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Data and databases - Data Flow Diagrams

Data Flow Diagrams

IntroductionThis activity is about constructing Data Flow Diagrams (DFDs).The teacher or trainer introduces the ideas and notation used inDFDs and this is followed by the activity itself which has two stages.

The first stage is a role play using a scenario based on a dentalpractice. Learners play the roles of patients (three), receptionist anddentist. They are given briefing notes to tell them who they are androughly what they need to do. Others watch the role play andcapture the entities, data flows, processes and data stores as therole play progresses. Learners record their findings on flip charts or white boards.

You could stop at this point and omit Stage 2 or move on to Stage2 immediately or at a later date.

In Stage 2, after the role play, learners are divided into groups ofthree or four and given cards with entities, data stores, processesand data flow arrows from which they construct a DFD diagram forthe dental practice system.

AimsThe aim of this session is to enable learners to understand how to construct DFDs and to understand the symbols used in thenotation Structured Systems Analysis and Design Method (SSADM).It may be linked to projects that learners are undertaking or are planning.

Learning objectivesAt the end of this session learners will be able to:

• capture data from a system dynamically

• recognise and use the symbols required to construct a Data Flow Diagram

• create a Data Flow Diagram for a given system.

Getting learnersto understandthe contructionof Data FlowDiagrams is theaim of thissection

ICT_comp_nonumbers 3/8/05 12:34 pm Page 6


Resources• Role play material (this needs to be printed, laminated and cut

up before the session).

• Cards used to create a DFD of the dental practice (these needto be printed, laminated and cut up before the session)

• Learner guidance notes.

• Flip charts or whiteboards and pens (not provided).

PreparationThe files which need to be printed and laminated can be found onthe Teacher resources CD-ROM in your pack. They can be found on the CD-ROM under Learner activities resources for advancedlearning examples.

For the files Patient record card and Receipt, print and cut out thethree cards. Print the files Dentist, New patient, Existing patient andReceptionist.

For the file DFD cards, cut each page so that each symbol or box isseparate. You may wish to enlarge the cards if they seem too small.

Do the same for DFD blank cards. From the first two pages cut outthe individual sets of lines of text as separate items for example:

patient record

On the next page cut out entries such as:

receptionenterpayment details

as single items. On the next page cut out each line of text as a separate item. For the rest of the file cut out everything as separate items

You will need a complete set of everything for each group in the session.


Teacher and trainer guidance

IntroductionBefore starting this activity learners should be familiar with theconcept of DFDs and their use in documentation. They should befamiliar with the symbols and understand the use of different levelsof DFD.

Stage 1

1. Scenario New patients are asked a series of questions (their name, address,GP’s name and surgery, any medication they are currently takingand any allergy details or general health concerns) when they joina dental practice. A receptionist writes these on to a Patient RecordCard that is filed in a cabinet. The learner playing the role of newpatient needs to understand that they should give this kind ofdetail to the receptionist.

Patients book appointments through the receptionist. Theappointments are logged in a ‘page a day diary’. Each morning thereceptionist checks the diary. For each appointment that day thePatient Record Cards are taken from the filing cabinet and kept bythe receptionist. When an existing patient arrives he/she is giventheir Patient Record Card to take into the dentist. The dentist seeseach patient in turn and notes changes to the patient's healthdetails or details of the treatment given during the appointmenton the Patient Record Card.

After their appointment patients usually have to pay for theconsultation. The required fee for treatment is logged onto an Excelspreadsheet. The patient’s name, the treatment given and theamount paid is entered onto the spreadsheet. When payment isreceived, patients are given a paper receipt and the payment isrecorded in the spreadsheet.

2. Introduce the activity Select people to play the various roles - three printouts (twoexisting, one new), one receptionist, one dentist. Hand out the roleplay material and explain what each person has to do. The centralrole is the receptionist, so choose this learner carefully. Select


Role play is usedto practise datastorage andmaintenance


someone who will keep the role play going and be able to use theirown initiative. Brief one of the learners that they are to play the roleof a new patient registering with the dentist.

Allocate those not involved in the role play into groups of threeand give each group a white board or a flip chart to write on. Tellthe groups that their job is to capture the entities, processes, datastores and data flows during the role play.

Begin the role play and assist as necessary. The role play beginswith one of the patients announcing their arrival to thereceptionist. You may find it useful to control the flow of patientsthrough the system to make sure that the observers can record andunderstand the process.

3. PlenaryAt the end of the role play, congratulate the players and turn to theobservers. Ask the first group to briefly explain what they haverecorded. Call for questions and comments. Ask subsequent groupsto identify any differences and get them to explain why. Correctany misconceptions as you go through this process. Summarise thefindings.

Stage 2 - Further practice1. Form new groups of three or four, including those involved in

the role play. Hide the solutions on the boards/flip charts andhand out the materials to each group. Ask them to create aDFD for the dental practice system using the entities, datastores, data flows and processes provided. Give advice andassistance where required.

Stage 3 - Plenary1. Summarise the stages required in the development of a DFD

for the dental surgery and ask the learners what they founddifficult. Discuss how the learners could start to develop theirown DFDs.




Learner guidance

This activity is about constructing Data Flow Diagrams (DFDs).The activity consists of two stages. The first stage is a role play of ascenario based on a dental practice. You might be asked to play therole of a patient, the receptionist or the dentist. You will be givenbriefing notes to tell you who they are and what you need to do.

If you are not part of the role play you will be part of a small groupwhose job is to observe and capture the entities, data flows,processes and data stores. Discuss issues with your group membersand record your findings on flip charts or whiteboards.

For the second stage you will be assigned to a small group and be given cards with entities, data stores, processes and data flowarrows from which you are to construct a Data Flow Diagram for the dental practice system.

Learning objectivesThis session aims to get you to understand how to construct DFDsand to understand the symbols used in one notation, StandardSystems Analysis and Design Method (SSADM).

At the end of this session you will be able to:

• recognise and use the symbols required to construct a DataFlow Diagram

• create a Data Flow Diagram for a given system.

Resources• Role play material.

• Cards used to create a DFD of the dental practice.

• Learner guidance notes.

• Flip charts or whiteboards and pens.

This two-stageactivity isdesigned to helpyou understandand constructData FlowDiagrams


Stage 1 - Role play1. If you have been chosen to play one of the roles (patient,

receptionist or dentist) you will be given a card explaining your role. Do your best to put yourself in the role and enjoytaking part.

2. If you are not playing a role, you will be a member of a smallgroup whose job it is to record what you see going on in therole play and to identify and write down the entities, processes,data stores and data flows as the role play proceeds. You shouldselect one of the group to do the writing and record theentities, processes, data stores and data flows on a flip chart orwhiteboard. You will need to discuss what to write with theother members of the group.

