4.2.1 Hardware: the function Start the lesson by recapping the definition of hardware.

are. Explain that this lesson will

of internal components look at the hardware components used in a digital computer. Explain that we will
focus on the hardware components in a desktop computer because they are larger
and easier to see but that similar components exist in all other digital computers,
such as mobile phones.

Explain that computers are made up of millions of electronic components, changing

state hundreds of millions of times a second. These components are reliably
processing data at phenomenal speeds. Explore how the digital computer works
and the first step is to identify the hardware components that make up a digital
computer.

As a class watch these videos which identify the parts of a computer and describe
their functions: [Link]/computerbasics/7 and
[Link]/watch?v=yRmPTbGBqVI

Demonstrate an actual desktop computer. Take the case off and ask students to
identify the processor (CPU), RAM memory, secondary storage (hard disk drive),
CD and DVD drives, graphics cards and network card. Explain that the components
in a digital computer need electricity, which is supplied by batteries or from a mains
supply.

Ask students to name the hardware components from the functions given. (Activity
14.1.1)

Explain that the ways in which these hardware components relate to each other in a
computer is called the computer architecture. The choice of hardware components
affects the computer’s speed and power, as well as how much the computer costs
and how it can be used.

Explain that the CPU is connected to the other components by wiring known as
buses. There are three types of buses:

Data bus Transfers binary data from place to place

Control bus Sends and receives signals that control the

 CPU and other components

Address bus Carries the binary address of memory

locations

Show how the data, address and control buses send electronic signals between the
CPU and memory, and also to other devices such as the hard disk drive:
[Link]/wiki/File:Computer_system_bus.svg. Show the students a
bus either as cable or tracks in a printed circuit board. Get students to complete a
diagram representing how the hardware components are connected using buses
and to summarise what the different buses do. (Activities 14.1.2 and 14.1.3)

If you have time, introduce the students to the Raspberry Pi® as another example of
a digital computer: [Link]/watch?v=Jj4pjfU_-jo

Explain that the Raspberry Pi® is an example of a cheap digital computer and
includes some of the same hardware components we have just identified in the PC.
Show the students a Raspberry Pi® (or a picture of a Raspberry Pi®). Explain that
the CPU is an ARM processor and is a ‘System on a Chip’ where the memory is
placed physically above the CPU. Get students to label the parts of the Raspberry
Pi®. (Activity 14.1.4)

If you have access to Raspberry Pi®s, you could get students to insert the SD card
and power cable.

Homework: Ask students to search for an image that shows the

components that make up a different type of digital computer (e.g. a tablet
computer or a smart phone). Ask them to label the main components that
make up that computer including CPU (processor), memory, power supply,
secondary storage, input and output devices.
4.2.1 Hardware: hardware Welcome students back and give them an overview of what they’ll be learning this term.
components of a
4.2.7
computer system, Start the lesson by showing the class a video featuring self-driving cars. [Link]
4.5.1 embedded systems v=27V5pqi6OYY&list=PLhSVaRSEXPHoWCjRkr6glS2d8EAqIHCNI&index=7
Programm-ing Explain that self-driving cars operate by using cameras and sensors which capture data about their
languages: low-level
surroundings and send it to microcomputers which are programmed to give a desired response and ac
programming
languages which carry out the response action, such as braking or controlling the steering. Self-driving cars empl
numerous embedded systems.
Explain that an embedded system is a computer system embedded within some other device or system
a microcomputer (a tiny computer on a single chip) running bespoke software and connected to specia
hardware, to perform a specific task. Contrast this with a general-purpose desktop or laptop computer
designed to carry out lots of different tasks.
Point out that embedded systems are now so ubiquitous that most people use them in their everyday
without even realising it. Antilock brakes, vending machines, pacemakers, traffic lights, baggage hand
passport control, cruise control, fitness trackers, shoes, children’s toys are just some of the millions of
devices/applications that use embedded systems. Some devices such as cars and planes contain millio
embedded systems.

Ask the class to list the devices in their homes which contain one or more embedded systems. The list
include microwaves, ovens, washing machines, coffee machines, fridges, games consoles, digital telev
satellite TV boxes, garage door openers, central heating controls, bathroom scales, toilets.
Ask students to complete Activity 1.1.1. The second question in this activity asks students to read th
‘Embedded Systems in Automobiles - A Boon to Automobile Industry’ and make a list of all the embedd
systems used in modern cars.

Emphasise that – like any computer system – an embedded system takes inputs, processes them and
outputs. Discuss with the class what the inputs, processes and outputs of a simple automated plant wa
system would be. (The moisture value of the soil is read in by a sensor (input) and compared with a pr
determined threshold; if the soil is too dry (process) a water pump is switched on (output).)
Ask students to complete Activity 1.1.2.

Explain that embedded systems have exactly the same core hardware components as general-purpos
computers, i.e. a CPU, volatile and non-volatile memory (RAM and ROM) and some form of input and o
Take this opportunity to go over the function of these hardware components.

Ask the class to suggest why embedded systems typically use less powerful, cheaper processors and h
significantly less memory than general-purpose computers. (They only have one dedicated function to

Ask the class to suggest why the executable program code used in an embedded system is stored in R
rather than RAM. (There’s only one task to perform so no need to update the software.)

Ask students to work in pairs to research the function of embedded systems in smart clothing (Activit
Review findings with class.

Explain that most embedded systems operate in real time, i.e. they constantly monitor and respond to
control the external environment.

Discuss with the class ways in which embedded systems could reduce the school’s consumption of ele
Ask students to work in pairs to design a ‘smart’ lighting control system (Activity 1.1.4).

Explain that embedded software developers have to write concise code that fits into the limited memo
available, makes efficient use of processor time and keeps power consumption to a minimum.

Low level languages, such as assembly code, are normally used for writing the programs for embedde
systems.

Take this opportunity to go over the difference between low-level and high-level programming languag
the features of assembly language that makes it particularly appropriate for writing software for embe
systems. (It allows hardware components to be directly controlled; the code will be specific to one CPU

Use the examples of the Wave remote controlled central heating system and Samsung’s smart fridge t
introduce the concept of the Internet of things (IoT) – the convergence of embedded systems, wireless
technology and the internet that enables devices to send and receive data.

[Link]
[Link]
Homework: Ask students to complete Activity 1.1.5.