equal y" )


Week ? Option Web Science Searching the Web 


Lesson  Searching the Web ( 6 hours )

Link to Google Slide Presentation Click Here

Lesson  The evolving Web ( 6 hours )

Link to Google Slide Presentation Click Here

Cloud Computing 


Cloud Computing Web Quest Click here

Control Systems


Control systems please Click here


Students to investiage and give class prsentation select from

  1. Automatic Doors 
  2. Heating systems 
  3. Taxi meters  
  4. Elevators  
  5. Washing machines 
  6. Domestic robots  
  7. Traffic lights 
  8. Discussion of social impacts and ethical considerations associated with the use of embedded systems (Tagging prisoners, surveillance, CCTV) (Calixto)

Resources click here


Collection of activities and exercises

Pseudo code problem solving click here

Pseudo code problem solving advanced  click here

Pseudo code Collections click here

Pseudo code Collections exercise ( teacher cities ) click here

Pseudo code advanced teacher votes print out requirement  click here

Analyse program presented as a flow chart click here

Program efficiency click here

Activities Find the error in the code and BIG O efficiency in loops  click here

Logic Gates Half Adder click here

Logic Gates applying to PHP and create code based on log conditions  click here

Working with 2D arrays click here

(4.2.9) Iterations and absolute value click here

Nested Loops and PHP  click here

Instruction cycle with exercise click here


architecture of the central processing unit click here

2D arrays advanced click here

Searching with video click here

Sorting  click here

Web Science Activities

Online interaction crowd funding. wiki google maps alternatives click here

Internet Future Quest Click here


Past Paper Questions

End of Topic Quiz

Resources