Lesson

Class Year/ability: 

Knowledge/ Information and Data - ‘A’ Level ICT.

Yrs 10 - 13 Mixed Level 

Lesson Aims: 

Lecture style presentation of Input – Process – Output. Use of raw data to produce coherent information for use by knowledge workers. Limitations in ICT systems use.

Lesson Objectives:            

By the end of the lesson students will be able to demonstrate knowledge of:-
1. Data, information, and knowledge.
2. Data vs. information.
3. Binary system.
4. Limitations in use of Info Tech Systems.

Time

Teaching and Learning Activities

Resources

0:00  

Take Register

0:05  

Teacher explains relationships between Data, information, and knowledge.
Data is raw information like: -
1. time a person clocked in for work.
2. one entry in a survey form.
3. a bit stream from Jupiter Survey vehicle.
Information is data in useable form, like:-
1. A completed timesheet ready for wage payment.
2. A cardiogram output showing pattern of heartbeat.
3. Spectrograph information on the rings of Jupiter.
Knowledge is gained from trained analysis of the information formed to produce: -
1. a medical diagnosis by a doctor.
2. a business plan by a Business Analyst.
3. a package of lessons by a teacher.

‘A’ level ICT – 2nd Edition. By P.M.Heathcote. Pg.34

0:20 

Task Set: - In groups of 2 come up with 2 examples of each, i.e. 2 data, 2 information, 2 knowledge.

0:25  

Teacher explains Data only meaningful when put in the right context. Beware of danger of confusing information with data.
Information may be subjective (proceeding from personal idiosyncrasy or individuality; not impartial or literal).
Data should be objective (external to the mind; actually existing; real. - dealing with outward things or exhibiting facts uncoloured by feelings or opinions).

0:30

Teacher explains:-
Data can be DIRECTLY or INDIRECTLY collected.
Data must be ACCURATE, CURRENT, and COMPLETE.

0:35

Task Set: - In groups of 2 come up with 2 examples data collected for one purpose but which can be used for additional purposes.

0:40  

Teacher explains Binary addition of counting. e.g.:- 1.2.4.8.16.32.64.128. can be used to make any number. Computers use binary code. 8 bits = 1 byte, 1028 bytes = Kilobyte.

0:45   

Task Set: - Do Binary arithmetic exercise; copy and complete table.

‘A’ level ICT – 2nd Edition. By P.M.Heathcote. Pg.135 - 136

0:50

Coursework review and Homework 

0:58

Pack up

Homework

Answer questions 1 & 2 in exercises in ‘A’ level ICT – 2nd Edition. By P.M.Heathcote. Pg.38
Exercises
1. Travelling sales representatives working in the UK can make extensive use of company credit cards to pay for goods and services. A company credit card is one that is issued by a company to its representative. All charges and information relating to each transaction are sent directly to the company.
(a)    List four items of data, which are captured each time the card is used.
(b)    Other than payment information, suggest one other potential use for information, which can be derived from this data.

2. Answer the following:-
(a) Describe briefly what is meant by data, information, and knowledge, giving examples of each.
(b) Describe briefly three ways in which data can be or become of ‘poor quality'.

Lesson
Class Year/ability: 

Using functions – Random Number generation in Excel Spreadsheets.

11-13 Mixed Level 

Lesson Aims: 

Teach pupils how to generate Random Numbers, to truncate the answers.

Lesson Objectives:       By the end of the lesson the pupils will have produced a spreadsheet with calculated truncated random numbers.

Time    

Teaching and Learning Activities 

Resources  

0:00   

Take Register 

0:05   

Teacher explains the use of random numbers  

1 – Setting up sampling exercises – random numbers used in Activity Sample, customer surveys, and traffic studies.

2 – Generating sample test results for checking spreadsheet calculations.

0:15  

Task:

Use a sample file to build a Spreadsheet. Set-up as Fig 4.1 Heathcote, Pg32.

1. PC with Excel package installed.  

2. P M Heathcote ‘Successful ICT Projects in Excel’  Payne-Gallway Ltd 

3. Support Spreadsheet

0:18  

Set task. Generate truncated Random Numbers – pgs. 32 –36.

