Algorithm and Data Structure · SHS2 Computing

Lesson notes

Learning Objectives

Indicator: 2.2.1.LI.1 - State and describe the functions of the Main Memory.

By the end of the lesson, learners can:

State what Main Memory is and identify its two main types (RAM and ROM).
Describe at least four functions of Main Memory, including temporary storage, quick data access, and support for running applications.
Explain what happens when Main Memory becomes overloaded and how this affects computer performance.
Apply strategies to manage Main Memory effectively to prevent or resolve performance problems such as slow computers.
Work collaboratively in mixed-ability groups to diagnose a slow computer problem and present reasoned solutions, demonstrating self-awareness of their own skill level and responsible decision-making.

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Curriculum details

Strand: Computational Thinking (programming Logic) (Strand 2)
Sub-strand: Algorithm and Data Structure (2.1)
Content standard: 2.2.1.CS.1 - Demonstrate knowledge and understanding of Data Storage 2.2.1.LO.1 Apply skills in data storage processes to effectively manage and utilise data.
Indicator: 2.2.1.LI.1 - State and describe the functions of the Main Memory.
Suggested placement: Semester 2, Week 2 (Week 22 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.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

exemplars - p.63: the assessment token is visibly printed `2.2.1AS.1` with missing separator(s); the exact printed token is retained here and associated to 2.2.1.LI.1 by sequence and table position
Curriculum reference: NaCCA curriculum document, p. 63

Exemplars (from the NaCCA curriculum)

Problem-Based Learning:
- In mixed-ability groups, learners must state and describe the steps to resolve a slow computer understanding caused by Main Memory overload.
- They must also collaboratively brainstorm and discuss strategies for managing Main Memory to reasoning improve computer performance.
SEL: When teaching about Data Storage, usage, and the function of Internet Service Providers (ISPs), 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:
- * Pen * Smartphones * Laptops * Desktop computers * Tablets * TV and Radio * Open Educational Resources (including YouTube,
- MOOCs - Udemy/Coursera, Khan Academy, and TESSA) * Cloud security, Internet of Things (IoT) security * The iBox/iCampus (CENDLOS)
- * Instructional laboratories (with multimedia equipment and smartboards) * Maintenance and repair workshops * Presentation and demonstration * Enquiry on critical infrastructure security * Application security * Network security.
Assessment (2.2.1AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.
Skills of conceptual Strategic