Functions of Parts, Hardware and Software
Input and Output Functions; Processing and Storage Functions; How the Parts Work Together; The Information Processing Cycle; Computer Hardware; Computer Software and the Operating System
On this page9 sections
- 01Learning Objectives
- 02Input and Output Functions
- 03Processing and Storage Functions
- 04How the Parts Work Together
- 05The Information Processing Cycle
- 06Computer Hardware
- 07Computer Software and the Operating System
- 08Practical Work
- 09Scenario-Based Questions
Learning Objectives
- State the functions of the major parts of a computer.
- Explain how the parts work together to produce output.
- Trace a task from typing a name to printing it.
- Compare primary and secondary storage by function.
Input and Output Functions
An input device sends data and instructions into the computer. A keyboard types letters and numbers. A mouse points, clicks and selects. A scanner changes a printed page into a digital file. A microphone sends sound. A webcam sends a picture.
An output device presents the result. The monitor shows it on screen. A printer produces a paper copy. A speaker produces sound. A projector enlarges the screen for a class.
Soft copy means a copy shown on the screen.
Processing and Storage Functions
The processing function is done by the processor. It performs arithmetic and logical operations, and it follows instructions stored in memory. Without the processor, data would enter the computer and never be changed into a useful result.
Storage has two forms. Primary storage is temporary and very fast. RAM is the main example. Secondary storage is slower but permanent and larger. The hard disk, solid state drive, flash drive, memory card and optical disc are all secondary storage.
Arithmetic operation means a calculation such as addition or multiplication.
How the Parts Work Together
Consider a simple task. A learner types a name on the keyboard. The keyboard sends the letters to the processor through RAM. The processor processes the letters and sends the result to the monitor, where it appears. If the learner presses Print, the processor sends the result to the printer, which produces a hard copy.
The same task repeated shows the four stages. Input is typing. Processing is the work the processor does. Output is display or printing. Storage happens when the work is saved to the hard disk.
The Information Processing Cycle
Every task a computer performs follows the information processing cycle: input, processing, output and storage. Understanding this cycle helps you explain why a computer behaves in a particular way, and why a file that was never saved is lost when the machine is switched off.
Computer Hardware
Hardware is every physical part of the computer that you can touch. Inside the system unit the motherboard is the main circuit board, and every other part connects to it, which is why it is called the backbone of the computer.
The processor, or CPU, is the brain of the computer, and its speed is measured in gigahertz (GHz). RAM is the working memory that holds the programs and data in use, and it is cleared when the power goes off. The hard disk keeps the operating system, programs and files permanently.
Computer Software and the Operating System
Software is the set of programs and instructions that tell the hardware what to do. System software runs and manages the computer itself, and the operating system is its most important example. Application software helps the user perform a task, such as a word processor, a spreadsheet or a web browser.
The operating system is the first program to load when the computer is switched on. It manages the processor, the memory, the storage and the connected devices, and it provides the interface of icons, windows and menus that the user sees. Examples are Windows, macOS, Linux, Android and iOS.
Driver means a small program that lets the operating system communicate with a device.
Utility means a system program that performs maintenance tasks such as antivirus scanning.
| Stage | What happens | Device used |
|---|---|---|
| Input | Data is entered | Keyboard, mouse, scanner |
| Processing | Data is worked on | Processor |
| Output | Result is presented | Monitor, printer |
| Storage | Result is kept | Hard disk, flash drive |
| Primary storage | Secondary storage |
|---|---|
| Temporary. Loses data when power is off | Permanent. Keeps data when power is off |
| Very fast | Slower |
| Small capacity | Large capacity |
| RAM is the main example | Hard disk, SSD, flash drive, DVD |
| Type of software | What it does | Examples |
|---|---|---|
| System software | Runs and manages the computer | Operating system, drivers, utilities |
| Application software | Helps the user do a task | Word processor, spreadsheet, browser |
Practical Work
- Type a short paragraph on the computer, save it, then print it. Record what happened at each stage of the information processing cycle.
- Write the steps involved from pressing a key to the letter appearing on screen.
- Compare the speed of opening a file from RAM with opening one from the hard disk. Record which is faster and explain why.
- Record the size of a folder and a single file to show how secondary storage holds large amounts.
Scenario-Based Questions
- A pupil types an assignment for two hours but forgets to save it, then the computer is switched off. Explain which stage of the information processing cycle was missed and what happens to the work.
- Explain why a computer with a slow hard disk is described as slow even when the processor is new.
- Describe how a scanner, the processor and the printer work together in copying a page.
- Give one reason RAM is called primary storage and one reason a hard disk is called secondary storage.
- A computer displays the result of a calculation but cannot print it. Name two parts that could be faulty.
- Write the information processing cycle as a flow diagram and label each stage.
- Explain what would happen if a computer had no output device.
