CAMBRIDGE INTERNATIONAL AS & A LEVEL IT: TEACHER'S RESOURCE

1 Data processing
and information
Unit plan
Session Outline of lesson content
1.1 Sources Understand the differences
of data and between data and information,
information and the different categories they
can be grouped under.
1.2 Understand the purpose and
Encryption need for encryption.
Understand how data is
encrypted and decrypted.
1.3 Validation Understand the need for and
and difference between validation
verification and verification.
Understand the different
methods of validation and
verification.
1.4 Data Understand batch, online and
processing real-time processing.
Describe examples of batch,
online and real-time processing.
Resources
Worksheet 1.1 Data and information
Worksheet 1.2 Data sources
Worksheet 1.5 Data and information crossword
Worksheet 1.6 Definitions
Coursebook 1.1, questions 1–7
Coursebook 1.2, questions 8–9
Coursebook Practical Activity 1.01, 1.02
Coursebook exam-style questions 1, 2
Worksheet 1.7 Decrypt the message
Coursebook Practical Activity 1.03, 1.04
Coursebook question 10
Coursebook exam-style questions 3a–c
Worksheet 1.3 Validation
Worksheet 1.4 Verification
Worksheet 1.8 Key words
Coursebook Practical Activity 1.05, 1.06, 1.07, 1.08
Coursebook questions 11–13
Coursebook exam-style questions 3d, 4
Coursebook questions 14, 15
Coursebook Practical Activity 1.09
Coursebook exam-style questions 5–8

BACKGROUND KNOWLEDGE

• Learners should have experience of working with data and information, although they may not
be aware of the differences. They should be accustomed to the use of sources, and the need
to reference sources in work to avoid plagiarism. Learners may be familiar with the purpose of
encryption but may not be aware of the details of how it works.
• Learners may have experienced validation and verification, for example, when using the internet
they may have had to enter passwords twice, or been told that a postcode or zipcode was
invalid. This presents a good starting point for this module.
• Learners have likely used systems that make use of different data processing methods, for
example, buying tickets, which again presents a useful starting point to introduce the theory.

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1.1 Sources of data and information

LEARNING INTENTIONS

Learning intentions Success criteria

• Understand the difference between data and
information.
• Understand the difference between direct
and indirect data.
• Understand the factors that affect the quality
of information.
• Define data and information.
• Evaluate whether an example is data or
information.
• Define static and dynamic data.
• Evaluate whether static or dynamic data is
more appropriate for a scenario.
• Define direct and indirect data.
• Evaluate whether direct and indirect data is
more appropriate for a scenario.
• Name the factors that affect the quality of
information.

KEY WORDS

data: raw numbers, letters, symbols, sounds or images without meaning

information: data with context and meaning
direct data source: data that is collected for the purpose for which it will be used
indirect data source: data that was collected for a different purpose (secondary source)

Common misconceptions
Misconception
Data and information are often
confused i.e. data is called
information.
Direct vs indirect: learners
may think that any data that is
collected from the source at any
point in time is direct.
How to elicit
Show examples of each and
then ask learners to apply
their knowledge to new data/
information.
Give examples of each and ask
learners which they are.
How to overcome
Repetition and clear instructions
on how to convert data into
information.
Show multiple examples of
direct and indirect and explain
the difference between each.

Lesson starters
1 What does it mean? (10 min)
Learning intention: To understand the difference between data and information.
Preparation: Collect some examples of meaningless data. This could be a range of different types of data,
but all out of context.

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Description: Display the data on the board and ask your learners what it means. Discuss with learners
what they think the data means and why they don’t actually know. Link to the difference between data and
information. Discuss how to make the data have meaning.
What to look for in identifying misconceptions through starter activity: Learners may confuse data with
information, and think that the title of data is the information when it is the title and the data combined
that provide the information.

2 Types of data (10 min)

Learning intention: To check understanding of the different types of data.
Resources: Worksheet 1.5 Data and information crossword.
Description: Ask learners to work individually or in pairs to complete the crossword about data and
information. Note that learners may not have come across all of these data types yet. This activity will help
determine levels of pre-existing knowledge among your learners.