3. At the end of the role play your group will be asked to brieflyexplain what you have recorded. You will need to select amember of your group to speak on your behalf.

Stage 2 - Creating a DFD1. For this stage your teacher or trainer will form new groups of

three or four. Your task, as a group, is to create a DFD for thedental practice system using cards with the given entities, datastores, data flows and processes. You will need to discuss howto do this with your fellow group members.

2. At the end of this stage, you will be asked what problems you met.


Your task is toconstruct a DFDfor a dentalpractice usingcards with thedata flowelements


Role play information

Dentist

When a patient comes to you he will give you his Patient Record Card. You shouldpretend to give the patient some kind of treatment and at the end, pretend to markhis/her card with the treatment carried out and give it back to the patient who will take the card to the receptionist.

Receptionist

Current patients book appointments through the receptionist. The appointments arelogged in a page a day diary. Each morning you check the dentist's appointment diary.For each appointment that day the Patient Record Cards are retrieved.You will have record cards ready for when the patients arrive. When a patient with anappointment arrives, you give the patient his/her record card and send them into to seethe dentist, When the patient comes out again, you take the card, tell the patient howmuch it costs, pretend to take some money and give the patient a receipt.You repeat this for the next patient.When a new patient arrives you ask a series of questions (as on the Patient Record Card)and pretend to fill in the details the patient gives you. You then pretend to make abooking for the patient and send him/her away.

Existing patient

You have booked an appointment and need to go to the receptionist and say who you are. You will be given your Patient Record Card to present to the dentist. When thetreatment is over, you need to take your card back to the receptionist and pay for yourtreatment. You will be given a receipt.

New patient

New patients are asked a series of questions when they join a dental practice. You will beasked your name, address, GP's name and surgery, any medication you are currentlytaking and any allergy details or general health concerns. You should give these to thereceptionist when you arrive.

ICT_compendium 2/8/05 4:47 pm Page 14

Page a day diary

Date . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Time Patient diary

8:00

9:00

10:00

11:00

12:00

13:00

14:00

15:00

16:00


Patient Record Card

Forename Surname

Address

GP Name GP Surgery

Allergies

General Health Concerns

Date Check up notes/patient's health Details of treatment

Patient Record Card

Forename Surname

Address

GP Name GP Surgery

Allergies




Patient Record Card

Forename Surname

Address

GP Name GP Surgery

Allergies



Patient Record Card

Forename Surname

Address

GP Name GP Surgery

Allergies




Snowchester Dental Practice

Receipt

Name

Amount

Date


Receipt

Name

Amount

Date


Receipt

Name

Amount

Date


Receipt


Patient

details

Patient

details

Preferred

dates

Preferred

dates

Appointment

details

Appointment

details

Today's

date

Today's

date

Today's

appointments

Today's

appointments

Patient

details

Patient

details

Treatment and

fee details

Treatment and

fee details

Fee

details

Fee

details


Patient

treatment

Patient

treatment

Payment Payment

Receipt Receipt

Treatment details

and payments

Treatment details

and payments

Patient

details

Patient

details

Patient

details

Patient

details


Reception

Enter patientdetails

Reception

Enter paymentdetails

Reception

Update patientrecord

Reception

Bookappointment

Reception

Check dailyappointments


Patient Record Card

Patient Record Card

Appointment diary

Appointment diary

Payment spreadsheet

Payment spreadsheet

Patient Record Card

Patient Record Card


Patient

details

Patient

details

Preferred

dates

Preferred

dates

Appointment

details

Appointment

details

Today's

date

Today's

date

Today's

appointments

Today's

appointments

Patient

details

Patient

details

Treatment and

fee details

Treatment and

fee details

Fee

details

Fee

details


Patient

treatment

Patient

treatment

Payment Payment

Receipt Receipt

Treatment details

and payment

Treatment details

and payment

Today's

appointments

Today's

appointments

Patient

details

Patient

details

Patient

details

Patient

details


Receptionist Receptionist

Receptionist Receptionist

Patient Patient

Patient Patient

Dentist Dentist


Data and databases - Database dominoes

Database dominoes

IntroductionThis domino activity is designed to be used as a revision tool toreinforce learners’ understanding of specialist terminology and toencourage learners to think about the connections betweendifferent concepts and terms.

There are four domino sets in the pack for use in the teaching offour topics:

• Databases (Data and databases)• Communication systems (Networks) • Malpractice and crime (Social implications)• ICT Capabilities (Social implications).

The idea is extremely flexible and can be used to teach other topicsThis activity may form one activity within a longer session.

A blank set is included for you to adapt.

AimsThe aim of this session is to enable learners to understand themeaning of technical terms relating to databases. It is also intendedto help learners remember terms and definitions.


• Recall the meaning of key terms.• Understand the connection between terms.• Use terms in the correct context.

Resources Dominoes (on cards) - one set for each group.

The sheets of dominoes which are included in this booklet and onthe Teacher resources CD-ROM, are more durable when laminated,then guillotined.

The words are arranged in pairs per domino and should be cut outin pairs. The two words on one domino are unlikely to have anyconnection with each other.

Signpost

The components for this activity are in your pack.

Files for teacher andtrainer guidance,learner guidance andthe dominoes are onthe Teacher resources CD-ROM.



1. Divide learners into groups of three or four. Each group willneed one set of 18 dominoes.

2. Each group is asked to spread the dominoes out, keeping themface down.

3. Each member of the group takes a domino in turn until all thedominoes have been taken. Groups of three will get sixdominoes each and groups of four will get four dominoes each.

4. One learner starts and puts down a domino face up. They thenexplain/define the two terms on their domino. Other membersof the group can challenge the explanation. If the challenge issuccessful the learner takes their domino back and the nextlearner puts down a domino and explains the two terms. Youmay need to act as referee!

5. Once an explanation/definition has been successful, thedomino is left face up on the table. The next learner thenselects a domino which relates in some way to one of the terms on the last domino laid down.

6. This learner has to define the terms on their new domino and also explain what the link is to the domino they have laid it against.

7. Again, other members of the group can challenge thedefinitions and/or link and if the challenge is successful thedomino has to be withdrawn. The next player in turn puts oneof their dominoes down and repeats the process.

8. If a learner realises that they cannot make a link with any oftheir dominoes they can pass. It is anticipated that passes will occur.

9. The first person with no dominoes left is the winner of that round.

10. The dominoes are placed face down in the middle, shuffled andthe game can restart as the sequence of dominoes andtherefore the relationships will be different each time.

11. At the end of the activity the dominoes should be collected byeach group and clipped back together.



Learner guidance

1. When you receive the set of dominoes, spread them out,keeping them face down.

2. Each player takes a domino. Repeat this until all the dominoeshave been taken. (Groups of three will get six dominoes eachand groups of four will get four dominoes each).

