Cambridge TECHNICALS OCR LEVEL 2 CAMBRIDGE TECHNICAL CERTIFICATE/DIPLOMA IN IT BASIC COMPUTING CONCEPTS F/505/5213 LEVEL 2 UNIT 28 GUIDED LEARNING HOURS: 60 UNIT CREDIT VALUE: 10
Basic Computing Concepts F/505/5213 LEVEL 2 Aim and purpose of the unit This unit will enable learners to develop knowledge and understanding of the basic concepts used within computing and IT systems solutions. On completing this unit learners will know the practicalities of file sizes, transfer times and the protocols used across networks. They will learn about different number systems and how these become the building blocks for operating systems, software applications and communication. They will learn how IT systems are built using a range of basic hardware components with examples of architectures used to address them within a computing system. Finally, learners will gain an understanding of the choices to be made based on the features of different platforms and the operating/system software used. www.ocr.org.uk 2
Basic Computing Concepts Level 2 Unit 28 ASSESSMENT AND GRADING CRITERIA Learning Outcome (LO) Pass Merit Distinction The learner will: The assessment criteria are the pass requirements for this unit. The learner can: To achieve a merit the evidence must show that, in addition to the pass criteria, the learner is able to: To achieve a distinction the evidence must show that, in addition to the pass and merit criteria, the learner is able to: 1 Understand concepts of file transfer 2 Understand the use of number systems in computing 3 Know how IT systems use hardware components 4 Understand platform choices for system solutions P1 explain the purpose of IP addresses P2 explain the impact of connection speeds on file transfer times P3 explain the purpose of ASCII characters and the use of decimal and hexadecimal values P4 describe the purpose of hardware components in an IT system P5 describe the functionality of a memory map P6 explain the use of systems software on hardware platforms as part of a system solution M1 explain the purpose of different protocols across networks M2 describe the relationship between the range of number systems M3 create a memory map with addresses for a specified IT system D1 solve problems using basic numerical operations D2 compare and contrast operating systems for a specified purpose 3
Teaching content The unit content describes what has to be taught to ensure that learners are able to access the highest grade. Anything which follows an i.e. details what must be taught as part of that area of content. Anything which follows an e.g. is illustrative, it should be noted that where e.g. is used, learners must know and be able to apply relevant examples to their work though these do not need to be the same ones specified in the unit content. LO1 Understand concepts of file transfer IP addresses (e.g. use of internet protocol, IPv4, IPv6, structure) Protocols used across networks (both WAN and LAN) TCP/IP HTTP and HTTPS FTP UDP ICMP POP3 IMAP Bits and bytes (i.e. how 8 bits = 1 byte) Bytes, file sizes and storage capacity Kilobytes Megabytes Gigabytes Terabytes File sizes in bytes (and their equivalent in bits) File transfer rates Specified as number of bits per second (bps) Typical speeds for uploading and downloading from the internet (i.e. wired, wireless, 3G/4G) Typical LAN speeds (e.g. 10/100/1000) Conversion of bits per second (bps) to bytes per second Estimating time for transfer across wide area networks and local area networks using different types of connection LO2 Understand use of number systems in computing ASCII character set decimal codes for characters hexadecimal codes for characters Conversions between binary, decimal and hexadecimal numbers (e.g. how 1111 = 15 = F respectively) Basic numerical operations in binary and hexadecimal Add (e.g. binary 11 + 1000 = 1011 or decimal 3+8 = 11 or hex 3+8 = B) Subtract (e.g. binary 1111 101 = 1010 or decimal 15-5=10 or hex F-5 = A) LO3 Know how IT systems use hardware components Basic hardware components e.g. CPU, PIA, data controllers, memory, I/O, display driver, communications devices and ports Address and data buses to interconnect components i.e. how a CPU will have an address bus and data bus. For example a 16 bit address bus will have an address range of (hex) 0-FFFF that may use an 8 bit data bus of (hex) 0-FF Addressing and memory maps for hardware devices i.e. how each component in a hardware system will have a specific address range so that data can be read and written by the CPU. Instructions e.g. writing to specific registers within a component to define its function and behaviour Data input/output e.g. to read/write data from memory or another component in the hardware system Physical address of device or controller i.e. to specify what device is being addressed with the information on the data bus Memory map In boot process In virtual memory Memory management In debugger programmes Range of number systems Binary (base 2) Octal (base 8) Decimal (base 10) Hexadecimal (base 16) www.ocr.org.uk 4
Basic Computing Concepts Level 2 Unit 28 LO4 Understand platform choices for systems solutions Systems Solutions Operating systems Windows Linux Unix Android OS X Systems software Commercial software Open source software Online software Platforms PC servers and workstations Embedded systems and controllers e.g. Raspberry Pi, Arduino Smart phones Game consoles Cloud based 5
