Unit 19: Computer Systems
Architecture
Unit code: J/601/2003
QCF Level 3: BTEC National
Credit value: 10
Guided learning hours: 60
Aim and purpose
To enable learners to understand the underlying architecture and components behind the functioning of
computer systems.
Unit introduction
All computer systems share the same underlying computer architecture principles. This unit examines
these principles and explores the fundamentals of how computer systems work. Learners will focus on the
technical detail, including how the components function at an electronic level.
Learners will explore how various types of data can be represented and then stored within computer
systems. This is followed by a study of the low-level system components. It includes the processor, buses
and memory incorporating an analysis of how these components interact to manipulate data using the
fetch-execute cycle. Low-level program instructions make up the fetch-execute cycle, and simple assembly
code instructions are investigated along with their interaction with the various registers that make up the
Central Processing Unit (CPU). Learners will have the opportunity to develop simple programs in a low-level
language.
Learning outcomes
On completion of this unit a learner should:
1 Understand how data can be represented within computer systems
2 Understand the functions of computer system components
3 Understand the principles of processor operations.
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Unit content
1 Understand how data can be represented within computer systems
Numeric data: conversions between different representations of data; representing integer numbers in
different number bases; converting between number bases using integer numbers eg denary to binary,
denary to hexadecimal, binary to hexadecimal; performing arithmetic operations in different number
bases; representing fixed-point numbers in different number bases; representing floating-point
numbers in binary
Boolean logic: logic gates; truth tables; use of logic gates in integrated circuits; logical operations eg AND,
OR, NOT, NAND, NOR, XOR
Coding of data: sign and magnitude; two’s complement; floating point; binary coded decimal; coding of
character data eg ASCII (American Standard Code for Information Interchange)
Types of data: representing bit patterns for different types of data eg graphics, video, audio and other
data; graphics eg bitmap (resolution, colour depth, file calculations), vector (objects, properties); sound
(compression, sampling resolution, sampling rate, streaming audio, quality); video (compression,
encoding, streaming, quality); analogue data; digital data; analogue signals; digital signals; data
conversion eg analogue to digital; file formats eg mp3, mp4, wav, avi
2 Understand the functions of computer system components
Key components: Central Processing Unit (CPU); memory; interfaces; clock; buses, diagrammatic
representation; Von Neuman architectures
Central Processing Unit: control unit; ALU (Arithmetic Logic Unit); general purpose registers; special
purpose registers eg instruction pointer, accumulator; core eg single, multiple; features eg pipelining,
multiprocessing, parallel processing; polling; interrupts
Memory: I/O maps; Direct Memory Access (DMA); ROM (Read Only Memory); cache; RAM (Random
Access Memory) eg static, dynamic, flash
Buses: system bus; address bus; control bus; physical connections to components eg Central Processing
Unit, memory, input/output (I/O) devices, system buses
Peripherals: types eg hard disc, printer, scanner, network card
3 Understand the principles of processor operations
CPU instruction sets: Reduced Instruction Set Computer (RISC); Complex Instruction Set Computer (CISC);
clock rate; performance levels
Addressing: modes eg immediate; relative; address bus; addressing in the fetch-execute cycle
Machine operations: how they are organised and represented; role of the instruction decoder; low-
level programs; assembly code instructions eg fetch, load, add; decision making and branching; using
registers, transferring data between registers, fetch-execute cycle; program storage; data storage;
addressing
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Assessment and grading criteria
In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that
they can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describe the
level of achievement required to pass this unit.
Assessment and grading criteria
To achieve a pass grade the To achieve a merit grade the To achieve a distinction grade
evidence must show that the evidence must show that, in the evidence must show that,
learner is able to: addition to the pass criteria, in addition to the pass and
the learner is able to: merit criteria, the learner is
able to:
P1 explain, using examples,
how numeric and
alphanumeric data can be
coded within a computer
system
[RL6]
P2 explain, using examples,
how different types of
data can be converted and
stored in computer systems
P3 convert numeric data M1 explain, using examples,
between different number how floating point numbers
systems including floating can be represented in
point binary
P4 carry out Boolean logic
operations
P5 illustrate the key computer
system components and
how they interact
P6 explain the different types M2 compare the roles played D1 explain how the processor
of memory that can be by different types of is physically connected to
attached to a processor memory memory and input/output
(I/O) devices using the
system buses
P7 explain how polling and
interrupts are used to allow
communication between
processor and peripherals
P8 compare Reduced
Instruction Set Computer
(RISC) chips and Complex
Instruction Set Computer
(CISC) chips
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Assessment and grading criteria
P9 illustrate the use of M3 create a low-level program D2 explain how the width of
the different processor which includes decision the data bus and address
registers in the fetch- making and branching. bus affect processor
execute cycle. performance and
complexity.