Main activities
1 Collecting data (30 min)
Learning intention: To understand the differences between types of data.
What this activity is good for: Consolidating understanding.
Preparation: Look for some examples of data with descriptions about them, e.g. where they were collected.
Description: Introduce the different ways data can be categorised (direct and indirect). Show different
examples of data and information and ask learners to vote as to whether they are static/dynamic and
direct/indirect.
Differentiation ideas: To challenge confident learners, ask them to justify their choice and ask them
whether the type of data it is, is suitable for its requirements.

2 Sources and quality of information (30 min)

Learning intention: To evaluate sources against criteria.
What this activity is good for: Independence, self-assessment.
Resources: Worksheet 1.2 Data sources.
Preparation: Supply some questions that learners will need to research some data sources to answer.
Description: Give learners a set of questions that they need to find answers to. Learners will need to use
the internet and complete Worksheet 1.2 Data sources giving information about the data obtained
for each website used.
Differentiation ideas: To support learners, provide them with some websites to begin searching, and
structure the table further by including questions for them to answer.
To challenge confident learners, challenge their assessments, e.g. how do they know the data is accurate?

Plenary ideas
1 Select data/information for a context (10 min)
Preparation: Supply any context that requires data/information collecting.
Description: Learners need to decide what type of data should be collected and how it should be collected.
Challenge learners by asking them to justify their choices.

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2 Key card completion (10 min)

Resources: Worksheet 1.6 Definitions.
Description: Give learners a set of cards with the key terms on one side, and ask them to add the definitions
to the back.

Homework idea
Ask learners to complete Worksheet 1.1 Data and information by finding different pieces of data and
information.

Assessment idea
Include questions on basic definitions as well as contexts where learners have to select the most appropriate type
of data/information.

1.2 Encryption
LEARNING INTENTIONS

Learning intentions Success criteria

• Understand the need for and purpose of
encryption.
• Understand the different forms of
encryption.
• Understand the function, advantages and
disadvantages of different encryption
protocols.
• Define the term encryption.
• Explain the need for encryption in
different contexts.
• Define symmetric and asymmetric
encryption.
• Define SSL and TLS.
• Explain the advantages and disadvantages
of symmetric, asymmetric, SSL and TLS.
• Suggest a suitable encryption method for
a scenario.

KEY WORDS

encryption: scrambling data so it cannot be understood without a decryption key to make it

unreadable if intercepted
SSL: Secure Socket Layer
TLS: Transport Layer Security
HTTPS: Hypertext Transfer Protocol Secure

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Common misconceptions
Misconception
Learners may mix up the
different types of encryption.
How to elicit How to overcome
Ask learners for definitions of Ask learners to record
each type, or to explain how definitions. Recap the
they work in a given context. differences often.

Lesson starters
1 Decrypt the message (10 min)
Learning intention: To experience decrypting a message.
Resources: Worksheet 1.7 Decrypt the message.
Description: Give learners the worksheet with an encrypted message and the code. Ask learners to decrypt
the message.

2 TLS vs SSL (10 min)

Learning intention: Identify the differences between TLS and SSL.
Resources: Statements that relate to TLS, SSL and both.
Description: Ask learners to identify which statements relate to TLS, which relate to SSL and which
relate to both.

Main activities
1 Encrypting data (30 min)
Learning intention: To understand how data can be encrypted.
What this activity is good for: Independence, working with others.
Description: Ask learners to develop an encryption routine and then write a message using their routine.
Then ask learners to swap their routines with a partner and decode each other's messages.
Differentiation ideas: To support learners, provide them with an encryption routine that they need to use.
To challenge confident learners, ask them to swap encrypted messages without giving away the details on
how to decode the message.

2 Practically encrypting (60 min)

Learning intention: To understand how symmetric and asymmetric encryption work.
What this activity is good for: Teamwork, consolidating understanding.
Preparation: Supply data in the form of text (e.g. a sentence) for each player to encrypt and decrypt, as well
as instructions to follow to perform the encryption and decryption.
Description: Ask learners to act out symmetric and asymmetric encryption. One learner is the sender, one
learner is the receiver. The keys are instructions on paper that explain how to encrypt/decrypt the message.
Learners ‘send’ the relevant keys to each other and then the messages to act-out how the encryption
routines work.