3. Decide who will go first. This player puts down a domino faceup and explains/defines the two terms on their domino. Othermembers of the group can challenge the explanation. If thechallenge is successful the player takes back their domino andthe next player puts down a domino and explains the twoterms. Your teacher or trainer will act as referee!

4. Once an explanation/definition has been successful, thedomino is left face up on the table. The next player then selectsa domino which relates in some way to one of the terms on thelast domino laid down.

5. This player has to both define the terms on their new dominoand explain what the link is to the domino they have laid it against.

6. Again other members of the group can challenge thedefinitions and/or link and if the challenge is successful thedomino has to be withdrawn. The next player in turn puts oneof their dominoes down and repeats the process.

7. If a player realises that they cannot make a link with any oftheir dominoes they can pass.




Data and databases - Validation checks - matching exercise

Validation checks - matching exercise

IntroductionTwo activities to reinforce learners' understanding of validationchecks including:

matching definitions and identifying validity checks for particularcircumstances.

This activity can be used as part of a longer session.

AimThe aim of this activity is to enable learners to understand thedifferent methods that can be used to validate data and how theycan be applied.


• define methods of checking validity

• use appropriate methods for attributes in an online productcatalogue table

• use appropriate methods for attributes for updating amembership table.

ResourcesCards with validation definition and example - one set for each pair.Cards with validation term - one set for each pair.Worksheet - online product catalogue.Worksheet -membership update.

Copies of the resources to download and print are on the Teacherresources CD-ROM.

The aim of thisactivity is toenable learnersto understandthe differentmethods that canbe used tovalidate data andhow they can beapplied



1. Divide the learners into pairs and give each pair two sets of cards.a. definition of validation checks.b. terms used for validation checks.

2. Using the cards, ask the learners to work together to match thevalidation definition card with the correct validation term card.

3. When the matching activity is finished, learners, working inpairs, complete the online product catalogue worksheet.

4. When the worksheet has been completed ask each pair toshare their answers using group discussion or by asking pairsto review another pair’s answers.

5. Summarise the activities and give feedback on their solution.




Learner guidance

1. Your teacher or trainer will ask you to work in groups of two.

2. One person places a validation definition card on the table.

3. Work through the terms cards together until you find the termwhich matches the definition. Make sure that you both agreewith the answer chosen.

4. When you have finished the matching exercise move on to theworksheet which uses examples from an online shoppingcatalogue.

5. Complete the worksheet following the instructions, but makesure that you both agree with your choice of answer.


Validation checks - matching exerciseDefinition cards


Validation checks - matching exerciseDefinition cards


Validation checks - matching exerciseTeam cards


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Storage and software - matching exercise

IntroductionThis activity is about PC storage devices and software and their usein typical applications. There are two tasks that may be used withindividual learners or small groups.

Stage 1 is about storage devices and requires learners to matchspecific storage devices to typical user tasks.

Stage 2 is about PC software packages and requires learners tomatch specific software packages to typical user tasks.

AimThe aim of this activity is to enable learners to understand the tasksthat PC storage devices perform.


• Understand the typical tasks performed by storage devices.

• Remember and describe the tasks of PC storage devices.

Resources• A copy of learner guidance for each learner.

• Flip chart or whiteboard.

Hardware and software - Storage and software uses - matching exercise

This activity isabout PC storagedevices andsoftware andtheir use intypicalapplications




Stage 11. Divide the learners into groups and identify a note-taker for

each group who will record the group's answers.

2. Provide each learner with a copy of the learner guidance for Stage 1.

3. Introduce the activity and ask the learners to complete theworksheet working in groups.

4. When the groups have completed the activities, encouragethem to share their answers as a group or by asking groups toreview another group’s answers.

Stage 21. A similar activity is provided which covers the use of software

applications. The activity can be used in a similar way to theactivity on storage devices. It could be used as an alternativeexercise for a different group of learners.



Learner guidance for Stage 1 activityStorage devices matching exercise1. Below, to the left, is a set of common storage devices labelled A to H. To the right is a list of

tasks a computer user may be involved in.2. For each of the tasks, select which of the storage devices you think would be the most

appropriate - be careful as not all of them are so obvious. Write the appropriate letter in the‘Chosen device’ column.

3. When you have done that, state the main feature of your selected device that made youthink it was best for the task.

Devices

AMemorycard

B CD-ROM

C Floppy disk

D DAT tape

E CD-R

F Hard disk

G DVD

HUSB storagedevice

TasksChosen device

Feature

1 Archiving 300Mb of data

2Holding programs frequently used on the computer

3Distributing a 500Mb salescatalogue to travelling sales staff

4Storing 100Mb of high resolutiondigital photographs

5Transferring a 100k file between 2 standalone computers

6Backing up a 80Gb network serverdisk

7Storing 200Mb of web pagesaccessed over the internet

8Transferring a 50Mb file between 2 standalone computers

9Backing up 3Gb of programs anddata held on a standalonecomputer at home

10Storing 3000 music tracks on aportable music player



Learner guidance for Stage 2 activitySoftware matching exercise1. Below and to the left is a list of common software packages labelled A to G. To the right is a

list of tasks a computer user may be involved with.2. For each of the tasks, select which of the software packages you think would be most

appropriate - be careful, as not all of them are obvious. Write the appropriate letter in the'Software to use' column.

3. When you have done this, state the main feature of your selected software package thatmade you think it was best for the task

Devices

AWordprocessor

B Spreadsheet

CPresentationgraphics

DDesktoppublishing

E Database

FComputeraided design

G Email

TasksSoftwareto use

Feature

1 Storing customer records

2 Designing a new product

3Creating a glossy catalogue of products

4Preparing a sales record for the Board of Directors

5 Creating a supplier order

6 Producing a letter

7 Deciding on a new kitchen layout

8 Keeping a list of contacts

9 Producing invoices for customers

10 Sending an urgent memo to Australia

11Delivering a task to prospectivestudents

12Comparing seat occupancy at thevarious screens at a cinema

13 Maintaining a diary of appointments

14Preparing an estimate for double glazing

15Delivering a proposal for takingstudents on an Alpine adventureholiday


Fetch-execute cycle

IntroductionThis activity encourages learners to simulate the operation of thefetch-execute cycle. It uses a board and card based activity to helplearners understand the basic principles of the process.

AimTo enable learners to understand how data flows within the centralprocessing unit (CPU) as instructions are executed.


• simulate the actions of the CPU in fetching and executinginstructions

• describe the role the various CPU registers play.

Resources• A board and cards which need to be printed using a colour

printer, laminated and cut up to create the playing board andthe set of instruction and data cards plus a set of values for the program counter.

