Download Unit 1 Theory and Fundamentals 1_5 - itmath

YWIES YANTAI 2014
UNIT PLANNER
TO BE COMPLETED AND SUBMITTED DIGITALLY PRIOR TO EACH SEMESTER
UNIT PLANNER
Subject
Computer Science
Semester
1
Weeks:
Year level
12
17
to 18
Teacher
Ravuru Paul
UNIT TITLE
Unit 1: Theory fundamentals 1.5 System Software.
STANDARDS:
Outline This unit provides learners with knowledge and understanding of the following core aspects of computer systems: Information representation
Communication and internet technologies Hardware Processor fundamentals System software Security, privacy and data integrity Ethics and ownership
Database and data modeling
KEY CONCEPTS / SKILLS / UNDERSTANDINGS
System Software – Operating systems – Utility Programs – Library programs – Language translators.
INSTRUCTIONAL STRATEGIES, DIFFERENTIATION
Define operating system – a set of software designed to run in the background on a computer system, giving an environment in which application
software can be executed. Importance of HCI and control of hardware. Question the learners: What are operating systems for (remembering the
examples you have seen and worked with)? What can all operating systems do? Reinforce the discussion about the purpose of operating systems with
handouts or notes Ask learners to rapidly list some utility software they may have used or installed. Draw up a summary table (utility, what it does) based
on learner contributions. It may help the discussion to classify the utility as either: configuring, optimising, or maintaining the system. This topic could be
combined with Unit 2. Learners research the libraries available for their programming language. How does a programmer use programs from such
libraries? Initially demonstrate the use of a compiler and the use of an interpreter. Highlight the differences between compilation and interpretation
including at a minimum: Compiler translates the whole program (source code) into object code that can be stored and re-used.
Interpreter translates and executes a program line by line. No object code is stored for further use – a program has to be translated each time it is used.
Discuss the advantages and disadvantages of compilation and interpretation highlighting when it would be appropriate to use a compiler or an interpreter
(e.g. use an interpreter during program development as errors can be easily checked and modified). As learners have used translators they should be
able to contribute to a discussion.
ASSESSMENTS:
Formative
Summative
An effective assessment program will include a balance of
diagnostic, formative assessment
Printing Required Reports Outputs from
Unit test, Weekly tests and monthly tests and Practical Tests.
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Optional: Develop Real Life Technology Application.
Homework; quizzes; reports; performance tasks
Performance assessment; observation
YWIES YANTAI 2014
UNIT PLANNER
TO BE COMPLETED AND SUBMITTED DIGITALLY PRIOR TO EACH SEMESTER
LESSON ACTIVITIES / ASSIGNMENTS
16
System software
Operating system (OS) : describe why a computer system requires an operating system ,
explain the key management tasks carried out by the operating system
17
Utility programs : show an understanding of the need for typical utility software used by a PC computer system:
o disk formatter
o virus checker
o defragmenter software
o disk contents analysis/disk repair software
o file compression
backup software
18
Library programs : show an understanding that software under development is often constructed using existing code from program libraries
• describe the benefits to the developer of software constructed using library files, including Dynamic Link Library (DLL) files
• draw on experience of the writing of programs which include library routines
19
Language translators : show an understanding of the need for:
o assembler software for the translation of an assembly language program
o a compiler for the translation of a high-level language program
o an interpreter for execution of a high-level language program
o explain the benefits and drawbacks of using either a compiler or interpreter
show awareness that high-level language programs may be partially compiled and partially interpreted, such as Java
YWIES YANTAI 2014
UNIT PLANNER
TO BE COMPLETED AND SUBMITTED DIGITALLY PRIOR TO EACH SEMESTER
RESOURCES
Textbooks:
Leadbetter C, Blackford R, Piper T. Cambridge International AS and A Level Computing Coursebook (Cambridge International Examinations) Cambridge
University Press, 2012 ISBN: 9780521186629
Websites: http://yewwahcsc.wikispaces.com/
The particular website pages in the learning resource column was produced. Other aspects of the sites were not checked and only the particular
resources are recommended.
The up-to-date resource list for this syllabus can be found at www.cie.org.uk
An excellent resource bank is provided by the Computing at School (CAS) group (http://community.computingatschool.org.uk). Membership is free and it
allows access to many downloadable resources, designed, produced, tried and tested by teachers of Computing and Computer Science (GCSE and A
Level).
TEACHER REFLECTION / EVALUATION
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It is recommended that students be involved in the development of some of the rubrics used in the assessment/evaluation process.
Students should be encouraged to self-assess and to identify areas that need improvement.
This unit is assessed using a Practical skill test.