CAMBRIDGE IGCSE™ & O LEVEL COMPUTER SCIENCE: TEACHER’S RESOURCE

1 Data representation
Please note that sometimes multiple sub-chapters in the coursebook are combined together in one sub-chapter
of this teacher’s resource. Please check the ‘resources’ column of this teaching plan to see which coursebook
sub-chapters are covered in each teacher’s resource sub-chapter.

Teaching plan
Sub-chapter Suggested Learning content Resources
learning
hours
1.1 Binary 6 Understand why computers use binary. Coursebook:
and 1.1 Binary and
hexadecimal Convert between binary and denary, and hexadecimal
vice-versa.
Programming Book for
Understand the use of hexadecimal. Python:
Convert between hexadecimal and denary, 8.2 FOR loops
and hexadecimal and binary. Programming Book for
Microsoft Visual Basic:
5.3 Using the loop
counter
Worksheet 1.1:
Hexadecimals
1.2 Binary 3 Add two positive 8-bit binary integers and Coursebook:
manipulation understand the concept of overflow. 1.2 Binary manipulation
and negative and negative numbers
numbers Perform a logical binary shift left and right on
a positive 8-bit binary integer. Addition.pptx

Use two’s complement to represent negative Worksheet 1.2: Two’s

8-bit binary integers. complement
1.3 Text, 3 Understand how and why a computer Coursebook:
sound and represents text, and the use of character 1.3 How do computers
images sets, including ASCII and Unicode. represent text, images
and sound?
Understand how a computer represents
sound. Worksheet 1.3:
Crack the code
Understand how a computer represents
an image.
1.4 Data 2 Understand how data storage is measured. Coursebook:
storage and 1.4 Measuring data
compression Calculate the file size of an image and storage
sound file. 1.5 Data compression
Understand the purpose and need for
data compression.
Understand how lossy and lossless
compression works.

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BACKGROUND KNOWLEDGE

• Learners should be aware that computers megabytes and gigabytes. They are unlikely
store data in binary. Some learners may have to have used kibibytes, etc. and will need the
converted binary numbers into denary in differences clearly explaining.
mathematics. • This section does not require learners
• Learners should know that a computer can to understand how the sound and images
store a range of data including sound and are captured, i.e. how a microphone
video. works, they only need to be able to
• Learners should be familiar with data explain how the recorded data is stored
storage values, most likely bytes, kilobytes, in a file.

TEACHING SKILLS FOCUS

Area of focus: active learning. The focus The use of active learning allows learners to
of learning is on the learners themselves to work out answers for themselves, by performing
support how they learn, instead of what they are the role of the computer instead of just looking
learning. By exploration of a topic, and physical at how it works.
interaction, they are learning through their own Learners will come across problems, for
successes and failures. example, that 3 bits is not enough to represent
Specific focus: independent work. This is where 10 different colours. By actually finding and
learners explore a topic individually, without implementing the changes needed, they should
reliance on another person. It does not stop remember this process more than if they were
learners from interacting with peers, but they are shown it.
performing the tasks on their own. Reflect: consider the following questions:
Benefits of independent work: supports • Did the learners engage with the activity?
research and exploration skills, requires learners
to make decisions about what they do next, and • Was there enough support for the less able
allows them to make mistakes and find their to explore the topic?
own solutions. • Were there enough extension activities to
Practice: give learners a grid where they can challenge the more able?
draw their own images by colouring in the • How did learners tackle the problems they
squares. By selecting binary codes for the encountered? Were they reliant on being
colours they have chosen they can explore told the answer, or did they attempt to solve
how images are stored. By encouraging this it themselves?
exploration learners will develop
• What would you change next time you use
independent skills.
active learning?

LANGUAGE SUPPORT

For definitions of key words, please see the able to differentiate between these. The first
glossary. three (bit, nibble, byte) can be related to eating
Some terms can appear in more than one place a biscuit and the amount eaten. Kibibyte can be
with a different use, for example, resolution can linked to kilo being 1000.
be image resolution or sound resolution. Make Lossy and lossless compression can be
sure in discussions that the reference to image or remembered by using their names, i.e.
sound is clear, i.e. not using resolution in isolation. lossy compression means that data is lost
The data storage methods have very similar permanently, whereas lossless means that all
names and acronyms and learners need to be the data remains.

