Cambridge IGCSE ICT Teacher’s Resource

Chapter 1: Types and components of

computer systems
Resources available

Topic name Syllabus Number of Coursebook material Teacher resources

outcomes lessons
(suggested)

Topic 1: Hardware 1.1 1 Section 1.01 Hardware http://www.cambridge.org/

and software and software links/icte4001

Q1.01, Q1.02
Worksheet 1.01 Hardware
ES Q1.01, ES Q1.02 and software

Topic 2: The main 1.2 2 Section 1.02 The main Worksheet 1.02 The main
components of components of computer components of computer
computer systems systems systems

Q1.03, Q1.04, EA 1.01

Topic 3: Operating 1.3 2 Section 1.03 Operating http://www.cambridge.org/

systems systems links/icte4002

Q1.05, EA 1.02
Worksheet 1.03 Operating
ES Q1.01, ES Q1.03, ES systems

Q1.04, ES Q1.05

Topic 4: Types of 1.4 1 Section 1.04 Types of Worksheet 1.04 Tablet

computer computer choice

Q1.06

ES Q1.06, ES Q1.07, ES

Q1.08

Topic 5: Impact of 1.5 2 Section 1.05 Impact of Worksheet 1.05 Impact of

emerging emerging technologies emerging technologies
technologies
EA 1.03, EA 1.04

Key terms: Motherboard, Applications software, Device driver, Command line interface (CLI), Graphical user
interface (GUI), Linker, Compiler, Utilities, External storage device, Secondary storage device, Biometrics,
Processor, Sound card, Video card, Random access memory, Read-only memory, Backing store

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 Cambridge IGCSE ICT Teacher’s Resource

Topic 1: Hardware and software

Students are expected to be able to define hardware and to identify internal and external hardware devices.
They are also expected to define software, and to identify applications software and system software.

Possible introduction

• Explain that hardware refers to the tangible parts of a computer system, the parts that can be touched.
Watch a YouTube video (http://www.cambridge.org/links/icte4001).

Main lesson content

• Organise students into pairs to list as many items of computer hardware as they can see and touch.
• Ask students for the items they have listed and identify any that are missing. Explain that these are
external hardware devices.
• Organise students into groups to create a list of internal hardware devices, then ask the groups to feed
back the items they have listed.
• Compare their lists of external and internal hardware against those mentioned in the Coursebook.
• Introduce the idea of applications software, then have a short brainstorming session to identify the types
of software applications that they know of, ensuring that they do not use brand names, e.g. they must
state ‘word processor’ rather than ‘Microsoft Word’. Discuss other applications, e.g. spreadsheets,
database management systems, control software, measuring software, applets and apps, photo editing
software, video editing software, graphics manipulation software, etc.
• Introduce the idea of system software and that it is necessary to start the computer and to provide an
interface between the computer hardware and the software applications as a minimum.
• Then discuss utilities, device drivers and operating systems before introducing compilers and linkers. This
is discussed in Section 1.01 of the Coursebook.
• Arrange students into groups or pairs to work through the questions on Worksheet 1.01 Hardware and
software.

Addressing misunderstandings and misconceptions

• Students often find it difficult to explain the difference between applications software and system software
and need practice at putting this into their own words. Ask them to write down their two definitions.
• It is unlikely that any student will have serious difficulty with the first lesson of this topic, which should
already be familiar to them. If there is misunderstanding, it is helpful to ask them to state the different
applications that they use, then explain that there also needs to be software that enables the computer to
start up and to open the various applications when they want to use them.

Challenging more confident students

• Ask students to research the names of different system software and where they are mainly used.
• Alternatively, students could research the current versions of applications software that they use to find
out whether there is a newer version and what it is called.

Homework suggestions

• Read Section 1.01 in the Coursebook and complete Question 1.01.

• Complete Exam-style Questions 1.01 and 1.02.

Other recommended resources

• http://www.cambridge.org/links/icte4001

© Cambridge University Press 2019

 Cambridge IGCSE ICT Teacher’s Resource

Topic 2: The main components of computer systems

Students are expected to be able to define hardware and to describe the role of the central processing unit; to
define input and output devices and secondary or backing storage.