• Photocopiable resources are in this booklet. Files can also bedownloaded from the Teacher resources CD-ROM underLearner activities, Resources for advanced learning examples.

• Each group will need a board and a set of cards.

• Teacher and trainer guidance.

• Four learner guidance sheets, a different one for each of theroles (PC, ALU, instructions and data).

• PowerPoint presentation stored on the Teacher resources CD-ROM.

Hardware and software - Fetch-execute cycle

This activityenables learnersto understandhow data flowswithin the centralprocessing unit(CPU) asinstructions are executed



Stage 1 - preparation1. Organise the learners into groups of four.

2. The playing board consists of four pages that are set up in asquare on the table. You will need as many copies as there aregroups in the class.

3. The Learner guidance sheets contain information about theprogram file, PC file and data file. Each learner will need a copyof the guidance.

4. Teacher and trainers are strongly advised to work through theactivity to prepare for the session.

Stage 2 - Introducing the activity1. Introduce learners to the ideas behind the fetch-execute cycle.

Explain the various registers involved in this process. Explainthe task and that this is a very much simplified simulation ofwhat is involved. Explain that they are going to execute aprogram. Some or all of the slides of the PowerPointpresentation can be used for this part of the session.

2. Break the learners into groups of four and assign the following roles:

program counterarithmetic-logic unitinstructionsdata

If they do not divide exactly into groups of four, create somegroups of three and assign the roles of instructions and data to one person.

3. Give the person with the program counter role the yellow cardswith the numbers 100, 101, 102 and 103.

4. Give the person with the arithmetic-logic role the red card withthe number 75.



5. Give the person with the instructions role two copies of bluecards with GET 400, ADD 401, STORE 402, STOP.

6. Give the person with the data role two copies of red cards withthe numbers 46 and 29.

7. Set out the playing boards.

8. Give each person the learner guidance sheet that isappropriate to their role and ask them to execute the program.

9. During the activity make sure that the activity is progressingsmoothly and be ready to advise if necessary.

10. A summary of the program is included on the next page.

PlenaryAt the end of the session summarise the task. Ask learnersquestions about their experiences and what they found difficult.

A follow up activity might involve them explaining the role of thememory buffer register and/or drawing a diagram showing thedata flows between the various registers.




The programA summary of the program learners are going to execute are given below.

Sequence of events

Address Contents

100 GET 400

101 ADD 401

102 STORE 402

103 STOP

400 46

401 29

402

Initial state PC=100

PC IR Acc 400 401 402

100 GET 400 46 46 29 0

101 ADD 401 75 46 29 0

102 STORE 402 75 46 29 75

103 STOP 75 46 29 75


Learner guidance for the fetch-execute cycle

Arithmetic-logic unit player (ALU)The task of your group is to execute a program based on the way aCPU carries out the instruction cycle. The program you are going toexecute is given below. Use the flow chart on the table showing thefetch-execute cycle to guide your actions. When it comes to thatpart of the cycle which is labelled decode the instruction, all groupmembers should discuss what this involves for the instructioncurrently in the instruction register. When you are all agreed, youshould carry out the instruction.

Your role is to execute the instruction in the instruction register,which may involve asking for data to be moved between memoryand CPU registers. When you need to change the value in a registeror a memory location, just put the new value on top of any cards inthere from earlier in the program. When you have finished tell theperson playing the role of the program counter to start the nextcycle. You will be given one data (red) card which you will need tocarry out the role of ALU.

The activity comes to an end when you reach the STOP instruction.

Program Add the contents of location 400 to the contents oflocation 401 and store in location 402

Address Contents

100 GET 400

101 ADD 401

102 STORE 402

103 STOP

400 46

401 29

402





Data playerThe task of your group is to execute a program based on the way aCPU carries out the instruction cycle. The program you are going toexecute is given below. Use the flow chart on the table showing thefetch-execute cycle to guide your actions. When it comes to thatpart of the cycle which is labelled decode the instruction, all groupmembers should discuss what this involves for the instructioncurrently in the instruction register. When you are all agreed, theperson playing the role of the arithmetic-logic unit should carryout the instruction.

You will be given a number of copies of the red data cards whichare going to be manipulated by the program. Your first task is toput the data into the right locations in memory; place as manycopies of each data value as you have in the right location, one ontop of the other. As the activity progresses you will need torespond to requests from the arithmetic-logic unit to give a copy of an item of data (don't forget to ensure that value stays in thelocation unless it is overwritten) or to overwrite data in your part of memory.



Address Contents100 GET 400101 ADD 401102 STORE 402103 STOP

400 46401 29402





Instructions playerThe task of your group is to execute a program based on the way aCPU carries out the instruction cycle. The program you are going toexecute is given below. Use the flow chart on the table showing thefetch-execute cycle to guide your actions. When it comes to thatpart of the cycle which is labelled decode the instruction, all groupmembers should discuss what this involves for the instructioncurrently in the instruction register. When you are all agreed, theperson playing the role of the arithmetic-logic unit should carryout the instruction.

You will be given two copies of a number of blue cardsrepresenting each instruction in the program. Your first task is toput the instructions of the program into the right locations inmemory; place two copies of each instruction in the right memorylocation, one on top of the other. As the activity progresses you willneed to respond to requests from the person playing the role ofprogram counter to give a copy of an instruction in your part of memory.






400 46401 29402



Program counter playerThe task of your group is to execute a program based on the way aCPU carries out the instruction cycle. The program you are going toexecute is given below. Use the flow chart on the table showing thefetch-execute cycle to guide your actions. When it comes to thatpart of the cycle which is labelled decode the instruction, all groupmembers should discuss what this involves for the instructioncurrently in the instruction register. When you are all agreed, theperson playing the role of the arithmetic-logic unit should carryout the instruction.

You will be given a number of yellow cards which represent thevalue of the program counter. Sort them into order and start byplacing 100 in the PC register on the playing board and wait for theothers to be ready to play. Your task is to start an instruction cycleby asking the person playing the role of instructions to give youthe instruction located in the memory address pointed to by thePC. When you get the instruction, place it in the instruction registerand update the value in the program counter. Put any newprogram counter values on top of the ones already in there.


Program Add the contents of location 400 to the contents oflocation 401 and store in location 402.


400 46401 29402




Instruction set

GET ncopy contents of location n to accumulatorregister

STORE ncopy contents of accumulatorregister to location n

ADD nadd the contentsof location n to the accumulatorregister

STOP stop the program

Fetch instructionpointed to by

program counter andplace in intruction

register

Add one to theprogram counter

Decode instruction

Execute instruction


Instructions

100

101

102

103


Data

400

401

402


CPU registers

PC

IR

Acc


46

46

29

29

75

Data


100

101

102

103

PC


GET 400

STORE 402

STOP

GET 400

ADD 401

STORE 402

STOP

Program


Packet switching

IntroductionThis activity simulates packet switching by breaking messages intopackets and simulating sending them across a network.

