SHS1 Computing · Semester 1 Week 3: Data Storage and Manipulation

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.3 - Discuss at least four major functions and the parts of the CPU; Arithmetic and Logic Unit (ALU), Control Unit (CU) and registers

By the end of the lesson, learners can:

Identify the three main parts of the CPU: the ALU, the Control Unit, and registers.
State at least four major functions of the CPU, such as fetching instructions, decoding instructions, executing arithmetic operations, executing logic operations, and temporarily storing data in registers.
Explain the specific role of the ALU in performing arithmetic and logic operations, giving examples of each.
Describe how the Control Unit directs and coordinates the activities of the CPU by fetching, decoding, and controlling the flow of data.
Discuss how registers serve as fast, temporary storage locations inside the CPU, using examples like the accumulator or program counter.

This lesson builds directly on Week 1 (information as bit patterns) and Week 2 (cache memory). Note that the full machine cycle (Fetch-Decode-Execute-Store) and the system bus are scheduled for Week 4, so this lesson introduces the parts and functions only, without going into the complete cycle.

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Curriculum details

Strand: Computer Architecture and Organisation (Strand 1)
Sub-strand: Data Storage and Manipulation (1.1)
Content standard: 1.1.1.CS.1 - Demonstrate knowledge and understanding of data representation and Data Manipulation 1.1.1.LO.1 Apply Computer Architecture concepts related to the design of modern processors, memories, Input and Output to manipulate data.
Indicator: 1.1.1.LI.3 - Discuss at least four major functions and the parts of the CPU; Arithmetic and Logic Unit (ALU), Control Unit (CU) and registers
Suggested placement: Semester 1, Week 3 (Week 3 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 25

Exemplars (from the NaCCA curriculum)

Using Talk for Learning approaches (TfL) or snowballing:
- Task each learner to state a specific function or method in programming, and then randomly call on another learner to explain the purpose, input, and expected output of the stated function.
- Assess learners based on the accuracy and clarity of their explanations, as well as their ability to demonstrate comprehension of functions and their application in data manipulation.
Teaching and Learning Materials:
- * Notepad or exercise book * Pen * Smartphones * Laptops
- * Desktop computers * Tablets * TV and Radio * Open Educational Resources (including YouTube, MOOCs -
- Udemy/Coursera, Khan Academy, and TESSA)
- * The iBox/iCampus (CENDLOS) * Productivity tools ix. Subject-based application software * Instructional Laboratories (with multimedia equipment and smartboards) * Maintenance and repair workshops
Assessment (1.1.1.AS.3). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 3 Strategic reasoning.