Data Communication and Network… · SHS2 Computing

Lesson notes

Learning Objectives

Indicator: 2.1.3.LI.1 - Design and explain 2 Network Systems

By the end of the lesson, learners can:

Identify and describe the key components of a network system (nodes, media, NIC, switch, router, and protocols) and the roles they play in data communication.
Design two complete network systems on paper or using a drawing tool, correctly labelling the components and their connections.
Explain, in their own words, how data travels from one device to another in each of the two designed network systems.
Compare the two designed network systems in terms of cost, reliability, and suitability for a given purpose, justifying their choices.
Present their network designs to peers and give and receive constructive feedback on the strengths and weaknesses of each design.

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Curriculum details

Strand: Computer Architecture & Organisation (Strand 1)
Sub-strand: Data Communication and Network Systems (1.3)
Content standard: 2.1.3.CS.1 - Demonstrate knowledge and understanding of Components of a Network 2.1.3.LO.1 Apply skills and knowledge to design and demonstrate simple Network Topologies.
Indicator: 2.1.3.LI.1 - Design and explain 2 Network Systems
Suggested placement: Semester 1, Week 14 (Week 14 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. 59

Exemplars (from the NaCCA curriculum)

Interactive student-centred teaching and learning: Explaining network topologies: Utilise interactive teaching methods to engage students in explaining various network topologies such as Star, Ring, Bus, and Mesh. Foster student participation and facilitate group discussions to differentiate the concepts of LAN, MAN, WAN, and CAN.
SEL: When teaching about the Components of a Network, teachers 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 (2.1.3.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 4 Extended critical thinking and reasoning.