2.1.1 Outline the architecture of the central processing unit (CPU) and the functions of the arithmetic logic unit (ALU) and the control unit (CU) and the registers within the CPU.
Students should be able to reproduce a block diagram showing the relationship between the elements of the CPU, input and output and storage.
The memory address register (MAR) and memory data register (MDR) are the only ones that need to be included.
The level of detail on this image is right for this course.
2.1.2 Describe primary memory.
Distinguish between random access memory (RAM) and read-only
memory (ROM), and their use in primary memory.
2.1.3 Explain the use of cache memory.
Students should be able to explain the effect of cache memory in speeding up the system as well as being able to explain how it is used.
2.1.4 Explain the machine instruction cycle.
This should include the role of data bus and address bus.
2.1.5 Identify the need for persistent
storage.
Persistent storage is needed to store data in a non-volatile device during and after the running of a program.
LINK Consequences of data loss.
TOK If there are no consequences of data loss, why is it stored.
TOK There is no such thing as persistent storage.
AIM An appreciation of the issues
related to both the ever increasing
amount of data and a need to retain
it.
2.1.6 Describe the main functions of an operating system[naukri.com]
This is confined to a single-user operating system. Technical details are not needed. For example, memory management should be described but how this is handled in a multitasking environment is not expected.
2.1.7 Outline the use of a range of application software.
Application software should include word processors, spreadsheets, database management systems, email, web browsers, computer-aided design (CAD) and graphic processing software.
2.1.8 Identify common features of applications.
Including toolbars, menus, dialogue
boxes, graphical user interface (GUI)
components.
Students should understand that
some features are provided by the
application software and some by
the operating system.
S/E This improves usability for a
wide range of users.
AIM An appreciation of the
improvements associated with
developments in application
software.
2.1.9 Define the terms: bit, byte, binary,
denary/decimal, hexadecimal.
2.1.10 Outline the way in which data is
represented in the computer.
To include strings, integers, characters and colours.
This should include considering the space taken by data, for instance the
relation between the hexadecimal representation of colours
and the number of colours available.
TOK, INT Does binary represent an example of a lingua franca?
S/E, INT Comparing the number of characters needed in the Latin alphabet with those in Arabic and Asian languages to understand the need for Unicode.
Representation of number and instructions
Representation of sound (links also to file compression in network topics)
Representing Sound in Binary video by computer science tutor
2.1.11 Define the Boolean operators: AND,
OR, NOT, NAND, NOR and XOR.
Order of operations for logic expressions: Parentheses, NOT, AND, OR
2.1.12 Construct truth tables using the above operators.
For example, Maria won't go to school if it is cold and raining or she has not done her homework. Not more than three inputs are used.
LINK Thinking logically.
TOK Reason as a way of knowing.
2.1.13 Construct a logic diagram using AND, OR, NOT, NAND, NOR and XOR gates.
github logicsim2 and logic.ly logic gate simulations
http://www.ee.surrey.ac.uk/Projects/Labview/gatesfunc/
Problems will be limited to an output dependent on no more than three inputs.
The gate should be written as a circle with the name of the gate inside it.
| For example: OR gate would be written | |
|---|
LINK Thinking logically, connecting computational thinking and program design, introduction to programming.