1. Set up the Chemistry worksheet.

2. Generate random numbers as test data.

3. Converting formulae to values.

0:52

Lesson reiterated through question & answer session.  

1. Give one use of Random Generated numbers.

2. What another possible use.

3. Can you think of another use linked to computer games?

4. What are the formulae for generating a simple untruncated Random Number?

5. Why do we use truncation?

6. Why do we convert the formulae to values?

7. What would happen every time we ran the spreadsheet if we forgot to change from formulae to value?

0:55   

Set homework.

0:60   

Clear-up equipment 

Homework
You are asked to do a traffic survey on a main route junction – how would you tailor you sampling data to ensure that traffic disruption was kept to a minimum? What other considerations might you have to take into account?

Lesson
Class Year/ability: 

Knowledge as a Commodity - ‘A’ Level ICT.

Yrs 10 - 13 Mixed Level 

Lesson Aims: 

Lecture style presentation of limitations in ICT systems use.
Current law on Intellectual Property Rights.

Lesson Objectives:
By the end of the lesson students will be able to demonstrate knowledge of:-
1. Limitations in use of Info. Tech Systems. Not well covered.
2. Use of knowledge as a commodity.

Keywords: - Intellectual Property Rights (IPR), copyright, Patent, 

Time

Teaching and Learning Activities

Resources

0:00  

Take Register

0:05  

Teacher explains that there are limitations to the use of information technology systems.

‘A’ level ICT – 2^nd Edition. By P.M.Heathcote. Pg.42

0:20 

Teacher explains – people cannot just do what they like with information or computer programmes.

Intellectual Property Rights information.

OHP or hand-out see below

0:25  

Task Set: - Think of the things you have done at school – what things produced by staff and students should be covered by IPR?

0:50

Coursework review and Homework 

0:58

Pack up

Homework
‘A’ level ICT – 2nd Edition. By P.M.Heathcote. Pg.38 Exercises 1 & 2
OR
Task Set: - A small family owned factory employs 40 workers making leather insole components for the shoe trade. To keep pace with the competition the factory owner wants to get rid of his aging equipment and buy robotic machinery. Trouble is that it could mean the loss of 75% of the workforce and they will have to borrow from the bank.
These groups of people are involved.
(1)    Owner and family partners,
(2)    workers and representatives,
(3)    local community leaders, and
(4)    the bank.

1. What do you think will be their arguments for and against?
2. What sensible solutions can you offer to each group.

INTELLECTUAL PROPERTY
Good Quote: -"Intellectual property is the result of any intellectual effort or 'thinking'.
Intellectual property rights are the legal rights which can he enforced in court to protect intellectual property." 

IPR may be enforced by an action in a national, civil court. The remedies available include damages and
injunctions against further infringement.
Certain illicit dealings in infringing works can constitute criminal offences.

How intellectual property can be protected:-

PATENTS
A patent could be described as a "deal" between the owner of an invention and the state. In return for a full technical
description of the invention, the owner is given legal monopoly for a set period, which is usually twenty years.

COPYRIGHT (Copyright Designs and Patents Act of 1988)

Copyright protects both published and unpublished “works” from unauthorised
copying, publication or performance.
Works Protected by copyright include: -
· technical reports, printed data, specifications and manuals,
· software and databases, whether on disc, tape or in a computer's memory.
  Copyright is often the only means of protection for computer programs,
· artistic works, for example graphic works (irrespective of artistic quality) and photographs.

Unlike patent protection, copyright protection exists as soon as the work is created and no formal application is required.
However, copyright is not an absolute monopoly right, it can only be used to prevent misuse of the actual copyright material. 
To give notice that a work has copyright protection the owner applies a copyright marking identifying themselves, and the year, e.g.:

                        © Copyright A N Other 1996

COPYLEFT – companies distribute a software product free, allow it to be used, updated,
and distributed under the same condition.

Lesson

Class Year/ability: 

Categories of Software & Generic Software  - ‘A’ Level ICT. Lesson 2 of 3

Yrs 12 – 16 Mixed Level

Lesson Aims: 

Lecture and practical exercise covering software categories.