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Links to digital resources

•• Binary counter: interactive binary counter to see how the bits affect the number.
•• RLE encoder: interactive text RLE encoder where text can be entered and it will identify repeated elements
that can be compressed.
•• Image storage: interactive image storage that lets you change the colour of a pixel and then shows how this
changes the colour in the stored data.
•• Bit shifting: interactive bit shifting webpage where learners can enter a binary number and then see the
result of a shift.
•• Binary calculator: interactive binary calculator that allows you to enter two binary numbers and outputs
the addition.
•• ASCII: the table of characters, numbers and symbols and their ASCII codes.
•• UNICODE: the table of characters, numbers and symbols and their UNICODE codes.

1.1 Binary and hexadecimal

This section covers Coursebook sub-chapter topic 1.1.

LEARNING PLAN

Syllabus learning objectives Learning intentions Success criteria

• Understand how and • Identify why computers represent Learners will be able to
why computers use data in binary. identify why computers
binary to represent all represent data in binary.
forms of data.

• Understand the denary, • Identify the number bases for Learners will be able to
binary and hexadecimal denary and binary. identify that denary is base
number systems. 10 and that binary is base 2.

• Convert between: • Convert a binary number to denary. Learners will be able to

convert between binary
• positive denary and • Convert a denary number to binary. and denary.
positive binary
• Convert a binary number to Learners will be able to
• positive denary hexadecimal. convert between binary and
and positive hexadecimal, and denary
hexadecimal • Convert a hexadecimal number
to binary. and hexadecimal.
• positive hexadecimal
and positive binary. • Convert a denary number
to hexadecimal.
• Convert a hexadecimal number
to denary.

• Understand how and • Identify uses of hexadecimal. Learners will be able

why hexadecimal is to identify uses of
used as a beneficial • Explain why hexadecimal is used. hexadecimal and explain
method of data why hexadecimal is used.
representation.

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Common misconceptions
Misconception How to elicit How to overcome
Learners may try and work out Ask learners to demonstrate Correct learners when used
binary from left to right, i.e. 1 2 how they convert binary to incorrectly, and whenever giving
4 8, etc. instead of right to left, denary and vice-versa. examples place the values above
i.e. 8 4 2 1. the binary digits and reinforce right
to left.
That the smallest binary number Ask learners what the smallest Show learners that there is also the
that can be represented is 0. number is for a set number of number 0.
bits.
The numbers above the binary Ask learners to demonstrate Correct learners where this is done
digits start with 0 or 2, e.g. 8 4 2 how they convert binary to and reinforce starting with 1 and
or 8 4 2 1. denary and vice-versa. then multiplying by 2 repeatedly.
Learners treat hexadecimal Give learners example Ask learners for their answers and
numbers such as 21 as the questions with these types of make it clear when a number is
denary number 21. hexadecimal number. hexadecimal and when it is not.
Learners mix the letters from 10 Ask learners to write the Show learners that only 0 to F can
and above, e.g. allowing 16 as G. hexadecimal values from 0 to F. be represented in 4 bits.

Starter ideas
1 Getting started (10 minutes)
Description and purpose: Carry out the Getting started activity in Chapter 1 of the coursebook.
Ask learners to compare the words they have identified with another pair, and identify any words they have
not included. Ask learners for their words and create a class-set on the board. Ask learners for definitions of
their terms as they give them, and explain any concepts that come up.
What to do next: Introduce the idea of data being stored in binary and that text, sound and images are all
pieces of data that can be stored in binary.

2 Binary combinations (10 minutes)

Description and purpose: Show learners a 4-digit binary number, e.g. 0101. Ask learners to write as many
different 4-digit binary numbers as they can think of. As learners finish tell them that there should be
16 different combinations, ask them to check if they have 16. Ask learners to swap their lists and identify
which are missing (if any), and if there are any duplicates.
What to do next: Main teaching idea 1, ‘Binary combinations’.

