SHS2 Computing · Semester 1 Week 9: Computer Hardware and Software

Lesson notes

Learning Objectives

Indicator: 2.1.2.LI.1 - Demonstrate the creation and utilisation of barcodes and QR codes using various input and output devices, such as monitors, system unit, processors, motherboards, keyboards, microphones, mice, touchscreen sensors for control and monitoring.

By the end of the lesson, learners can:

Define barcodes and QR codes and distinguish between the two based on their structure and data capacity.
Explain the role of input devices (keyboard, mouse, microphone, touchscreen sensors) and output devices (monitor) in the process of creating and using barcodes and QR codes.
Generate a simple barcode and a QR code using an online generator or a mobile app, and correctly save and display the output.
Demonstrate the scanning and decoding of a QR code using a smartphone camera or a webcam, identifying the data embedded in the code.
Evaluate real-world uses of barcodes and QR codes in Ghanaian settings and propose one original use for a local business or community need.

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Curriculum details

Strand: Computer Architecture & Organisation (Strand 1)
Sub-strand: Computer Hardware and Software (1.2)
Content standard: 2.1.2.CS.1 - Demonstrate knowledge and understanding of components of Computer hard disks, clock, power unit, network interface cards, scanners, digital cameras, Hardware and types of Software 2.1.2.LO.1 Apply acquired skills and knowledge to explain the functioning of input and output devices in relation to barcodes and QR codes, as well as the functionality of an Operating System.
Indicator: 2.1.2.LI.1 - Demonstrate the creation and utilisation of barcodes and QR codes using various input and output devices, such as monitors, system unit, processors, motherboards,
Suggested placement: Semester 1, Week 9 (Week 9 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. 55

Exemplars (from the NaCCA curriculum)

keyboards, microphones, mice, touchscreen sensors for control and monitoring.
Problem-Based Learning Approach: Organise learners into mixed-ability groups and task them with brainstorming on the creation and use of barcodes and QR codes, using the listed devices in the learning indicator. Allow them to share their thoughts with the whole class while fostering an environment that tolerates different viewpoints.
SEL: When teaching students about components of Computer Hardware and types of Software, you can integrate Social Emotional Learning (SEL) principles to create an engaging and supportive learning experience. Here are some SEL features you can incorporate into this specific topic:
Self-awareness:
- provides opportunities for self-assessment of their skills and progress in applying these concepts to manipulate data.
- helps students to recognise their emotions and attitudes towards the topic, supporting their self-confidence and self-efficacy.
Self-management:
- guides students in setting goals and planning their work.
- fosters resilience and perseverance by supporting students in managing challenges and setbacks they may encounter during the learning process.
Social awareness:
- promotes collaborative learning by assigning group projects or activities to learners
- encourages students to share their knowledge and expertise with their peers, creating a supportive learning community.
Relationship skills:
- promotes teamwork and collaboration by encouraging students to work together to solve complex problems and share their insights and solutions.
- emphasises the value of giving and receiving constructive feedback.
Responsible decision-making:
- encourages learners to make informed decisions.
- encourages critical thinking and reflection.
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 (2.1.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding.