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YOUR CART

Binary Representation of Instructions

in this lesson, students explore how binary can be used to store instructions.

Learning Objectives:

  • Explain how instructions are coded as bit patterns
  • Explain how the computer distinguishes between instructions and data

Suggested time: 50 mins

Curriculum Mapping:

KS3:​​

  • Understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits

 

COMPUTER SCIENCE EDUCATORS:

​​1a: Demonstrate knowledge of and proficiency in data representation and abstraction

  1. Effectively use primitive data types
  2. Demonstrate an understanding of static and dynamic data structures
  3. Effectively use, manipulate and explain various external data stores: various types (text, images, sound, etc.), various locations (local, server, cloud), etc.
  4. Effectively use modeling and simulation to solve real-world problems

 

CSTA K–12 CS Standards:

  • 2-DA-07: Represent data using multiple encoding schemes.
  • 3A-DA-09: Translate between different bit representations of real-world phenomena, such as characters, numbers, and images.

Lesson 1: Theory (Instructions)

​Starter


Start the lesson by loading the Little Man Computer simulation (http://www.atkinson.yorku.ca/~sychen/research/LMC/LMCHome.html) (Note: requires Java) and, as a recap, explain to students that the main function of the CPU is to fetch and execute the instructions. Refresh the students’ memories of how the CPU works by showing them an example set of instructions to add two numbers pre-loaded into the simulator (see below). 

Address

Instruction

What it does:

00

901

Input a number and put it in the calculator

01

399

Store the number in the calculator in memory slot 99

02

901

Input a number and put it in the calculator

03

199

Add the number in memory slot 99 to the number in the calculator

04

902

Output the number which is now in the calculator

05

000

End

Activity 1:

Give students the 'Representing Instructions' PowerPoint (below) and split the class into groups of 2 or 3.
representing_instruction.pptx
File Size: 969 kb
File Type: pptx
Download File

Explain to students that their main task is to create a podcast explaining how instructions are interpreted by the computer in binary.

Demonstrate how to create a podcast using GarageBand (Alternatively you could use Audacity (Free). Give each group a blank podcast storyboard (see below) along with an example (below) and explain to the students that they must complete the storyboard and have them approved before creating their podcasts.
podcast_story_board.pdf
File Size: 47 kb
File Type: pdf
Download File

podcast_storyboard_sample.pdf
File Size: 48 kb
File Type: pdf
Download File

For hints and tips on creating classroom podcasts, click here: http://recap.ltd.uk/podcasting/info/educatortips.php
​

Activity 2:

Students to record their podcasts.

Tip: For students who do not like recording their voice there are a number of free text-to-speech tools online which allow you to download your text-to-speech sample as an .mp3 / .wav. Here are two of my favourites:

Text To Speech FREE - Text to speech generator free online ( TTS Free ) - TTSFree.com 

fromtexttospeech.com - http://www.fromtexttospeech.com


Plenary:

If time allows, play some samples of students’ podcasts to the rest of the class.

Tags: Binary, Instructions, GCSE Theory, Bit, Data, Binary Representation, Binary Representation of Sound, Sound, MP3, WMV, WAV, encoding, Amplitude, Frequency, Pitch, Sample rate, Tags: GCSE, KS4, Theory, Computing Theory, CS Theory, Binary, Binary Representation, binary 2, binary conversion, how to do binary conversion, counting binary, binary number to decimal, binary 101, 8 binary, binary digits, binary digit, meaning of binary
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