Lesson Objectives:           

By the end of the lesson students will be able to demonstrate knowledge of:-
1. the difference between applications and systems software,
2. the advantages and disadvantages of integrated packages,
3. the functions of a number of generic software packages.
Keywords: -
utility, integrated, generic, specific, housekeeping, Generic, WYSIWYG, Application generators, protocol

Time

Teaching and Learning Activities

Resources

0:00   

Take Register

0:05   

Teacher explains general-purpose application packages such as word processing, DTP, spreadsheet, database, CAD, and presentation graphics. Description of types of software in Resource link to PDF file.

Task Set: - Use pages from a S/ware catalogue - split group into pairs - categorise as many software packages as they can, putting them in the correct category - report back to group.

Software Types & Graphics explained

‘A’ level ICT – 2^nd Edition. By P.M.Heathcote. Pg.115 - 117

Pages from a S/ware catalogue.

0:20 

Teacher explains the popularity of integrated packages. Advantages were that high capability was offered at a low price. Disadvantage was that they usually only did one function well, and the functionality was less than a dedicated package. Early examples were;- SmartWare, Lotus AMI pro.

0:25  

Teacher explains the functionality available in: -
Word Processing Software.
Spreadsheet Software.
Database & Email Software.
Presentation Graphics Software.
Web Browsers & Web Page Editors.
Task Set: - Which software packages might be useful when setting up an Estate agency?

‘A’ level ICT – 2^nd Edition. By P.M.Heathcote. Pg.118 - 125

0:50

Homework – Exercises 1, 2 & 3 in Heathcote.

‘A’ level ICT – 2^nd Edition. By P.M.Heathcote. Pg.117

0:58

Pack up

Homework

1. Describe the difference between applications software and systems software, giving an example of each. NEAB IT02 Qstn 2 1996

2. When purchasing software, it is often possible to buy either an `integrated package' or separate application packages that run under a common operating system environment.
(a). What is meant by the term `integrated package'?
(b). What applications would you normally expect an `integrated package' to offer?
(c). What are the relative advantages and disadvantages of an `integrated package' over a collection of separate applications packages running under a common operating system environment?     NEAB IT02 Sample Paper Qstn 2

Thanks to ‘A’ level ICT – 2nd Edition. By P.M.Heathcote.

Lesson
Class Year/ability: 

Software capabilities  - ‘A’ Level ICT. Lesson 3 of 3

Yrs 12 – 16 Mixed Level

Lesson Aims: 

Lecture and practical exercise covering the capabilities of modern software.

Lesson Objectives:           

By the end of the lesson students will be able to demonstrate knowledge of: -
1. linking and embedding,
2. the need for, and problems with, portability,
3. selecting a suitable software package.
Keywords: -
Linked, embedded, OLE, portability, upgradability,

Time

Teaching and Learning Activities

Resources

0:00   

Take Register

0:05   

Teacher explains that integrated packages have had their day since it became possible to share information across the various software packages. It is now possible to integrate spreadsheet information into a word processed document very easily.
This is made possible Because of (OLE) Object Linking and Embedding.
Difference between Linking and embedding are explained with practical examples.

‘A’ level ICT – 2^nd Edition. By P.M.Heathcote. Pg.126 - 130

0:25  

Teacher explains that there are a variety of different computer systems and it has become important for them to be able to use the same software. This is made possible through portability.
Task Set: - Working in groups think about some practical examples when portability became a problem in doing your college work. Report back.

0:35

Teacher explains ‘Upward compatibility’ of software packages. The need to upgrade has become more important, but has memory and disk space implications.

0:40

Teacher explains the importance of selecting the right software package to do the job. Evaluating the users’ requirements and testing the reliability of packages is important.
Task Set: - Develop a test strategy for selecting the most appropriate software for high street bookmakers. Report back on your method.

0:50

Homework – Exercises 6(i) OR 1,2&3 in Heathcote.