The session starts with the teacher or trainer sending twomessages by feeding out packet cards to the front of the class andasking learners to pass them on to somebody else until the packeteventually reaches the recipient.

The exercise can be made as simple or sophisticated as you want.The idea is to demonstrate how a long and complex transmissioncan be split up into small packets, sent via various intermediariesand checked to see if it has been received correctly. You can decideon the level of detail you want to go into with IP addresses, errormessaging, and “losses”. You could relate it to routers or otheraspects of networking.

Learners being learners, they may treat it as a bit of fun and try tomake it not work by sending words all over the room. The truth is,though, the messages will get through and this imitates theoperation of the internet. It also helps to explain how certaincomponents of web pages take longer to arrive then others andlearners can directly relate this to their own experiences.

AimTo enable learners to understand how messages are broken intopackets and transmitted across a network.


• describe how messages are broken into packets• simulate the way packets are passed around a network• describe how lost packets are dealt with.

Networks - Packet switching

The idea is todemonstrate how long and complextransmissions canbe split up intosmall packets



Resources• Photocopiable versions of the resources are in this booklet.

You can also download and print them from the Teacherresources CD-ROM.

• One set of packet cards for the message to A, which needs to be printed twice.

• One set of packet cards for the message to B.

• Two NAK card and two ACK cards.

• A's record sheet and B's message sheet.



Stage 1 - Introducing the activity1. Introduce the learners to the ideas behind packet switching.

2. Select two learners at the back of the room and tell them theyare to be the initial receivers of the messages, one called A theother B. A's message sequence has seven items; B's sequencehas nine. Give them each a record sheet with their name onthem and both an ACK and a NAK packet card. Explain to theselearners that as they receive a package addressed to them,they should record its arrival on their record sheet indicatingthe sequence they received it in. Make sure the class knowswho is playing A and who is playing B.

Stage 2 - The activity in action1. Start giving the cards to learners at the front, make sure that

the two messages are mixed up, but hold back one card fromone of the messages to A without telling the class what you are doing (and hold back the duplicate message cards to A).Explain that the class is acting as nodes/routers on the interneton the path to the recipients of the messages.

2. Instruct the learners to pass any card they receive to any otherlearner (except the one who gave them the card) as long as the cards eventually arrive at the learners named in the “Send to” box.

3. As each recipient (A or B) receives a message card with theirname on it, they record the word which forms part of themessage on the record sheet in the appropriate place, togetherwith a sequence number showing the order in which themessage card arrived.

4. Once a recipient (A or B) receives the entire message, they sendan ACK message to the sender. Since one of the recipients (A)will be missing a card when there are no more packetscirculating, they will need to send a NAK package.

5. When you receive the NAK card from A, send the duplicatemessage (the correct one this time). Once the second ACKpacket gets back to you the activity ends.



Stage 3 - Plenary1. At the end of the session summarise what learners have done.

Ask questions about their experiences and discuss what theyfound difficult.

2. Follow up material might involve showing the example on thenext page to demonstrate how messages are routed.




C:\Documents and Settings\walter>tracert www.jcc.ac.ukTracing route to www.jcc.ac.uk [80.87.131.206] over a maximum of 30 hops:

Trace complete.

1 11 ms 11 ms 11 ms 217.47.203.122

2 11 ms 11 ms 11 ms 217.47.249.161

3 12 ms 11 ms 10 ms 217.41.172.13

4 13 ms 12 ms 12 ms 217.41.172.126

5 12 ms 11 ms 11 ms 217.41.172.54

6 11 ms 11 ms 11 ms 217.32.85.178

712 ms 11 ms 11 ms core2pos53.birmingham.ukcore.bt.net [195.99.120.77]

813 ms 13 ms 12 ms core2-pos15-1.reading.ukcore.bt.net [194.74.16.234]

917 ms 15 ms 15 ms core2-pos15-2.ilford.ukcore.bt.net [194.74.16.133]

10 16 ms 15 ms 15 ms 194.74.65.198

11 16 ms 16 ms 18 ms 195.66.224.189

1217 ms 16 ms 16 msPositive_Internet_Company.demarc.cogentco.com [130.117.21.106]

1319 ms 17 ms 17 ms atlantis.positive-internet.com [80.87.128.4]

1417 ms 17 ms 18 ms pod-206.dolphin-server.co.uk [80.87.131.206]


A's message sheet

Packet number Message word Arrival sequence

Packet 1 of 7

Packet 2 of 7

Packet 3 of 7

Packet 4 of 7

Packet 5 of 7

Packet 6 of 7

Packet 7 of 7


B's message sheet

Packet number Message word Arrival sequence

Packet 1 of 9

Packet 2 of 9

Packet 3 of 9

Packet 4 of 9

Packet 5 of 9

Packet 6 of 9

Packet 7 of 9

Packet 8 of 9

Packet 9 of 9


The

Packet 1 of 7SEND TO A

SENDER’SADDRESS

internet


SENDER’SADDRESS


is


SENDER’SADDRESS

a


SENDER’SADDRESS


collection


SENDER’SADDRESS

of


SENDER’SADDRESS


networks


SENDER’SADDRESS


The

Packet 1 of 9SEND TO B

SENDER’SADDRESS

world


SENDER’SADDRESS


wide


SENDER’SADDRESS

web


SENDER’SADDRESS


is


SENDER’SADDRESS

a


SENDER’SADDRESS


collection


SENDER’SADDRESS

of


SENDER’SADDRESS


pages


SENDER’SADDRESS


NAK

Packet 1 of 1SEND TO:

SENDER’SADDRESS

NAK


SENDER’SADDRESS


ACK


SENDER’SADDRESS

ACK


SENDER’SADDRESS


Networks - Communication system dominoes

Communication system dominoes












Signpost


















Learner guidance












Communication system dominoes












Signpost


















Learner guidance











Algorithms - Is it a triangle?

IntroductionThis activity is about solving problems, using logic and generatingalgorithms. Learners work in groups of three or four, with one notetaker in each group, and discuss the factors which determinewhether or not three lengths can form a triangle. Making notes on their observations for each envelope helps the groups decideon a logical rule that will decide whether or not a triangle can beformed. The groups are then asked to generate suitable pseudo code.

AimsThe activity aims to develop problem solving skills, application oflogic and give an understanding of pseudo code.

Learning objectivesAt the end of this activity learners will be able to:

• understand that successful programs are developed usinglogical steps.

• understand the importance of pseudo code in the programdesign process.