Main teaching ideas

1 Binary combinations (30 minutes)
Learning intention: Understand how to convert a binary number to denary.
Description and purpose: After Starter idea 2, ask learners to repeat the process with 5 binary numbers.
Ask learners how many combinations they found and tell them that they should have 32. Ask learners to
work out the relationship between the quantity of binary numbers and how many combinations there are.
Link to number bases. Ask learners what standard decimal numbers are (denary), i.e. base 10. Explain that
binary is base 2.
Differentiation ideas:
Support – give learners a paper template with columns for them to separate the binary digits and view
them in a more structured manner.
Challenge – ask learners to look at 7+ digits and what the combinations are.

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2 Conversion spreadsheet (30 minutes)

Learning intention: Convert denary numbers to binary and vice-versa.
Description and purpose: Recap basic spreadsheet formulae and how to implement these in a spreadsheet.
Ask learners to work in pairs to create a spreadsheet that allows the user to enter an 8-bit binary number
and calculate the value, and then the same for a denary number.
Differentiation ideas:
Support – give learners a partially complete spreadsheet, e.g. where it tells them where the user will enter
data, and tells them where to put their formulae.
Challenge – ask learners to increase up to 16-bits.
Assessment ideas: Ask learners to test each other’s systems and evaluate how well they work.

3 Hexadecimal and binary (20 minutes)

Learning intention: Understand how to convert a binary number to hexadecimal and vice-versa.
Resources: Worksheet 1.1, ‘Hexadecimals’.
Description and purpose: Introduce learners to the process of converting a binary number into its
hexadecimal equivalent; splitting into groups of 4, then giving each group one digit from 0 to F.
Ask learners to complete Part 1 of the Hexadecimal worksheet. Ask learners for their answers and to
demonstrate how they calculated them, give learners the correct answers for each question. Repeat but
converting a hexadecimal number into binary by putting each digit into 4 bits. Ask learners to complete
Part 2 of the Hexadecimal worksheet. Ask learners for their answers and to demonstrate how they
completed them.
Differentiation ideas:
Support – give learners a list of the binary numbers and the hexadecimal equivalents for them to identify
the correct digits for each.
Challenge – ask learners to write a hexadecimal number for another learner to calculate.
Assessment ideas: Ask learners to mark their own work and make corrections separately.

Plenary ideas
1 Special values (10 minutes)
Description and purpose: Ask learners to work out what is the smallest number that can be represented by
5 bits (0), the largest number that can be represented by 5 bits (1), and the quantity of different numbers that
can be represented by 5 bits (32). Ask learners to repeat this with 6 bits. Ask learners to identify the pattern;
the quantity of numbers is the next binary value, e.g. in 5 bits there are 32 combination which is the value of
the 6th binary digit.

2 Number match (10 minutes)

Resources: List of binary, hexadecimal and denary numbers.
Description and purpose: Ask learners to match each binary number with its denary and/or hexadecimal
number. These could be on a board, or on individual pieces of paper, of they could have to draw lines
between them.
Assessment ideas: Ask learners to check each other’s answers and where there are differences work out what
the correct answer is.

Homework ideas
1 Calculations
Description: Give learners a set of denary and binary numbers for them to convert to the other.
This will allow learners to apply their knowledge.

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2 Find your MAC/IP address

Description: Ask learners to find either the MAC address of one of their computers, or the IP address, and
then write this number in denary, binary and hexadecimal. This will allow learners to apply their knowledge
and explore future topics in networking.

1.2 Binary manipulation and negative numbers

This section covers Coursebook sub-chapter topic 1.2.

LEARNING PLAN

Syllabus learning objectives Learning intentions Success criteria

• Add two positive 8-bit • Perform binary addition on Learners will be able to add
binary integers. two positive 8-bit binary together two 8-bit binary
integers. integers.

• Understand the concept of • Explain when overflow occurs Learners will be able to
overflow and why it occurs and its meaning. identify when overflow occurs
in binary addition. and explain its meaning.

• Perform a logical binary shift • Perform a left and right Learners will be able to shift
on a positive 8-bit binary binary shift. a binary number left and
integer and understand right, and explain the effect
the effect this has on the • Explain the effect of a shift of a shift on a binary number.
positive binary integer. on a binary number.

