Input, output and storage devices (1.1.3)
Navigate to resources by choosing units within one of the unit groups shown below.
Delivery guides are designed to represent a body of knowledge about teaching a particular topic and contain:
- Content: a clear outline of the content covered by the delivery guide;
- Thinking Conceptually: expert guidance on the key concepts involved, common difficulties learners may have, approaches to teaching that can help learners understand these concepts and how this topic links conceptually to other areas of the subject;
- Thinking Contextually: a range of suggested teaching activities using a variety of themes so that different activities can be selected that best suit particular classes, learning styles or teaching approaches.
a) How different input output and storage devices can be applied to the solution of different problems.
b) The uses of magnetic, flash and optical storage devices.
c) RAM and ROM.
d) Virtual storage.
Approaches to teaching the content
This unit considers the input, output and storage devices for a given solution to a problem. This could be a simple mobile device based App, a school based server system or a large organisation’s full IT infra-structure. It is important that learners can select appropriate input, output and storage devices for a range of given problems. In considering the suitability of the solution, learners can further explore magnetic, flash and optical storage devices, considering their features, uses and effectiveness as a storage device for a given purpose. Since storage is a type of memory that holds data, logically learners will be able to distinguish between the functions of RAM and ROM and how they work, before looking at the role of Virtual storage and its impact on a computer system.
Learners could start off by thinking about and writing down as many storage devices available as possible. This could be completed as a whole class work or completed in smaller groups with feedback to the whole class.
Conceptual links to other areas of the specification – useful ways to approach this topic to set learners up for topics later in the course
This topic will support further understanding in 1.2.1 Systems Software.
Learners can use Quizlet (see Resource) to revise key terms and learn definitions of input and output devices.
They may wish to create their own version and share it with their class group.
You can use a fairly advanced set of flash cards (see Resource) for learners to learn optical and magnetic storage properties.
Learners could refer back to their original list of storage devices and now identify each device as flash, magnetic or optical.
Learners can then discuss where each type of storage is used and its suitability.
Learners can begin to understand how RAM, ROM and storage are related to an everyday device such as an Android Phone (see Resource - Link 1).
The video in Link 2, although old, compares the differences between RAM and ROM.
Learners could make their own informational video or animation, to include modern day features and usages (see Link 3).
The concept of: a slow computer requires more RAM, so why not just download some more? Learners can discuss the issues or reality of this is RAM downloadable? Would it work?
Learners could compare the advantages and disadvantages of virtual storage (see Resource).
Why was it created? How is it used? What are the alternatives?
- For each of the problems in the table in Learner Resource 1, identify the input, output and storage devices that can be applied as a solution to a given problem.
- Discuss various elements that you selected with another student, compare them with other learners’ answers and solutions.
- Learners should create an original video or animation about how RAM or ROM or both work.
- An example can be found in the 'YouTube 1' resource.
- The 'YouTube 2' resource talks about what RAM does but the drawing style is one approach that learners could take.
- For fun, learners could create a sketch about RAM and ROM that includes their knowledge and key content from this part of the course; see the 'YouTube 3' link for a fun example.
OCR’s resources are provided to support the teaching of OCR specifications, but in no way constitute an endorsed teaching method that is required by the Board and the decision to use them lies with the individual teacher. Whilst every effort is made to ensure the accuracy of the content, OCR cannot be held responsible for any errors or omissions within these resources. We update our resources on a regular basis, so please check the OCR website to ensure you have the most up to date version.
© OCR 2015 - This resource may be freely copied and distributed, as long as the OCR logo and this message remain intact and OCR is acknowledged as the originator of this work.
OCR acknowledges the use of the following content:
Learner Resource 2: All images reproduce with permission of Shutterstock.