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SINGAPORE SCHOOLS PHILIPPINES

LESSON PLANNER. SY 2024-2025

Subject: Computer Science Level: Secondary 3

Term: 1 Date of Coverage: August 12 - Sept. 13, 2024
Unit No.: 1 Unit Title: Data Presentation
Teacher: Regine Bayles

TRANSFER GOALS:

SSM Learner Attributes:

● Knowledgeable - The students will develop and use conceptual understanding in knowing how and why computers use
binary and hexadecimal to represent data.
● Thinkers - The students will use critical and creative thinking skills in problem solving related to calculating the file size of
an image and sound file.
● Enquirers - The students will learn to work independently with enthusiasm in some inquiry-based teaching approach in
knowing how and why a computer represents sounds and images.

Approaches to Learning:
1. Surface Understanding:
● Explicit teaching strategies
● Working memory training
● Direct instruction
● Adjunct aids

2. Deep Understanding:
● Elaboration and organisation
● Reciprocal teaching
● Problem based learning and problem solving
● Inquiry-based teaching

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3. Surface Consolidation:
● Deliberate Practice
● Practice Testing

4. Deep Consolidation:
● Classroom discussion
● Self explanation
● Evaluation and reflection

LEARNING OUTCOMES:

Students will know the following concepts:

Data representation
1. Number Systems
2. Text, sound and images
3. Data storage and compression

Students will learn the following:

C1: Number Systems
1. How and why computers use binary to represent data.
2. The denary, binary and hexadecimal number systems.
3. Converting numbers between denary, binary and hexadecimal.
4. How and why hexadecimal is used for data representation.
5. How to add to positive 8-bit numbers.
6. Overflow when performing binary addition.
7. Logical binary shifts on positive 8-bit integers.
8. Two's complement notation to represent positive 8-bit integers.

C2: Text, sound and images

1. How and why a computer represents text.
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2. The use of character sets including ASCII and Unicode.

3. How and why a computer represents sound.
4. Sound sample rate and sample resolution.
5. How and why a computer represents an image.
6. The effects of the resolution and colour depth on images.

C3: Data storage and compression

1. How data storage is measured.
2. Calculating the file size of an image and sound file.
3. The purpose of and need for data compression.
4. Lossy and lossless compression.

Step One: UNDERSTANDING THE CONCEPT

Activities for Surface Understanding:
C1: Number Systems
1. Explicit teaching strategies
The students will actively listen as the teacher briefly discusses the how and why computers use binary to represent data.
This will introduce the number systems to the students: denary and binary.

2. Working memory training

The students will actively listen as the teacher presents hexadecimal notation and its relationship to binary and denary
notation. Hexadecimal counter – for example: www.mathsisfun.com/binary-decimal-hexadecimal-converter.html
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The students will actively participate as the teacher demonstrates the conversion of binary and denary to hexadecimal and
hexadecimal to denary and binary.

3. Explicit teaching strategies

The students will actively listen as the teacher introduces binary addition, two’s complement to represent positive and
negative numbers, limit this to 8-bit positive binary integers and negative binary integers. This includes the concept of
overflow.
Binary addition including overflow: https://isaaccomputerscience.org/concepts/gcse_data_addition

C2: Text, sound and images

1. Direct instruction
The students will be provided a table with examples of a character set, such as ASCII. There are many examples
available on the internet. The teacher will explain the need for character sets and how each character is assigned a code.

2. Adjunct aids
The students will actively listen as the teacher introduces the computer representation of sounds and images. The teacher
will show some examples using illustrations and diagrams.
References:
https://filestore.aqa.org.uk/resources/computing/AQA-8520-REP-SOUND-LP-PA.PDF
https://www.trccompsci.online/mediawiki/index.php/Sound
https://www.101computing.net/sampling-sound/
http://teachict.com/2016/GCSE_Computing/OCR_J276/2_6_data_representation/images/miniweb/index.php

C3: Data storage and compression

1. Direct instruction
The students will actively participate as the teacher introduces measurement of data storage and demonstrates how to
calculate the file size.
Examples 1-3 from page 33 in the book will be discussed.

2. Explicit teaching strategies

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The students will actively listen as the teacher explains the importance of compressing files that are transmitted via the
internet.
The students can share with class discussion by describing the differences between lossy and lossless compression.
The students will actively listen and follow as the teacher shows the process of compressing files.

Activities for Deep Understanding:

C1: Number Systems
1. Elaboration and organisation
The students will work in pairs. Each student will prepare 5 denary and 5 binary numbers. Their partner will convert
positive denary integers to and from binary.

2. Reciprocal teaching
The students will work by group. The class will be divided into two groups.
They have to think about 10 technical questions and 10 problem solving questions related to number systems (denary,
binary and hexadecimal).
Those questions will be answered by other groups. Each member will be assigned to answer one to two questions.
The goal of the activity is to make sure that all members of the group understood the concepts.

C2: Text, sound and images

1. Problem based learning and problem solving
The students will encode and decode messages using ASCII and Unicode manually. Convert text between ASCII and
Unicode formats and observe how different characters are represented.

2. Inquiry-based teaching
The students will answer the following questions after the teacher’s presentation from surface understanding.
● What is the word used to describe how loud a sound is?
● What is the word used to describe the pitch of a sound?
● What is the sample rate measured in?
● What is the minimum size of this file in bits?2 minute 30 second song recorded at 44,100 Hz and 16-bit resolution?
● What is the minimum size of this file in bits?1 minute 45 second film soundtrack recorded at 48,000 Hz and 24-bit
resolution?
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The students will answer the following questions based on the given image.