Resources Each group will need six envelopes with contents as indicated onthe following page. Thin dowel is best for the rods. Straws could beused but have the drawback of being rather bendy and flimsy. Toensure the sets of rods are easy to check it is best if the envelopesare a colour that matches rods marked with a similar colour. Therod colour can be indicated with a band of coloured tape aroundeach. Learners will need a set of guidance notes.

Programming - Algorithms - Is it a triangle?

This activity isabout solvingproblems,using logic and generatingalgorithms


A Solution

Rule:If the length of each rod is less than the total length of the other two then you can form a triangle.

Pseudo code:

IFRod A < Rod B + Rod CAND Rod B < Rod A + Rod CAND Rod C < Rod A + Rod BTHEN a triangle can be formedELSE unable to form a triangle


Envelope Rod length/cm Colour Comments

1A 16B 20C 10

no colour3 rods which can

form a triangle

2 yellow

A 14B 15C 16

yellow3 rods which can

form a triangle

3 red

A 12B 5C 10

red3 rods which can

form a triangle

4 blue

A 5B 8C 15

blue3 rods which do not

form a triangle

5 black

A 10B 8

black2 rods and a

photocopy of a 12in(30cm) ruler

6A 20B 15C 10

no colour

3 rods stuck, parallel with each other, to a piece of card and covered with cling film so they

cannot be moved. A photocopy of a 12in(30cm) ruler.



Stage 1 - Preparing the session1. Create a set of resources as described in the

resources section.

2. Prepare the learners for the activity by introducing the idea ofpseudo code. You might like to use the example of the ‘square’problem in the Learner guidance.

3. Provide each learner with a set of Learner guidance.

4. Organise the learners into groups of four.

Stage 2 - Introducing the activities1. Make sure that the learners understand the purpose of the

activity and that they understand the instructions.

2. Allow the learners to work through the activity, but beprepared to advise where necessary.

Stage 3 - Plenary1. Start a discussion with your learners about the activity,

highlighting what they found difficult and what they havediscovered.

2. Feedback is important in this activity. This can be done inseveral ways. You might like to finish the session by providingan answer or you might like to give feedback to each group in turn.

3. A suitable extension activity would be to write pseudo code fora right-angled triangle using Pythagoras’ theorem.




Learner guidance

This activity is about constructing an algorithm to decide whetherthree lengths can fit together to form a triangle.

ResourcesEach group will have six envelopes numbered 1 to 6. Eachenvelope will contain a number of items. Envelopes 1, 2, 3 and 4have three rods. Envelope 5 has two rods and a ruler. Envelope 6has three rods attached to a card, and a ruler.

• You must work with the contents of only one envelope at a time.

• You are not allowed to use items from one envelope to helpcomplete another task.

Instructions1. Open envelopes 1 to 4 in turn. For each envelope your group

must decide if it is possible to construct a triangle from thethree rods (A, B, C). Use the table on page 3 to record yourresults. While doing each task, take note of any relationshipyou notice between the lengths of the rods. (You can refer tothe rod lengths as A, B and C).

2. Open envelope 5 (two rods and a ruler) and decide whatlength of rod could complete the formation of a triangle.Complete the table below relating to envelope 5. Tell yourteacher or trainer the length you have chosen. Your teacher ortrainer will ask your group how you decided on the length andwhat the maximum length is that you could use.



Note the maximum length that you could use. Take note again ofany relationship between the lengths.

By this time you should have noticed a relationship betweenlengths. If not, look at envelopes 3 and 4 again. Use thisrelationship to make a rule which you can use to prove youranswers to 1 and 2.

3. Open envelope 6 (three rods fixed to a card, and a ruler).Decide if a triangle could be constructed. Complete the tableand indicate that you have completed the task. You will berequired to explain how you decided.

4. An example rule for stating if you can make a square is:

“If all four sides are the same length then you can form a square”.

You should now have a similar rule, which when applied,decides if three lengths can make a triangle or not.

Convert your rule into PSEUDO CODE. Later you will berequired to convert this to a working program.

For instance the pseudo code for a square is:

IF side A = side BAND side B = side CAND side C = side DTHEN a square can be formed

ELSEUnable to form a square


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Is it a triangle?

Table for answers

EnvelopeTriangle can be formed?

yes no If 'no', why not Observations

1

2

3

4

EnvelopeTriangle can be formed?

yes no How did you know?

1

Envelope Length of rod How did you know?

4

What is the rule?


Try writing your triangle pseudo code here:


Searching and sorting - Numberline

IntroductionThese resources can be used in various ways to enable learners,working in pairs, to understand and practise searching and sortingtechniques and ultimately to be able to devise the appropriatealgorithm. For instance they have been used for:

• binary search• binary chop• bubble sort• stack and queue operation• arrays.

There is one set of data cards in this pack (animals) but the scopeof data can be chosen by the teacher or trainer.

Learning objectivesAt the end of the session learners will be able to:

• Work in pairs and discuss solutions using the language of thetechnique/s.

• Practise search, sort, stack operation, queues, array techniques.

• Formulate appropriate algorithms.

• Document the algorithms.

• Understand the differences between different techniques.

ResourcesThe ruler, which should be fixed to the table.

A set of 15 cards - one set provided with names of animals.

A blank set of 15 cards to make other sets of data.

Programming - Searching and sorting - Numberline

Signpost

The components forthis activity are inyour pack. There arealso files for teacherguidance, learnerguidance and theresources are on theTeacher resources CD-ROM.



Stage 1 - Introduction1. Each pair of learners will need a 'ruler' fixed to their table and a

set of 15 data cards.

2. Instruct learners to lay the cards against the ruler in randomorder. For any search/sort task they will need to move thecards along the ruler in the same way as the search/sort.

Stage 2 - The activity1. Give learners the particular task of searching or sorting say

bubble sort. Ask them to:

a. practise the technique of bubble sorting

b. document the algorithm for a bubble sort.

2. Explain how you want learners to document the algorithm(possibly a program).

Stage 3 - Plenary1. At the end of the activity ask the learners questions about the

activity and discuss what they found difficult.

2. These activities can be extended by repeating the activity for adifferent technique and comparing the algorithms.



Learner guidance

Working in pairs:

1. You will need a 'ruler' fixed to your table and a set of 15 data cards.

2. Lay the cards against the ruler in random order.

3. You will have been given a search or sort technique to work on.

4. As a pair, move the cards along the ruler in the same way as thesearch/sort technique would do.

5. Practise this task until you understand how it works.

6. What are the rules (algorithm) of this technique? Discuss andagree with your partner.

7. Document this algorithm in the way instructed by your teacheror trainer.



Social implications - Malpractice and crime dominoes

Malpractice and crime dominoes












Signpost


















Learner guidance











Health and safety - Paired activity

IntroductionThis activity helps to develop an understanding of the health andsafety implications of using Visual Display Units (VDUs). It could beused either early on in the topic as a tool for recording researchinto health and safety issues or towards the end of the topic as ameans of summarising the learners' understanding.

Learning objectivesAt the end of the session learners will be able to:

• Consider the health and safety hazards related to VDU use.

• Develop an understanding of the ways in which such hazardscan be prevented.

• Become familiar with the implications of the health and safetylegislation regarding VDUs for employers and employees.

ResourcesOne copy of the handout should be given to each learner.

Social implications - Health and safety - Paired activity

Signpost

Files for teacher and trainer guidance,learner guidance and the resources are on the Teacherresources CD-ROM



1. Distribute the handout to each learner.

2. Encourage learners to read through the brief summary of thehealth and safety legislation on the second sheet of thehandout.

3. Divide the class into pairs. One of the pair takes the first hazard- Eyestrain - and writes down a cause in the appropriate box.The other learner does the same for the next hazard. They thenswap sheets and attempt to find methods of preventing thehazard and write these down. If this activity is beingundertaken early on in the coverage of the topic then learnerswill need access to resources, such as the internet, to researchthis topic.

4. Learners continue through the sheet until all the hazards havebeen covered.

5. They then discuss their causes and preventions.

Plenary6. Gather the causes and preventions.

7. Possible extension activities:

a. Rank the hazards in terms of risk - could be extended furtherinto the risk assessment approach. What might go wrong -how likely is it? How bad would it be if it did happen? Thiswould then involve the idea that VDU health and safety doesnot matter much if you use it for 10 minutes a week, but it'sa big issue for say college administration staff.

b. Review the VDU workstation used by learners at home, atwork, or at school/college in terms of the hazards involved.

c. Invite the health and safety officer or a trade union healthand safety person to give a guest lecture. This might exposepolitical and economic implications of using VDUs.



Learner guidance

Working in pairs:

1. Read through the brief summary of the health and safetylegislation in the handout.

2. Choose who will tackle the first hazard - Eyestrain - and writedown causes in the appropriate box for this hazard. Yourpartner does the same for the next hazard. When you havedone this swap sheets and attempt to find methods ofpreventing the cause of the hazard that your partner hasfound. Write these down.

3. Continue through the sheet in a similar manner until all thehazards have been covered.

4. Discuss your solutions with your partner. Do you agree with thecauses and preventions?

5. Be prepared to discuss your answers with the rest of the class.



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Health and safety legislation

The Health and Safety Executive is a government body with overallresponsibility for health and safety legislation. Large organisationsappoint a Health and Safety Officer to ensure that the legislation isfollowed correctly - in a smaller organisation it might be one of theresponsibilities of a manager.

Responsibility for health and safety extends beyond the role of theemployer. The responsibilities of all parties are set out below:

The employer must:

• provide adjustable chairs

• provide screens which may be tilted and anti-glare screens ifrequired

• ensure workstations are not cramped and employees havespace to work

• ensure room lighting is suitable

• plan work schedules so that workers have short breaks orchanges of activity

• provide training and information on health hazards forcomputer users

• pay for appropriate eye tests for computer users and providespecial spectacles if they are needed and normal ones cannotbe used.

Note: These regulations apply only to offices and not to learners inschools and colleges.

The employee should:

• follow guidelines given in training with regard to health andsafety and not put themselves and fellow-workers at risk andbring problems regarding health and safety to the attention ofmanagers/supervisors.


Manufacturers of hardware should:

• ensure their products comply with requirements of health andsafety regulations.

Software designers should ensure that:

• screen layouts are clear, text is a suitable size and colourschemes are not too bright and have good contrast - prevents eyestrain

• sufficient instructions and help facilities are available - less stressful

• menu systems are well-structured so that it does not take toolong to find data - could be stressful having to wait for data to appear

• annoying sounds and flashing images are used sparingly -becomes irritating and stressful

• software is compatible with other packages otherwise slow usecould lead to stress

• new versions of software are backward compatible otherwisework done on the older version will have to be re-done whichcould cause stress.



Legal issues and ICT

IntroductionThis activity introduces learners to the key legal issues associatedwith the use of ICT. The materials consist of two group tasks thatcould be used to support the teaching of this topic.

Task 1 could be used early in the coverage of this topic. It askslearners to assume that there is no legislation covering ICTactivities and to devise or invent five computer-related laws thatthey would see as essential for a safe and regulated society.

Task 2 could be used later after the learners have been introducedto the key laws covering the use of ICT. It asks learners to look at anumber of case studies and to come to a judgement on the legalaspects of the case.

Learning objectives1. Task 1: to enable learners to appreciate the need for legislation

to protect society from the misuse of ICT.

2. Task 2: to enable learners to demonstrate their understandingof the laws associated with the use of ICT.

Social implications - Legal issues and ICT - Group activity

This activityintroduceslearners to thekey legal issuesassociated withthe use of ICT



Task 1AimTo enable learners to appreciate the need for legislation to protectsociety from the misuse of ICT.

TimeAt least 1 hour.

Learner group sizeThree - five learners.

ResourcesDesk space for each group of learners.A copy of Learner task sheet 1 for each learner.Flip chart or whiteboard.

Previous knowledge requiredAn appreciation of the need for legislation to provide a safe andregulated society.


Teacher and trainer guidance for task 1

Stage 1 - Introduction (5 mins)1. Divide the learners into groups.

2. Hand out a copy of the Learner task sheet 1 to each learner.

3. Identify a note-taker for each group.

4. Introduce the task:

- Ask learners to think about issues associated with ICT and itsuse that they have personally experienced or that have hadrecent media coverage.

- Assuming that there is no real legislation covering activitiesconnected with ICT and its use, devise or invent five ICT-related laws you see as essential for a safe and regulated society.

- You should make up a name for each law, state the generalarea it should cover, why you think it is needed and give anexample of the type of activity that it would outlaw.

Stage 2 - Group activity (20 mins)1. The teacher or trainer may need to give hints to groups who

are finding it difficult to come up with ideas.

Stage 3 - Plenary (30 mins)1. Using a round robin approach ask each group in turn to

provide the details of their first law, then their second and so on.

2. Record each law, its name and the area it covers, on a flip chartor whiteboard.

3. Ask the class as a whole to vote for what they consider to bethe most important law to be implemented.

4. Choose the top three and then lead a class discussion on howthese three laws could be enforced.



Task 2AimTo enable learners to demonstrate their understanding of the lawsassociated with the use of ICT.

TimeAt least 1 hour.

Learner group sizeThree - five learners.

ResourcesDesk space for each group of learners.A copy of Learner task sheet 2 for each learner.Flip chart or whiteboard.

