Data Communication and Network… · SHS1 Computing

Lesson notes

Learning Objectives

Indicator: 1.1.3.LI.1 - Explain Computer Networks and how they work

By the end of the lesson, learners can:

Define a computer network in their own words and state at least three reasons why organisations and individuals use computer networks.
Identify the basic components of a computer network (sender, receiver, medium, protocol) and explain the role of each component.
Trace the path of data as it travels from one device to another across a network, using the terms sender, receiver, and transmission medium correctly.
Explain at least two ways data is sent across a network (e.g., packet switching, data transmission as bits) and describe the fetch-decode-execute cycle as it relates to devices on a network.
Use the concepts of data bus, address bus, control bus, and cache to explain how a device prepares data before it is sent across a network.

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Curriculum details

Strand: Computer Architecture and Organisation (Strand 1)
Sub-strand: Data Communication and Network Systems (1.3)
Content standard: 1.1.3.CS.1 - Demonstrate knowledge and understanding of network design 1.1.3.LO.1 Use skills and knowledge to identify and differentiate between the different types of Network Systems
Indicator: 1.1.3.LI.1 - Explain Computer Networks and how they work
Suggested placement: Semester 1, Week 17 (Week 17 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. 33

Exemplars (from the NaCCA curriculum)

Using the Collaborative Learning Approach: Demonstrate the process of designing a network topology based on specific requirements and explain the rationale behind the chosen design.
Using the Problem-Based Learning Approach: Explore and discuss the concepts of control bus, address bus, data bus, cache, internal clock, machine cycle, and the fetch-decodeexecute cycle to deepen understanding.
SEL: When teaching students about Computer Networking, 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 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 (1.1.3.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.