● What would be the binary representation of this image?

● What number is used to represent Orange?
● What number is used to represent Yellow?
● What number is used to represent Blue?

C3: Data storage and compression

Problem based learning and problem solving
The students will answer the word problem about calculation of file size given by the teacher.
These problems are based from examples 1-3 page 33 in the book.
Example problem:
● A photograph is 1024 x 1180 and uses a colour depth of 16 bits. How many photographs of this size would fit onto a
memory stick of 32 GiB?

Checkpoint Activities:
C1: Number Systems
Word Association Game
Prepare a list of terms related to number systems.
Choose a starting person who will say the first term out loud.
The next person has to quickly define that term concisely (in a sentence or two).
Once defined, the next person has to associate that definition with another term from the list.
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Conversion and addition

Practice activity converting denary to binary, vice versa.
Practice activity addition of binary numbers (with overflow).

C2: Text, sound and images

Short Online Quiz (Quizizz)
Conclude with a short quiz or reflection activity to assess overall understanding:
True/false or multiple-choice questions related to key concepts covered.
Ask students to write a brief reflection on what they learned and any remaining questions they have.

C3: Data storage and compression

Yes No
The students will identify if the given description is a lossless or lossy file.

Step Two: CONSOLIDATION

FORMATIVE ASSESSMENTS:

Activities for Surface Consolidation:

C1: Number Systems
Deliberate Practice
The students will answer the following activities in the book.
● Activity 1.1 (page 4)
● Activity 1.2 (page 7)
● Activity 1.3 (page 9)
● Activity 1.4 (page 10)
● Activity 1.5 (page 11)
● Activity 1.6 (page 12)
● Activity 1.7 (page 15)
● Activity 1.8 and 1.9 (page 16)
● Activity 1.10 (page 17)
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● Activity 1.11 (page 20)

● Activity 1.12 (page 22)
● Activity 1.13 and 1.14 (page 25)

C2: Text, sound and images

Practice Testing
The students will answer the activity in the book.
● Activity 1.15 (page 31)

C3: Data storage and file compression

Deliberate Practice
The students will answer the activity in the book.
● Activity 1.16 (page 34)

Activities for Deep Consolidation:

C1: Number Systems
Classroom discussion
● Class brainstorm to show understanding of the how and why computers use number systems such as binary and
hexadecimal to represent data.
e.g. those stored in registers and main memory.
● Learners answer previous exam/textbook questions on hexadecimal representation.

C2: Text, sound and images

Self explanation
The students will answer the following questions to assess their understanding about ASCII code and Unicode.
● The ASCII code for the letter 'D' is 100 0100, what is the letter 'G' stored as ?
● The ASCII code for the letter 's' is 111 0011, what is the letter 'm' stored as?
● What is/are the benefits of using ASCII?
● GWhat is the benefit of using unicode over ASCII?
● How many different characters can 7-bit ASCII represent?
● You are designing a computer system for use worldwide, what character encoding scheme should you use and why?
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C3: Data storage and file compression

Evaluation and reflection
The students will answer the following questions.
● Give three reasons why it is necessary to reduce the size of the file.
● Explain the difference between lossy and lossless file compression.
● Explain what is meant by RLE(run-length encoding).

Checkpoint Activities:
C1: Number Systems
Definition of terms
The students will pick a paper from the bowl. Each paper has terms related to the number system. The students will define
or explain the term.

C2: Text, sound and images

Quick problem solving
For example, a black and white image with colour depth of 1 and a resolution of 640 x 480 would require at least:

640 x 480 x 1 = 307200 bits = 38400 bytes = 38.4 kB

What is the minimum file size of this image (in bits)?

What is the minimum file size of this image (in bits)?
What is the minimum file size of this image (in bytes):
What is the minimum file size of this image (in KB)?
What is the minimum file size of this image (in KB)?

C3: Data storage and file compression

Hands-on activity
The students will create bitmapped images in an RLE file.
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SUMMATIVE ASSESSMENTS:
The students will answer the workbook activities in Chapter 1.
C1: Number Systems
● Q 1-6, 8-9, 12a, 13a, 23
● Q7
● Q 10-11, 13b, 19
● Q 12b, c-13c, d, 19
● Q 14, 19

C2: Text, sound and images

● Q 18, 19
● Q 19, 20b, c, 22
● Q 17, 19, 20d

C3: Data Storage and compression

● Q3
● Q 15
● Q 16a
● Q 16b, c, 20e, 21

Step Three: EXTENSION

The students will do the Extension Activity in the book. Page 38-39.
There are two exercises and questions to try about BCD and Subtraction using two complement notation

The students will answer the question and share their thoughts in the class.
What are the latest advancements in data compression algorithms, and how can computer science students apply these
techniques in real-world applications?
● Recent advancements might include improvements in lossy and lossless compression methods. Students can explore
these techniques in projects involving media storage, data transfer, or bandwidth optimization.
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Step Four: EXAMINATIONS

Unit 1: September 9-13, 2024
Written Assessment

LIST OF RESOURCES:
Scheme of Work
Cambridge IGCSE™ / Cambridge IGCSE (9–1)
Computer Science 0478 / 0984
Cambridge IGCSE and O Level Computer Science Computer Systems Workbook

LIST OF MATERIALS:
A3 and A4 paper

REFLECTION:

What worked?

What did not work?

What can be better?

Date Submitted: July 22, 2024

Checked and Approved by: Date:

“I am an educator and a facilitator of learning. It is my job to make sure that my students learn, and that no student is
left behind.”

Singapore Schools Philippines. 2024-2025

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