• Use two’s complement to • Convert a positive binary Learners will be able

represent negative 8-bit integer to a two’s complement to convert positive and
binary integers. 8-bit integer and vice-versa. negative denary integers
into two’s complement, and
• Convert a negative denary vice-versa.
integer to a two’s complement
8-bit integer and vice-versa.

Common misconceptions
Misconception How to elicit How to overcome
Learners may attempt to keep Ask learners to show on the Give a narrative to the learners
the bits lost in a left or right shift. board the result of a shift. explaining if it’s correct why – and
if it’s wrong why.
Learners may not carry in Give learners questions where Work through an answer with the
addition. they need to add binary numbers learner and reinforce how to use
and show their working. the carries.
Learners may attempt to add Give learners questions where Show learners how to work one
from left to right. they need to perform shifts. answer and ask them to follow
the same method for the next.
Learners may give a positive Ask learners to write the two’s Show learners how leaving a 1 at
two’s complement binary number complement for +200. the start will mean it’s actually a
starting with a 1. negative number, and they have
to add another 0 at the start. Link
back to overflow in addition.

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Starter ideas
1 Adding (10 minutes)
Resources: Addition.pptx.
Description and purpose: Show learners the first slide and ask them to convert the binary number to denary,
and then add these values together. Ask learners for their answers and show them the answers. Ask learners
to then convert these denary answers back into binary.
What to do next: Main teaching idea 1, ‘Shifting’.

2 Shifting (10 minutes)

Resources: Document with binary numbers, as well as their shifted results.
Description and purpose: Give learners a list of binary numbers that have the same combinations of 1s and
0s but shifted, for example, 00001101 and 00011010. Ask learners to work out the difference between the
two values. Repeat this with a number of questions. Ask learners for their answers and link to the role,
e.g. multiplication or division by 2, 4, etc.
What to do next: Main teaching idea 3, ‘Negative numbers’.

Main teaching ideas

1 Shifting (30 minutes)
Learning intention: Perform a logical left and right binary shift on a positive binary integer. Understand the
loss of data in a logical shift.
Description and purpose: Explain that each shift to the left multiplies the binary number by 2. Show learners
with an example, work out the denary of the number before and after.
Explain that each shift to the right divides the binary number by 2. Show learners with an example,
work out the denary of the number before and after.
Show learners that the bits at either end of the register are lost when a logical shift is performed,
e.g. 10101010 multiplied by 2 is 01010100. Discuss how logical shifts loses precision.
Write several binary numbers on a board and a shift for learners to perform on each one. Ask learners for
their answers and to demonstrate the steps.
Differentiation ideas:
Support – put learners with a stronger learner when working through the answers.
Challenge – ask learners to consider how the drawback of loss of precision could be dealt with, such as
using additional register to store the values.

2 Positive numbers (15 minutes)

Learning intention: Convert a positive binary integer to a two’s complement 8-bit integer and vice-versa.
Resources: Worksheet 1.2, ‘Two’s complement’.
Description and purpose: Explain to learners that binary numbers can represent negative numbers. Show
learners how the first bit in a two’s complement binary integer identifies if it is positive (0) or negative (1).
Explain how positive numbers are worked out exactly the same as ordinary binary numbers. Show learners a
set of worked examples. Give learners Worksheet 1.2 and ask them to complete Part 1. Ask learners for their
answers and to mark and correct their own work.
Differentiation ideas:
Support – give learners a binary table with the key values 8 4 2 1, etc. written in to help them.

3 Negative numbers (40 minutes)

Learning intention: Convert a negative binary integer to a two’s complement 8-bit integer and vice-versa.
Resources: Worksheet 1.2, ‘Two’s complement’.
Description and purpose: Explain that when a two’s complement binary number starts with a 1,
it needs to be converted to work out its value. Select one method to demonstrate to learners how to
convert a negative two’s complement binary number to denary. Work through a number of negative

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binary two’s complement integers, ask learners to tell you what each stage is. Ask learners to complete
Worksheet 1.2 Part 2. Ask learners for their answers and to mark and correct their own work.
Repeat, but turning a negative denary integer into two’s complement. Ask learners to complete
Worksheet 1.2 Part 3. Ask learners for their answers and to mark and correct their own work.
Differentiation ideas:
Support – give learners a list of instructions to follow for each conversion that they can follow.
Challenge – ask learners to work out the smallest number that can be represented in 8-bits, the largest
number and how many different numbers there are.
Assessment ideas: Learners can mark and correct their own answers.