Possible introduction
• Explain that output devices enable users to get information out of a computer, then ask students to
individually list as many output devices as they can to see who can name the most.
• Ask students to add input devices to their list.
• Introduce the terms secondary or backing storage and define them.

Main lesson content

• Work through the items listed from your introduction and discuss with students what each item does.
• Ask students to write a concise definition of output devices and of input devices in their own words. It is
important not to give a definition yourself. Check that what they have written is correct.
• Ask students to name devices that can be used for both input and output.
• Introduce the central processing unit (CPU) and explain that the CPU is often referred to as the
processor. Emphasise that a processor is not only used in a computer but in many household devices.
Ask students what household devices may have a processor.
• Introduce main memory, explaining that it can also be referred to as internal memory or primary
memory and that there are two types of memory: random access memory (RAM) and read only
memory (ROM). Make sure that the students are familiar with these terms. Then ask individual students
to state what RAM or ROM stand for.
• Ask students to read Section 1.02 of the Coursebook. They should then draw a representation of ROM
such as a square box, listing what is stored in ROM. Talk about the fact that the contents are not lost
when the computer is switched off. Once students have achieved this, they should understand what is
required of them in the homework suggestion to draw a representation of RAM.
• Have a class discussion on backing storage (also known as backing store, secondary storage or external
storage) and ask what devices they know of or use to store data external to the computer.

Addressing misunderstandings and misconceptions

• Some students may not understand how to define output and input devices and you may need to talk
them through reasoning it out; the use of flash cards may be helpful.
• Students can find it difficult to remember the differences between RAM and ROM. Explain that if they are
unsure, they can refer to their two drawings.
• Suggest that they open Worksheet 1.02 Types of computer systems. Students will need to look at the left-
hand column and then use the right-hand columns to tick whichever applies.
• Another misunderstanding is the difference between internal and external storage. If possible show these
students the physical devices.

Challenging more confident students

• Ask students to carry out research into other input devices that may be in use and to read what they do.
• Alternatively, ask students to research the current sizes of RAM available in computers and compare
them with the sizes of storage available in external storage devices.
• Students can research (if necessary) then write about the differences between internal and external
storage devices.

Homework suggestions

• Read Section 1.02 in the Coursebook and answer Questions 1.03 and 1.04.
• Read Section 1.02 in the Coursebook and think about Extension Activity 1.01.
• Design a poster: draw a square and label it RAM. Write inside the square what items are stored in RAM:
• all the programs currently being used
o data currently being used.
o Now write that the contents disappear when the computer is switched off.

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 Cambridge IGCSE ICT Teacher’s Resource

Topic 3: Operating systems

Further to the work carried out in Topic 1, where students were expected to define system software, they are
now expected to describe operating systems which contain a command line interface (CLI) and a graphical
user interface (GUI) and to describe their differences, benefits and drawbacks.

Possible introduction

• Revise with students what they know about operating systems from Topic 1 and make sure they can still
define an operating system.
• Question students to determine their existing knowledge of what a graphical user interface (GUI) is.
• Question students to determine their existing knowledge of what a command line interface (CLI) is and
briefly explain it, or ask one of the students to explain.

Main lesson content

• Using computers, work through the main points of the GUI, demonstrating that different windows may be
displayed at the same time, what an icon is and what it does, and that when an icon is clicked it is the
operating system that goes off to find the program or file represented by that icon, then opens it onto the
screen.
• Demonstrate the use of a CLI and some basic commands, to make the students aware of the
differences between the CLI and a GUI.
• Alternatively show the YouTube video: http://www.cambridge.org/links/icte4002
• Have a brainstorm to list the differences, advantages and disadvantages of both systems. Discuss these
with the class to ensure they can describe their differences, benefits and drawbacks.
• Ask the students to work through the questions on Worksheet 1.03 Operating systems.

Addressing misunderstandings and misconceptions

• Some students may not have been aware of CLIs before. You may need to explain that the use of
Windows came after CLIs and that Windows is called a user interface because it comes between the user
and the operating system, representing it in a user-friendly way so that they do not have to be aware that
the operating system is working in the background.