PLTS: This summary references where applicable, in the square brackets, the elements of the personal,
learning and thinking skills applicable in the pass criteria. It identifies opportunities for learners to
demonstrate effective application of the referenced elements of the skills.
Key IE – independent enquirers RL – reflective learners SM – self-managers
CT – creative thinkers TW – team workers EP – effective participators
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Essential guidance for tutors
Delivery
It is recommended that this unit is delivered either after or in conjunction with Unit 2: Computer Systems.
Simulation software could be used extensively in this unit, for example to develop learners’ understanding
of logic gates and low-level programming. Other software that simulates the internal operation of the
processor would also be valuable to confirm learners’ understanding.
Alternatively, a software application that simulates a simple CPU and an associated assembly language
could be used. This type of software usually covers the basic elements of assembly language programming.
Learners are able to put the theory into practice using the simulator to run programs in a controlled way,
seeing all CPU activity step by step.
LO1 should be delivered using a series of worksheets to deliver the maths theory and Boolean logic
operations. It’s important to link the number theory to computer activity, noting that at the lowest level
binary represents the off/on nature of electricity. For example, hexadecimal is a user-friendly way of
representing binary and is used in electronics and computing. Use of binary and hexadecimal in IP
addressing (versions 4 and 6) could be demonstrated.
For LO2 and LO3, the CPU can be introduced as the part of the computer architecture that runs computer
programs. This is facilitated by the fetch-execute cycle and this could be explained in conjunction with a
simple assembly language program that, for example, adds two numbers together. This could then be used
to introduce learners to the different registers that make up the CPU. The functions of the various buses
and the different types of memory could then be covered
Outline learning plan
The outline learning plan has been included in this unit as guidance and can be used in conjunction with
the programme of suggested assignments.
The outline learning plan demonstrates one way in planning the delivery and assessment of this unit.
Topic and suggested assignments/activities and/assessment
Introduction to the unit
How data is represented within a computer system:
z whole-class exercise – tutor presentation on numeric data, followed by practical exercise
z whole-class exercise – tutor presentation on coding of data, followed by practical exercise
z whole-class exercise – tutor presentation on representing analogue data, followed by practical
exercise
z a mixture of practical exploration of the technologies, learner exercises, case studies and detailed
investigation.
Assignment 1 – The Devil is in the Data
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Topic and suggested assignments/activities and/assessment
Low-level components of computer systems:
z whole-class exercise – tutor presentation on architecture components, followed by practical exercise
z whole-class exercise – tutor presentation on processors, followed by practical exercise
z whole-class exercise – tutor presentation on buses, followed by practical exercise
z whole-class exercise – tutor presentation on memory, followed by practical exercise
z a mixture of practical exploration of the technologies, learner exercises, case studies and detailed
investigation.
Processor operations:
z whole-class exercise – tutor presentation on the operation and use of logic gates, followed by practical
exercise
z whole-class exercise – tutor presentation on representation of gates and logical circuits, followed by
individual exercise
z whole-class exercise – tutor presentation on gates and logic circuits, followed by practical exercise
z mixture of practical exploration of the technologies, learner exercises, case studies and detailed
investigation.
Assignment 2 – The Data Driver
Low-level programming:
z whole-class exercise – tutor presentation on low-level programs, followed by practical exercise
z whole-class exercise – tutor presentation on addressing modes, followed by practical exercise
z individual exercise – research into uses of low-level programs
Assignment 3 – Low-level Programmer
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Assessment
To achieve a pass grade, learners must achieve the nine pass criteria listed in the grading grid.
To achieve a merit grade, learners must achieve all of the pass grade criteria and the three merit grade
criteria.
To achieve a distinction grade, learners must achieve all of the pass and merit grade criteria and the two
distinction grade criteria.
Suggested Assignment 1 – The Devil is in the Data
For P1, appropriately designed short test questions could show understanding; alternatively some worked
examples in a controlled open book environment would be appropriate. Whichever method is used,
learners must explain in their own words how data can be coded, and they must use examples within their
explanation.
For P2, learners could use combinations of diagrams, and descriptions that show coverage of the different
types of data in the unit content. Alternatively, a presentation and demonstration could be appropriate.