Delivery guidance This unit is about developing an underpinning knowledge and understanding of computing concepts. The content is largely knowledge based rather than practical skills and the delivery approach should reflect this. However, learners should still have the opportunity to complete a series of exercises, practical activities and case studies. Learners may have completed other units and established some basic awareness or knowledge that underpins this unit. This may need to be given due consideration to enable a solid foundation in the overall computing concepts to be fully achieved. Understand concepts of file transfer To introduce the concepts of computing the tutor could provide brief presentations and worksheets on the different areas in Learning Outcome 1. Initially, the identification of website IP addresses could be achieved by using online tools or the ping instruction from a PC command line window. Also, the computer LAN IP address could be identified using the ipconfig command (or a handout used that demonstrates its use when network restrictions are in place). A web research activity could be used on the difference between IPv4 and IPv6. An investigation into the protocols used in both WAN and LAN networks could be supported by a combination of web research and handouts. For example, web research could cover the use of HTTP, HTTPS, FTP, UDP and ICMP protocols. A handout that identifies the use of TCP/IP over the local area network with screen captures of configurations will be useful where network restrictions are in place. Alternatively, a small and localised LAN may be created within the classroom for the purposes of developing network awareness, IP addresses and protocols used. The use of POP3 and IMAP protocols may also be completed as a research activity that is supported by reviewing the settings for email accounts where appropriate and possible. The concept of bits and bytes could be achieved with discussions, hand-outs and/or quizzes. In particular, a quiz that identifies a filesize of (for example )1MB should ask how many bits that represents and subsequently how long it would take to transfer using a connection speed of say 8Mbps (excluding overheads). Learners should then be encouraged to explore the impact of data rates and transfer times using different types of connection using their own research into wired, wireless, 3G and 4G connections. Separate activities should be included for investigating typical speeds for both uploading and downloading to and from the internet since these are usually very different. The storage capacity of a hard disk or external storage media in terms of Gigabytes or Terabytes can be explored in terms of the capacity to store a given number of datafiles, pictures, mp3 music tracks, movies etc. The time required to backup individual files or the contents of a hard disk to network addressable storage (NAS) should also be included. The limitations of the wired (or wireless) network speed should be taken into account (again neglecting network overheads). Exercises, examples and quizzes could be used to support this activity with physical examples that are timed. Understand the use of number systems in computing Hand outs on ASCII characters could be used with real world examples. This would best be demonstrated in a reference table of character values. To reinforce this use of ASCII characters and values, word processing software could be used whereby special characters are inserted using the insert symbol function. A basic font such as Arial or Times New Roman would be useful here and both decimal and 16 bit hex values can be easily identified. An activity could be completed whereby learners have to find out the decimal and hex codes for alphabet letters, numbers and a selection of other special characters. Learners will need to understand that digital concepts and computing are based on binary numbers for programming code, data and hardware addresses. Hand outs and quizzes could be used to show how numbers are represented in different bases. A direct comparison of binary, octal, decimal and hexadecimal will be needed to support this learning outcome, which may be accomplished with a handout and/ or online resources such as www.mathsisfun.com. Once the basics of the number systems have been taught, simple operations such as add and subtract of small numbers in binary and hexadecimal may be included in the form of a quiz, which may be verbal and/or written. Although calculators could be used, learners should be encouraged to understand how numerical operations are performed since this is a concept that will be applied to computing and programming in other units. However, in this respect the use of scientific calculators can be included where they have binary and hexadecimal modes. www.ocr.org.uk 6
Basic Computing Concepts Level 2 Unit 28 Know how IT systems use hardware components Learners will need to understand how hardware components are connected with both an address and data connections. Handouts on components should not just identify what they are but also include information on how they work together in a system. Practical examples of hardware can be used such as a Raspberry Pi board and PC motherboard. Key components can be identified on these circuit boards, which will also illustrate how the physical size of components increases on more powerful and complex computing hardware. Circuit diagrams can be used for smaller microprocessor based circuit boards. These can be annotated to show the CPU, memory and interface devices in a basic hardware system. This type of circuit diagram is likely to show both the address and data buses and how they interconnect key components. The annotations could illustrate how the address bus is decoded to enable specific devices and how the data bus connects to all the peripherals. Note that only an awareness of the use of address and data buses is needed at this level so that learners can understand the need to specify both an address and data when producing programming solutions for example. A role playing activity could be organised whereby each learner represents a component type and communication is started by one person (who is the CPU). The communication would firstly need to specify an address (e.g. for a memory component) and then specify the data to be read or written. Following these basic concepts, hand outs that explain the use of address ranges and memory maps could be provided. Furthermore, an internet research activity using a search string of PC memory map will also provide a range of suitable images and information on address ranges for specific devices within the system. The range of options for systems software