Challenging more confident students

• Ask students to answer Extension Activity 1.02 in Section 1.03 in the Coursebook and to use the internet
to write their answers in their own words.

Homework suggestions

• Read Section 1.03 in the Coursebook and answer Question 1.05 and Extension Activity 1.02 if
they are able to.

• Complete Exam-style Questions 1.03, 1.04 and 1.05.

Other recommended resources

• http://www.cambridge.org/links/icte4002

© Cambridge University Press 2019

 Cambridge IGCSE ICT Teacher’s Resource

Topic 4: Types of computer

Students are expected to describe the characteristics and uses of desktop and of laptop computers, both as
stand-alone and as networked computers. They also need to be able to describe the characteristics and uses
of a tablet and its ability to use wireless technology (WiFi) or cellular 3G/4G technology; and to describe the
computer technology available to smartphones. Finally, they need to compare the advantages and
disadvantages of all of these types of computer.

Possible introduction

• Showing an image of a stand-alone computer, a laptop, a tablet and a smartphone, discuss with
students whether they are familiar with all of them and what they are used for.

• As the students need to understand the difference between WiFi and cellular technology for
smartphones and tablets, explain this and then give examples of different uses of a tablet and ask
students to decide whether WiFi or cellular would be best.

Main lesson content

• Split the class into five groups and allocate to each group one of these items:
o desktop computer
o laptop computer
o WiFi tablet
o cellular tablet
o smartphone
• In each case, ask them to research the benefits and drawbacks of their item and to prepare to present
their findings to the whole class.
• Allow them a limited amount of time for their presentations and to answer any questions asked by the
class or yourself.
• From what they have presented reach a conclusion with them in the form of a list of benefits and
drawbacks of each item. You could refer to Table 1.01 in the Coursebook and ask them to create their
own table with the conclusions drawn in class.

Addressing misunderstandings and misconceptions

• Some students may not understand the differences between WiFi and cellular technologies and further
explanations to them may be necessary.
• These students could work through Worksheet 1.04 Tablet choice.

Challenging more confident students

• Ask students to research the differences between 3G and 4G and whether either or both are available in
their local area.
• If they complete this, they could then be asked to research what advances may be made in a 5G version
and if/when this might become widely available.

Homework suggestions

• Read Section 1.04 in the Coursebook and answer Question 1.06.

• Complete Exam-style Questions 1.06, 1.07 and 1.08.

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 Cambridge IGCSE ICT Teacher’s Resource

Topic 5: Impact of emerging technologies

Students are expected to be able to describe the impact that emerging technologies are having on everyday
life.

Possible introduction

• Gradually introduce and discuss the list below, talking about what each is and how it could be/is used:
o artificial intelligence
o biometrics
o vision enhancement
o robotics
o quantum cryptography
o computer-assisted translation
o 3D and holographic imaging
o virtual reality.

Main lesson content

• Ask the class to work in pairs or threes to research one of the topics in the introduction and to prepare a
one-page handout. The handouts could be pinned up for the whole class to read.
• Allow time to read through Section 1.05 of the Coursebook and then ask students to individually prepare a
list of how these technologies are having an impact on ordinary people in their everyday lives.
• Ask the students to find out how 3D printing works, then discuss their findings.
• Hold a plenary to conclude the lesson with the emphasis on the effects of these technologies on everyday
lives, rather than how they work.

Addressing misunderstandings and misconceptions

• Some students may not understand the terminology very well, e.g. artificial intelligence, and may need
more explanation from you. They could also look on the internet for further descriptions and examples.
Then ask them to think about what the benefits are and whether there are any problems created by this
technology.

Challenging more confident students

• Ask students to research the latest uses of one or more of the technologies and to write a short report
comparing their benefits and drawbacks.
• Alternatively, they could complete the questions in Worksheet 1.05 Impact of emerging technologies.
• They could also research other technologies that might be emerging and find out what advances are
being made.

Homework suggestions

• For able students, read Section 1.05 in the Coursebook and answer Extension Activities 1.03 and 1.04.
• Complete the questions on Worksheet 1.05 Impact of emerging technologies.

© Cambridge University Press 2019