P3 could be assessed through conventional testing, however learners do not need to be 100 per cent
correct in all conversions in order to meet this criterion but they must eventually show competence.
Evidence of learners’ workings should be provided.
For P4, learners must carry out Boolean logic operations as specified in the content. This could be assessed
through conventional testing as long as the criterion is covered. Evidence of learners’ workings must be
provided.
For M1, learners could investigate, for example, single and double precision floating point and show how
numbers are stored in 16, 32, 64 bit etc registers.
Suggested Assignment 2 – The Data Driver
For P5, a complex and annotated diagram or series of related diagrams could be appropriate, perhaps
stored in a web page with appropriate detail stored in hot spots. Confirmation of learners’ understanding
could be gained using a discussion which, if suitably documented, could also be part of the evidence.
For P6, a written report, presentation or web document could be used to explain the different types of
memory attached to a processor.
For M2, learners could look at the role of processor cache memory, main memory and DMA.
For D1, learners could produce a diagram showing schematically the connectivity between processor and
I/O devices with an explanation of, for example, how a document is printed or how a file is retrieved from
disk.
Suggested Assignment 3 – Low-level Programmer
For P7, written responses to a series of scenarios could be used to generate evidence.
For P8, learners could research the different types of chips and look at the performance advantages and
disadvantages of each.
For P9, learners could show diagrammatically the different registers involved in running a simple
programme that, for example, adds two numbers together incorporating the fetch-execute cycle.
For M3, learners should produce listings of the programs, together with a statement from the tutor
confirming that the program is valid.
For D2, learners could research bit sizes of current address and data buses and explain the effect these
have on performance.
Computer Systems Architecture – Pearson BTEC Level 3 Nationals (QCF) specification in
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Programme of suggested assignments
The table below shows a programme of suggested assignments that cover the pass, merit and distinction
criteria in the assessment and grading grid. This is for guidance and it is recommended that centres either
write their own assignments or adapt any Pearson assignments to meet local needs and resources.
Criteria covered Assignment title Scenario Assessment method
P1-P4, M1 The Devil is in the Data A series of mathematical Website/portfolio
exercises based on number
Presentation
conversions using different
representations of data.
A series of Boolean algebra
exercises demonstrating
use of logic diagrams.
P5, P6, M2, D1 The Data Driver A company requests a Poster
report illustrating how
Presentation
key computer system
components interact. A
further extension to explain
different types of memory,
and the role they play in
computer systems.
P7-P9, M2, M3, D2 Low-level Programmer A company requests Documentation
further information about
Working program
the relationship with the
processor and peripherals.
The company wants
a comparison of RISC
and CISC to help their
understanding of computer
systems architecture.
A company asks you to
demonstrate assembly
programming by creating
a simple low-level program
for a specific need.
Links to other BTEC units
This unit forms part of the BTEC in IT sector suite. This unit has particular links with the following unit titles
in the IT suite:
Level 1 Level 2 Level 3
Unit 2: Computer Systems
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Essential resources
Learners must have access to practical resources and suitable technology. They can also use simulators or
multimedia tools to gain experience before handling ‘live resources’.
Delivery of personal, learning and thinking skills
The table below identifies the opportunities for personal, learning and thinking skills (PLTS) that have been
included within the pass assessment criteria of this unit.
Skill When learners are …
Reflective learners communicate their learning in relevant ways for different audiences when
explaining how data can be coded within a computer system.
Functional Skills – Level 2
Skill When learners are …
ICT – Using ICT
Select, interact with and use ICT systems carrying out Boolean operations and converting between
safely and securely for a complex task in number systems
non-routine and unfamiliar contexts
producing a working program
ICT – Finding and selecting
information
Use appropriate search techniques to preparing a report or presentation on computer system
locate and select relevant information components
Select information from a variety of preparing a report or presentation on computer system
sources to meet requirements of a components
complex task
ICT – Developing, presenting and
communicating information
Combine and present information in ways presenting a report on computer system components
that are fit for purpose and audience
Mathematics – Representing
Understand routine and non-routine converting numeric data between different number systems,
problems in familiar and unfamiliar including floating point
contexts and situations
Identify the situation or problems and converting numeric data between different number systems,
identify the mathematical methods needed including floating point.
to solve them
RR100720 Unit 19 Computer Systems Architecture issue 4
Computer Systems Architecture – Pearson BTEC Level 3 Nationals (QCF) specification in
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