Plenary idea
1 Put the actions in order (10 min)
Preparation: Select one method of encryption split down into instructions.

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Description: Give/show learners the list of instructions in a random order for one type of encryption,
e.g. SSL. Learners need to put them back into order.

Homework idea
Ask learners to collate a list of websites that make use of encryption, e.g. websites which use HTTPS or have the
padlock symbol.

Assessment idea
Give learners questions in context where encryption is needed and get learners to identify a suitable method and
explain how it works in that context.

1.3 Validation and verification

LEARNING INTENTIONS

Learning intentions Success criteria

• Understand the difference between • Define validation and verification.

verification and validation.
• Explain the need for validation and
• Understand the different validation checks verification.
that can be performed.
• Describe the different validation and
• Understand the different verification checks verification checks.
that can be performed.
• Create validation and verification checks for
given scenarios.

KEY WORDS

validation: the process of checking data matches acceptable rules

verification: ensuring data entered into the system matches the original source

Common misconceptions
Misconception
Validation and verification are
often mistaken for each other
by learners.
How to elicit
Ask learners for definitions and
to suggest appropriate rules for
a scenario.
How to overcome
Link verification to verifying a
password: links to double entry.
Validation means valid, i.e. is
it allowed?

Lesson starters
1 Select the data (10 min)
Learning intention: To explore what would be classed as valid and invalid data.
Preparation: Find an example form with data to be filled in, e.g. name, address, email, phone number, etc.

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Description: Show learners a form, e.g. a webpage where some data has to be entered. Ask learners to
identify what should be entered in each box and what would be classed as invalid.

2 Create an acronym, or similar (10 min)

Learning intention: To develop ways to remember theory.
Description: Show learners a list of the different validation checks that they can use. Ask them to take the
first letter of each check and develop an acronym or saying from these letters to help them remember them.

Main activities
1 Create validation rules (60 min)
Learning intention: To select appropriate validation rules and implement validation rules.
What this activity is good for: Practical implementation of theory.
Preparation: Use either a populated database or a spreadsheet, or learners’ own pre-existing systems.
Description: Combine the teaching of this unit with the other unit, e.g. spreadsheets or databases. Introduce
each validation check and then ask learners to implement an example of it in a spreadsheet or database.
Provide learners with a database to add them to, or ask them to add additional ones to pre-existing
databases.
Differentiation ideas: To support learners, provide them with a list of the checks to add and a different
example of each to follow.
To challenge confident learners, ask them to implement multiple rules in each field.

2 Verifying data (40 min)

Learning intention: To explore different methods of verification, understand how verification checks can be
performed.
What this activity is good for: Exploring different methods.
Preparation: Prepare a set of binary data with parity bits,checksum instructions and sample data (some
correctly entered and some incorrectly).
Description: Practically carry out verification checks. Setup learners as a transmission line, tell the first
learner the binary numbers to send one at a time and they pass them on. Include a parity bit and get the last
learner to verify that the correct data has been sent.
Give learners a set of data to perform a checksum on, explain how to perform the check and then give
learners data after transmission and ask them to work out which were entered incorrectly.
Differentiation ideas: To support learners, give them a structured worksheet to help perform the checksums
and clear instructions on what to do with the data.
To challenge confident learners, ask them to consider what other methods could be used to verify data.

Plenary ideas
1 Key words (10 min)
Resources: Worksheet 1.8 Key words.
Description: Give each learner a set of the key cards and ask them to add definitions and examples
to the back.

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2 Unjumble the words (10 min)

Preparation: Create a presentation with the different checks written, one on each slide but in a
mixed up order.
Description: Learners need to recall the different checks and work out which one has been mixed up.

Homework idea
Ask learners to complete Worksheet 1.3 Validation and Worksheet 1.4 Verification.

Assessment idea
Ask questions for this section with the other units as well, so it's not in isolation. Integrate with tests for other
units such as algorithms, databases, spreadsheets. Include tasks for learners to select appropriate validation
rules and verification checks to use. Incorporate questions asking learners to select and justify a check/rule for a
given scenario.