Plenary ideas
1 Shifting (10 minutes)
Resources: List of shifts and their results.
Description and purpose: Ask learners to match the shifts with their results such as 1 shift left will match
with multiply by 2.

2 Two’s complement match (10 minutes)

Resources: List of two’s complement binary integers and their descriptions.
Description and purpose: Give learners a set of two’s complement binary integers, and descriptions,
e.g. the largest smallest 8-bit number, the two’s complement binary integer −23, etc. and ask learners to
match the descriptions with the answers. Ask learners for their answers and discuss any errors.
Assessment ideas: Learners can check their own learning when reviewing the answers.

Homework ideas
1 Coursebook questions
Description: Ask learners to complete the questions in the coursebook and then their own answers in the
next lesson. This will give learners experience of giving answers in writing.

2 Key binary and hexadecimal cards

Description: Give learners a set of cards with key words or questions from the Coursebook sub-chapter 1.2.
Ask learners to complete the back with a description or definition. This will consolidate understanding of
terms and provide a testing resource for future use.

1.3 Text, sound and images

This section covers Coursebook sub-chapter topic 1.3.

LEARNING PLAN

Syllabus learning objectives Learning intentions Success criteria

• Understand how and why • Explain how text is Learners will be able to describe how a
a computer represents represented by a computer represents characters, and the
text and the use of character set. characteristics of ASCII and UNICODE.
character sets, including
American standard code
for information interchange
(ASCII) and UNICODE.

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CONTINUED

Syllabus learning objectives Learning intentions Success criteria

• Understand how and why • Describe how a Learners will be able to define key terms
a computer represents sound wave is such as sampling, sample rate, resolution,
sound, including the sampled to produce etc. Learners will be able to describe
effects of the sample rate a sequence of how a sound file is sampled and how its
and sample resolution. binary values. sample rate and sampling resolution will
affect the sound and the sound file.

• Understand how and why • Describe how a Learners will be able to describe how
a computer represents bitmap image an image is represented in binary, and
an image, including the is stored in a how the resolution and colour depth will
effects of the resolution computer, including affect the image and the image file.
and colour depth. key terms such as
pixel, resolution
and colour depth.

Common misconceptions
Misconception How to elicit How to overcome
Learners often mix up the Ask learners for the benefits Explain that sound does not have a
quality of sound and the of increasing the sampling quality, it is outputting a set sound.
similarity to the original. resolution and sample rate. The overall sound file, e.g. when
recording voices, sounds better
because it is more like the original – the
amplitudes are more like the original
and there are few gaps between.
Learners usually explain that Ask learners how a bitmap Demonstrate a set of colours with
each colour has a code and miss image is stored in a codes – some of which are the same,
that that code must be unique. computer. and ask learners why it is important that
the word unique is used.

Starter ideas
1 Crack the code (10 minutes)
Resources: Worksheet 1.3, ‘Crack the code’.
Description and purpose: Give learners Worksheet 1.3 and ask them to decipher the message. Ask learners
for the answer.
What to do next: Main teaching idea 1, ‘Character sets’.

2 Image (15 minutes)

Resources: Print a 10 × 10 grid of squares for each learner and list of colours to use for each square.
Description and purpose: Ask learners to complete the grid by following the colour instructions given.
What to do next: Main teaching idea 3, ‘Images’.

Main teaching ideas

1 Character sets (30 minutes)
Learning intention: Understand how and why a computer represents text using a character set.
Resources: ASCII and UNICODE character tables, e.g. ASCII and UNICODE.

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Description and purpose: Explain that so far they have only looked at how numbers are represented.
Introduce the idea of a character set and give learners a copy of a character set table. Ask learners to write a
message using the character codes (denary or binary) – highlight the differences between capital (uppercase)
and lowercase letters, and symbols including the space. Ask learners to swap their messages and try and
work out what they wrote.
Differentiation ideas:
Support – give learners a limited character set with the denary/binary numbers and letters only
(lowercase and uppercase), then slowly introduce more characters such as symbols.
Challenge – ask learners if they can find any patterns in the binary numbers, e.g. the value for B is 1
more than the value for b.