can also be introduced with real world examples and learners could explore (e.g. using the internet) what else is available for a particular platform. This learning outcome should be covered as hands on practical activities that are also supported by further research and exploration. Depending on what platforms are available, learners could search for specific applications to meet a given need. A combination of commercial, open source and online software options should be covered so that learners are aware of up to date developments in the sector. A large part of this final learning outcome can be self-directed research based on prompts and guidance from the tutor. A series of tasks should be completed that covers different types of platform such as PC, smartphone, games console and embedded system As an example, a comparative investigation into the options for creating digital graphics could be completed. As a starting point for the activities, platforms such as PC, Mac, tablet and smartphone could be included. The research should identify solutions such as commercial digital image editing software, open source options, cloud based (subscription) services together with apps for use on tablets and smartphones. The outcome from this activity is that learners will become aware of the capabilities and different options for creating work using a range of platforms and their associated limitations. Understand platform choices for systems solutions To introduce the range of operating systems the tutor could provide brief presentations and hand outs on the different options and what platforms they are used on. Physical examples of platforms should be used where possible and learners given the opportunity to work with the operating system. It is recommended that these cover a range such as PC, Mac, embedded controller, Raspberry Pi/Arduino, tablets and smartphones. Learners will need to understand what makes up the operating system and what is loaded as systems software or applications. In this respect, a bare bones PC is a good starting point with nothing installed other than the operating system. A learning activity would be to identify what would be needed for the PC to become useful e.g. to create word processed reports, presentations and/or as a software development platform. 7
Suggested assessment scenarios and task plus guidance on assessing the suggested tasks Assessment Criteria P1, P2, M1 Learners must explain the purpose of IP addresses. This could be evidenced by a presentation or report explaining how IP addressing impacts on the core concepts of computing and programming. For P2, learners must explain the impact of connection speeds on file transfer times using a range of different connection types and speeds. This could be evidenced by a report or presentation, or alternatively an information leaflet or poster could also be produced that explains transfer times for a given file size so that viewers can compare the different connection types. For merit criterion M1 learners must clearly explain the purpose of different protocols across networks, for an identified purpose, e.g. data transfer, communication etc. This could be evidenced in a presentation or report, which could be an extension of the evidence for P1. Assessment Criteria P3, M2, D1 For P3, learners must explain the purpose of ASCII characters and the use of decimal and hexadecimal values, including how they are represented in different number systems. This could be evidenced in a presentation or report format. For the merit criterion M2, the learners must describe the relationship between the range of number systems, and could evidence this by a presentation or report. A table, spreadsheet or educational poster could also be used to support this. This may be evidenced in the form of a leaflet, poster or visual documentation, and may include a memory map. For merit criterion M3, learners must create a memory map with addresses for a specified IT system. It should include address ranges for a number of different components that make up the specified IT system. Assessment Criteria P6, D2 For P6, learners must explain the use of systems software on hardware platforms as part of a system solution. Learners could create a presentation or report on systems software and applications, which would be referenced to the specific hardware platforms on which they will operate. The purpose for those systems should also be identified. For distinction criterion D2, learners must identify a range of operating systems, their platform and what the purpose of the IT system would be. Learners must compare and contrast these operating systems, which may be evidenced in a presentation or report. RESOURCES Raspberry Pi hardware OCR Raspberry Pi resources Computing resources For the distinction criterion D1, learners must complete basic numerical operations to solve problems. Learners should give a range of examples for each basic operation, and this could be evidenced by witness observation supported by documentation or a video recording may also be appropriate. Assessment Criteria P4, P5, M3 For P4, learners must describe the purpose of hardware components in an identified IT system. The description could be a presentation or report on the hardware components and their purpose. For P5, learners must describe the functionality of a memory map, which may give examples relating to the element of the system the map relates to. www.ocr.org.uk 8
Basic Computing Concepts Level 2 Unit 28 Mapping within the qualification to the other units Unit 4: Installing computer hardware Unit 6: Setting up an IT network Unit 7: IT support Unit 8: IT fault diagnosis and remedy Unit 9: Website development Unit 14: Computer systems Unit 18: IT security Unit 19: Mobile communications technology Unit 22: Developing computer games Unit 25: Systems software and hardware for development Unit 27: Developing programming solutions Links to NOS 4.7 Systems Design 4.8 IT/Technology Infrastructure Design and Planning 9
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