‘A’ level ICT – 2^nd Edition. P.M.Heathcote. Pg.125

0:58

Pack up

Homework
1. A particular word processing package is described as having a WYSIWYG (what you see is what you get) output capability. Give the advantages of using such a package rather than one which does not possess this capability. NEAB IT02 Qstn 1 1996

2. A mail-order book club holds its customer data on a computer file. The club wishes to contact its customers who have not ordered a book for one year or more. Briefly describe the stages involved in the necessary mail merge. NEAB Computing AS Qstn 2 1995

3. A cell in a typical electronic spreadsheet can contain a data value or a formula. Describe briefly two other types of cell contents. NISEAC Computing Paper I Qstn 5 1996

OR

6. (a)  The following is an example of an advertisement appearing in a computing magazine: “For sale: 386 16MHz microprocessor with 4Mb RAM, 18OMb hard disk, mouse and installed operating system and user software (including DTP, Clip Art and integrated software). Best offer secures."

(i)                 Describe the main features you would expect to find in each of the DTP, lip Art and integrated software offered with this microcomputer. NISEAC Paper I Qstn 15(a) 1995

Lesson
Class Year/ability: 

Storage Devices  - ‘A’ Level ICT. Lesson 1 of 2
Yrs 12 – 16 Mixed Level

Lesson Aims: 

Lecture and practical exercise covering computer Storage Devices.

Lesson Objectives:   

By the end of the lesson students will be able to demonstrate knowledge of: -
1. historical ‘programming’ mechanisms.
2. primary and secondary storage.
3. types of storage devices.
Keywords: -
Sequential, random, volatile, non-volatile, WORM, Optical Disks, microfiche.

Time

Teaching and Learning Activities

Resources

0:00   

Take Register

Complete Test

strg_test_1.htm

0:10   

Teacher explains that the earliest programmable machines were textile-weaving looms – a mechanism perfected by the French inventor Joseph Marie Jacquard in the early 1800s. In his loom, the weaving process was controlled by a series of cards with holes punched in them that correspond to the weave pattern. A space was punched in the card for each warp thread position.
In the 1820s Charles Babbage began developing his Difference Engine, a mechanical device that could perform simple mathematical calculations.

‘A’ level ICT – 2^nd Edition. By P.M.Heathcote. Pg.140 - 144

0:25  

Teacher explains that primary storage or RAM – is used in order to execute a program – but is lost when power is switched off. Secondary storage of a more permanent type is used to save software and data files.
Teacher explains that Sequential processing of a file means that records are stored in sequential order and have to be read – can be very fast for standardised listing applications. Random processing of records allocates each record with its own address – giving direct access to randomly ordered records. (Example: - difference between using a music cassette and a CD)
Task Set: - Many files need to be processed sequentially on some occasions and randomly on others. When would the following files need to be processed (a) sequentially? (b) randomly? (i) Payroll file. (ii) Electricity billing file (iii) Library book file.

0:35

Teacher explains
1. Floppy disks and Zip disks
2. How data is stored.
3. Hard disks for microcomputers (have example ready)
4. Hard disks for minis and mainframes.
5. Magnetic tape – used for back up /tape streaming
6. CD-ROM
7. WORM Disks – becoming popular as archive device.
8. Magneto-optical disks
9. Microfiche – COM Recorders

0:50

Homework – Exercises 1,2, and 5 in Heathcote.

‘A’ level ICT – 2^nd Edition. P.M.Heathcote. Pg.144

0:58

Pack up

Homework
1. Why do many software manufacturers now prefer to sell their software on CD-ROM rather than floppy disk?                                                  NEAB Computing Paper 1 Qstn 1 1997
2. Give one appropriate use with clear justification for
         (a)      floppy disks;
         (b)      hard disks;
         (c)      CD-ROMs                                          AEB Computing Paper 1 Qstn 9 1997

5.   (i) Describe, with the aid of a diagram, the layout of data on one surface of a magnetic disk pack
      (ii) Why is data storage on a magnetic disk pack organised in cylinders?
      (iii) Why is it necessary to format a magnetic disk before it can be used?
                                                                            NEAB Computing AS Qstn 7 1995