2 Sound (45 minutes)

Learning intention: Understand how a computer represents sound.
Resources: Example sound wave with x-axis labelled for milliseconds and y-axis labelled with amplitudes.
Description and purpose: Show learners the image of an analogue sound wave. Link to physics and how
the height is the amplitude, the distance between the waves the frequency, etc. Explain that this is analogue
data, i.e. it can be any value – but that computers only use binary. Show learners how the amplitude can be
recorded and then stored as a binary number. Give learners the sound wave with amplitude values written
on the axis, and ask them to write down the amplitude value in binary every millisecond. Ask learners to
compare their answers with another learner and make relevant corrections. Extend this by asking learners
to take samples more often, and/or less often and to identify the differences between the values recorded,
i.e. more samples = more accurate to the original wave.
Differentiation ideas:
Support – give learners a table to complete with the milliseconds completed, for them to write the
denary and then binary values alongside.
Challenge – ask learners to consider what will happen if the interval between samples is changed.

3 Images (30 minutes)

Learning intention: Understand how a computer represents an image, including the effects of the resolution
and colour depth.
Resources: Grids to represent bitmap images.
Description and purpose: Ask learners to colour in the grid to make an image – each square must have only
one colour in – with a maximum of 4 colours. Ask learners to write the name of each colour they have used
and to give it a unique 2-bit binary number. Ask them to write the sequence of bits to represent the image
they have drawn, e.g. the 2 bits for the first pixel, then the second, etc. Ask them to give their colour list and
binary numbers to another learner to attempt to recreate the image. Link to key terms such as pixel, colour
depth, etc. Ask learners questions such as what happens if you increase the number of bits per pixel? What
will happen to the image (and the file size)?
Differentiation ideas:
Support – give learners a list of the colours they can use, and the binary values for each colour.
Challenge – ask learners to identify how many colours they could represent if they increased it to 3-bits
per pixel, etc.

Plenary ideas
1 Write a message (10 minutes)
Resources: ASCII and UNICODE character tables, e.g. ASCII and UNICODE.
Description and purpose: Ask learners to write their name in the given character set, differentiating between
capitals and lowercase letters.

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2 Spot the difference (10 minutes)

Resources: Two strings that look similar but would not equate to the same, e.g. “my house” and
“MyHouse”.
Description and purpose: Tell learners that these two strings will not have the same values, e.g. if they were
a password they would not match. Ask learners to identify all of the reasons why the two strings are not
the same.

Homework ideas
1 Key images and sound cards
Description: Give learners a list of the key terms about text, images and sound. Ask them to write a
definition on the back of each. This will allow learners to consolidate their understanding of terms and
produce a future testing resource.

2 Exam-style questions
Description: Give learners a set of exam-style questions about text, images and sound. Review the answers in
the next lesson. This will allow learners to experience the style of questions they will be required to answer
in the examination.

1.4 Data storage and compression

This section covers Coursebook sub-chapter topics 1.4 and 1.5.

LEARNING PLAN

Syllabus learning objectives Learning intentions Success criteria

• Understand how data • Understand that there Learners will be able to describe
storage is measured. are different data the different data storage values,
storage values. and put these into numeric order.

• Calculate the file size of an • Calculate the file size Learners will be able to calculate
image file and a sound file, of an image file and a the file size of an image file and a
using information given. sound file. sound file.

• Understand the purpose • Describe what is Learners will be able to describe

of and need for data meant by compression what is meant by compression
compression. and why it is needed. and identify its purpose in specific
contexts.

• Understand how files are • Describe lossy and Learners will be able to describe
compressed using lossy lossless compression lossy and lossless compression.
and lossless compression and recommend one
methods. for a scenario. Learners will be able to select lossy
or lossless compression for a given
scenario and then justify
their choice.

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Common misconceptions
Misconception How to elicit How to overcome
Learners think that reducing the Ask learners questions such as Explain that sound is constant
sound sampling rate reduces the what happens if the sampling and its quality does not change.
quality of the sound produced. rate is increased or decreased? The change is that the value
The quality of the sound is output is no longer the same as
constant, the difference is that the original sound.
the sound is no longer identical
to the original, i.e. it has
changed.