Previous knowledge requiredAn appreciation of the key laws covering the use of ICT.



Teacher and trainer guidance for task 2

Stage 1 - Introduction (5 mins)1. Divide the learners into groups.

2. Hand out a copy of the Learner task sheet 2 to each learner.

3. Allocate one of the case studies to each group.

4. Identify a note-taker for each group.

5. Introduce the task:

- working in your group you must come to a judgement onthe legal aspects of your allocated case.

- study and discuss the case for about 10 minutes.

- write down your judgements on the case.

- once you have done this, spend a further five minutesreading and quickly discussing the other cases.

Stage 2 - Group activity (20 mins)

Stage 3 - Plenary (30 mins)1. Taking each case in turn:

- Ask the relevant group to present their judgement on thecase. The teacher or trainer should summarise thejudgement on the flip chart or whiteboard.

- Ask the other groups if they wish to challenge the proposedjudgement, just as in a court.

- Ask the whole class to act as the jury and decide.

2. Summarise the outcomes for each case.



Learner task sheet 1

ICT crime and the law

Guidancea. Assuming that there is no real legislation covering activities connected with ICT and its use,

your group should devise/invent five computer-related laws you would see as essential fora safe and regulated society.

b. You should write down the details of each of your laws using the table below, including thegeneral areas each law should cover and show why you think it is essential.

c. You will have 20 minutes for this.

d. Each group will then propose their laws to everyone and at the end, the whole class willvote to decide the top three laws so make your reasons convincing.

e. Then the whole class will discuss how the three laws might be enforced.

Name of law Areas covered Why is it needed?Example of type ofactivity outlawed



The law and ICT - four scenarios

Guidancea. Below are four short case studies of computer use.

b. Working in a group you are allocated one of these case studies and invited to study it forabout 10 minutes.

c. You must come to a judgement on the legal aspects of the case.

d. Write down your judgements for your case.

e. Once you have done this spend a further five minutes reading and quickly discussing theother cases.

f. After this each group will present their judgement on their allocated case and the othergroups will be able to challenge it, just as in a court.

g. The whole class will then act as the jury and decide.

The case studies

1. You find there is a virus on your computer and a friend has some software that will find itand erase it. You cannot use your computer until it is erased so they lend you the software.You load it up and successfully erase the virus. After that you give them their CD back. Asyou have no CD Rewriter you have not made a copy of the CD. Have any laws been brokenhere? If so which one(s) and who by?

2. The college is proud of the achievements of its learners and an analysis of their entryqualifications and results is regularly sent to the appropriate government body. They thenpublish them along with data from other schools and colleges. The data is also used by thecollege in publicity material sent to newspapers, other schools and parents of prospectivelearners. The full results list is produced from the computer system and is only used insidethe college. This list is displayed on the examinations notice boards in the main entrance so that learners can quickly see their results. Has any law been broken? If so which one and by whom?

3. Learners on the A2 Computing course are expected to develop good skills in computerprogramming and one learner in particular has specialised in programs relating to networksecurity. As part of the course s/he is developing a complex program but unfortunatelys/he is ill and has not been able to come into college. S/he is accessing the college networkfrom home to test his/her program. Yesterday the college network “crashed” and everyonelost their work for the day. The technicians had to work through the night to restore thenetwork. Investigations found that the problems arose with this learner's program test.Has any law been broken? If so which one and by whom?

4. Learners within college use email all the time, both for their studies and their personalexchanges. They also use the internet for both pleasure and research. One particularlearner has been found to have sent an email to another learner who found it offensive.The college investigated and found other emails that the learner had sent were of a similarnature and are now formally disciplining the learner, which may result in expulsion. Part ofthe learner's defence is that the emails were private and the college had no right to look atthem - it was an invasion of privacy. Has the learner got a case? Does the college have theright to look at emails and internet history? If so, which act gives them this right?



ICT crime and the law

Guidancea. Assuming that there is no real legislation covering activities connected with ICT and its use,

your group should devise/invent five computer-related laws you would see as essential fora safe and regulated society.

b. You should write down the details of each of your laws using the table below, including thegeneral areas each law should cover and show why you think it is essential.

c. You will have 20 minutes for this.

d. Each group will then propose their laws to everyone and at the end, the whole class willvote to decide the top three laws so make your reasons convincing.

e. Then the whole class will discuss how the three laws might be enforced.

Name of law Areas covered Why is it needed?Example of type ofactivity outlawed



The law and ICT - four scenarios

Guidancea. Below are four short case studies of computer use.

b. Working in a group you are allocated one of these case studies and invited to study it forabout 10 minutes.

c. You must come to a judgement on the legal aspects of the case.

d. Write down your judgements for your case.

e. Once you have done this spend a further five minutes reading and quickly discussing theother cases.

f. After this each group will present their judgement on their allocated case and the othergroups will be able to challenge it, just as in a court.

g. The whole class will then act as the jury and decide.

The case studies

1. You find there is a virus on your computer and a friend has some software that will find itand erase it. You cannot use your computer until it is erased so they lend you the software.You load it up and successfully erase the virus. After that you give them their CD back. Asyou have no CD Rewriter you have not made a copy of the CD. Have any laws been brokenhere? If so which one(s) and who by?

2. The college is proud of the achievements of its learners and an analysis of their entryqualifications and results is regularly sent to the appropriate government body. They thenpublish them along with data from other schools and colleges. The data is also used by thecollege in publicity material sent to newspapers, other schools and parents of prospectivelearners. The full results list is produced from the computer system and is only used insidethe college. This list is displayed on the examinations notice boards in the main entrance so that learners can quickly see their results. Has any law been broken? If so which one and by whom?

3. Learners on the A2 Computing course are expected to develop good skills in computerprogramming and one learner in particular has specialised in programs relating to networksecurity. As part of the course s/he is developing a complex program but unfortunatelys/he is ill and has not been able to come into college. S/he is accessing the college networkfrom home to test his/her program. Yesterday the college network “crashed” and everyonelost their work for the day. The technicians had to work through the night to restore thenetwork. Investigations found that the problems arose with this learner's program test.Has any law been broken? If so which one and by whom?

4. Learners within college use email all the time, both for their studies and their personalexchanges. They also use the internet for both pleasure and research. One particularlearner has been found to have sent an email to another learner who found it offensive.The college investigated and found other emails that the learner had sent were of a similarnature and are now formally disciplining the learner, which may result in expulsion. Part ofthe learner's defence is that the emails were private and the college had no right to look atthem - it was an invasion of privacy. Has the learner got a case? Does the college have theright to look at emails and internet history? If so, which act gives them this right?


Social implications - ICT Capabilities dominoes

ICT Capabilities dominoes












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Date post:	31-Jul-2020
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