1.4 Data processing

LEARNING INTENTIONS

Learning intentions Success criteria

• Understand the different methods of • Define batch, online and real-time

processing. processing.
• Understand a range of examples of each • Describe different examples of batch, online
method of processing. and real-time processing.
• Describe the steps involved in batch, online
and real-time processing.
• Explain the benefits and drawbacks of batch,
online and real-time processing.
• Create an algorithm that describes batch,
online and real-time processing.

KEY WORDS

batch processing: sets of data are processed all at one time without user interaction
online processing: also known as interactive processing, data is input by the user and feedback given
in the form of outputs
real-time processing: data is processed as soon as it has been input and outputs are generated
immediately
master file: a table in a database containing information about one set of things, e.g. employees
transaction file: data that is used to update a master file

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Lesson starters
1 Categorise (10 min)
Learning intention: To identify processing methods for scenarios.
Preparation: Make a list of scenarios/contexts that require processing.
Description: Ask learners to consider each scenario and then decide which method of processing should be
applied. Ask learners to vote as to which one should be used. Ask learners to justify their choice.

2 Advantages vs disadvantages (10 min)

Learning intention: To identify the advantages and disadvantages of each processing method.
Preparation: Make a list of advantages and disadvantages.
Description: Give learners a list of advantages and disadvantages and ask them to identify which processing
method each one belongs to. Ask learners for the answers to each one in turn and to justify their answers.

Main activities
1 Automated stock control system (60–120 min)
Learning intention: To create an automated stock control system.
What this activity is good for: Teamwork, practical skills and application of theory.
Preparation: Choose a scenario that requires an automated stock control system, such as a clothes shop.
Description: Teach it with the Unit 10 Database and file concepts, or at least recap when coming to
databases – it's not for teaching in isolation. Ask learners to work together to create a stock control system
and consider the different processing methods that will be involved with it. Ask learners to summarise what
the stock control system does and the actions that are performed.
Differentiation ideas: To support learners, pair them with a strong learner who can support their
development. Learners could be provided with a skeleton database that just requires additional functions
adding to.
To challenge confident learners, ask them to justify their choices and consider other additions such
as adding validation and verification. Ask learners to consider the hardware that would be used with
the system.

2 Processing method (60 min)

Learning intention: To understand the different methods of data processing. To apply data processing
methods to a scenario.
What this activity is good for: Developing understanding, teamwork.
Preparation: Find one or more examples for each processing method.
Description: Introduce learners to each method of processing in turn. Give an example of how it is
used. Give learners a second context, ask them to work in pairs to develop an explanation as to how
the processing method is applied to that context. Ask pairs to give their answers and create a list on a
whiteboard of the key points for that context.
Differentiation ideas: To support learners, put them in pairs with a more confident learner.
To challenge confident learners, ask them to justify and expand each statement that they give.

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3 Algorithms (30 min)

Learning intention: To create an algorithm for batch, online and real-time processing.
What this activity is good for: Consolidating understanding, algorithmic thinking, cross-unit work.
Preparation: Prepare a description of a batch, online and real-time system.
Description: Give learners a description of how batch, online and real-time processing take place in context.
Ask learners to turn the description into an algorithm, linking to Chapter 4 Algorithms, e.g. by creating a
flowchart.
Differentiation ideas: To support learners, provide the structure of a flowchart for them to add the
instructions.
To challenge confident learners, ask them to consider breaking down the processes further into multiple
steps to produce a more detailed flowchart.

Plenary ideas
1 Match the statements (10 min)
Preparation: Provide a set of statements describing the different processing methods.
Description: Give learners a set of statements and they have to determine which processing method each
statement refers to.

2 Fill in the gaps (10 min)

Preparation: Prepare a paragraph describing an example of each type of processing, but with the key words
missing.
Description: Ask learners to work in pairs to determine what the missing words are.

Homework idea
Ask learners to find a real-life example of each data processing method and to bring a description of it, along
with justification as to the method, to the next lesson to present to the class.

Assessment ideas
Include test questions asking for definitions of the different methods of data processing.
In end-of-unit and end-of-year tests ask questions related to contexts, where learners have to determine which
data processing method is more appropriate for a context, and describe the processes in each example.

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