Starter ideas
1 Order the sizes (10 minutes)
Resources: List of different binary values, e.g. 3 GiB, 1 PiB.
Description and purpose: Give learners the list of binary values and ask them to put them in order from
smallest to largest. Ask learners for their answers and reorder the values to show the learners the answer.
What to do next: Main teaching idea 2, ‘Image file size’.

2 Sound and image terms (10 minutes)

Resources: List of descriptions of sound and image terms.
Description and purpose: Ask learners to identify the terms being described. Ask learners for their answers
and review if they are correct and if not then why.
What to do next: Sound file size calculations.

Main teaching ideas

1 File sizes (20 minutes)
Learning intention: Understand how data storage is measured.
Description and purpose: Give learners a list of the acronyms and names for different sizes, e.g. GiB, bit.
Ask learners to work in pairs to find out what they stand for and how large each file size is. Ask the pairs
which is the smallest and then continue up to the largest, describing each one in turn.
Differentiation ideas:
Support – give learners a document to complete with a table to write the full name and the size.
Challenge – ask learners to calculate how many bits are in each data storage, and if there are any values
above exbibytes.

2 Image file size (30 minutes)

Learning intention: Calculate the file size of an image and sound file.
Resources: Descriptions of image files with their resolution and colour depth.
Description and purpose: Recap work on images and the features of an image file; resolution and colour
depth. Ask learners how these values can be used to calculate the file size. Show learners, using an example,
how to calculate the file size of an image. Give learners a set of questions that give learners the description
of an image file and asks them to calculate the file size and present it in different values, e.g. how many bits,
how many bytes, how many kibibytes?
Differentiation ideas:
Support – structure the first few questions for learners, for example, having a formula where they fill in
the gaps and then calculate.
Challenge – ask learners to find out what other data an image file might store other than the data for
the pixels.
Assessment ideas: Learners can mark their own answers and add corrections.

12 Cambridge IGCSE™ & O Level Computer Science – Ellis © Cambridge University Press 2021
 CAMBRIDGE IGCSE™ & O LEVEL COMPUTER SCIENCE: TEACHER’S RESOURCE

3 RLE (30 minutes)

Learning intention: Understand how lossless compression can compress a file.
Resources: Squared paper.
Description and purpose: Recap image work, e.g. pixels and colour depth. Ask learners to draw a bitmap
image using the grid. Show learners how the image can be compressed using RLE by storing the colour and
then the number of times it occurs in sequence for the whole image. Ask learners to give their compressed
file data to another learner who has to decompress the data by redrawing the image.
Differentiation ideas:
Support – give the learner a structured document to help them encode their data, e.g. asking them to
write the name of the first colour, and how many times it then occurs in a sequence.
Challenge – ask learners to consider how RLE can be used with other types of file, e.g. text or sound files.

Plenary ideas
1 File size match (10 minutes)
Resources: Descriptions of different files and their contents, and a list of file sizes.
Description and purpose: Ask learners to match the files with their file sizes. Go through each file and ask
learners which file size it matches to, explain any differences.

2 Compression choice (10 minutes)

Resources: List of scenarios that need compression, e.g. an image file that is being sent by email to a friend.
Description and purpose: Ask learners to work in pairs to decide whether lossy of lossless compression
should be used for each scenario, and to justify their answers. Ask the pairs for their answers and question
why they have made that decision.

Homework ideas
1 Image vs text
Description: Give learners the description of an image and the thousand words statement, ‘An image
is worth a thousand words’ – ask learners to use their understanding of files and file sizes to determine
whether the statement is true or false. Learners should calculate the file size of the image, and the text file
and then decide which is largest. This will allow learners to apply their understanding to another scenario,
and then evaluate the result.

2 Exam questions
Description: Give learners a set of exam questions that require them to calculate file sizes, and/or that are
about compression. Ask learners to answer the questions, then review these in the next lesson where learners
can mark their own answers and make corrections where needed. This will allow learners to experience the
style of questions they will need to answer.

13 Cambridge IGCSE™ & O Level Computer Science – Ellis © Cambridge University Press 2021