LEARNING OBJECTIVES: BY THE END OF THE LESSON PUPILS SHOULD BE ABLE TO:
| Cognitive | i. State the functions of the major parts of a computer. ii. Explain how the parts work together to produce output. iii. Trace a task from typing a name to printing it. iv. Compare primary and secondary storage by function. |
| Affective | i. Appreciate the value of Functions of Parts, Hardware and Software in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Type a short paragraph on the computer, save it, then print it. Record what happened at each stage of the information processing cycle. ii. Write the steps involved from pressing a key to the letter appearing on screen. iii. Compare the speed of opening a file from RAM with opening one from the hard disk. Record which is faster and explain why. iv. Record the size of a folder and a single file to show how secondary storage holds large amounts. |
Rationale: An input device sends data and instructions into the computer. Understanding input and Output Functions, processing and Storage Functions, how the Parts Work Together, the Information Processing Cycle helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 3, learners studied What is a Computer and Its Parts, including what is a Computer and a Computer System, categories of Computers, the Computer System. The knowledge from that week is used again in this lesson.
Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Functions of Parts, Hardware and Software, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 1); NERDC Digital Technology Curriculum; Digital Technology JSS 1 First Term Notes (Week 4); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 3 (What is a Computer and Its Parts) with two quick oral questions, and asks what they already know about Functions of Parts, Hardware and Software. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Functions of Parts, Hardware and Software. | Connecting prior knowledge to Functions of Parts, Hardware and Software. |
| Step 1 6 MINUTES | Covers Input and Output Functions: An input device sends data and instructions into the computer. A keyboard types letters and numbers. Covers Processing and Storage Functions: The processing function is done by the processor. It performs arithmetic and logical operations, and it follows instructions stored in memory. | Listen, take notes and answer oral questions on "Input and Output Functions" and related points. | Understanding: Input and Output Functions; Processing and Storage Functions. |
| Step 2 6 MINUTES | Covers How the Parts Work Together: Consider a simple task. A learner types a name on the keyboard. Covers The Information Processing Cycle: Every task a computer performs follows the information processing cycle: input, processing, output and storage. Understanding this cycle helps you explain why a computer behaves in a particular way, and why a file that was never saved is lost when the machine is switched off. | Copy the key points, give examples from school and everyday life, and ask questions on "How the Parts Work Together" and related points. | Understanding: How the Parts Work Together; The Information Processing Cycle. |
| Step 3 6 MINUTES | Covers Computer Hardware: Hardware is every physical part of the computer that you can touch. Inside the system unit the motherboard is the main circuit board, and every other part connects to it, which is why it is called the backbone of the computer. | Discuss in pairs, then report one point on "Computer Hardware" to the class. | Understanding: Computer Hardware. |
| Step 4 6 MINUTES | Covers Computer Software and the Operating System: Software is the set of programs and instructions that tell the hardware what to do. System software runs and manages the computer itself, and the operating system is its most important example. | Respond to questions, complete the examples on the board and note down "Computer Software and the Operating System". | Understanding: Computer Software and the Operating System. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Type a short paragraph on the computer, save it, then print it. Record what happened at each stage of the information processing cycle. (ii) Write the steps involved from pressing a key to the letter appearing on screen. (iii) Compare the speed of opening a file from RAM with opening one from the hard disk. Record which is faster and explain why. Moves round the class to check progress and correct unsafe or careless use. | Carry out the practical tasks individually or in pairs and record what they did in their notebooks. | Applying the lesson through hands-on practice. |
| Evaluation 3 MINUTES | Asks learners to: i. State the functions of the major parts of a computer. ii. Explain how the parts work together to produce output. iii. Trace a task from typing a name to printing it. iv. Compare primary and secondary storage by function. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: input and Output Functions, processing and Storage Functions, how the Parts Work Together, the Information Processing Cycle, computer Hardware. Links them to the assignment and previews Week 5: Input and Output Devices. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. (a) Define a Computer as an Input-Process-Output (I-P-O) device. (b) Mention two (2) examples each of: (i) Input Devices (ii) Output Devices (c) Outline three (3) practical ways to care for and maintain computer hardware safely. ii. A pupil types an assignment for two hours but forgets to save it, then the computer is switched off. Explain which stage of the information processing cycle was missed and what happens to the work.
On this page9 sections
- 01Lesson objectives
- 02Key vocabulary
- 03Common misconceptions
- 04Teacher activities
- 05Student activities
- 06Practical / learning evidence
- 07Resources and preparation
- 08Assessment for learning
- 09Inclusion and homework
Lesson objectives
By the end of the week, learners should be able to:
- Distinguish hardware from software and give three examples of each.
- Classify hardware as input, processing, output, storage or communication devices.
- Distinguish system software from application software, with two examples of each.
- State five functions of an operating system.
- Explain the role of peopleware in a computer system.
- Sort a mixed list of twenty items into hardware and software correctly.
Key vocabulary
- Hardware: the physical parts of a computer that can be touched.
- Software: the programs and instructions that tell the hardware what to do.
- System software: programs that run and manage the computer, such as the operating system and utilities.
- Application software: programs that help the user perform a task, such as a word processor or spreadsheet.
- Operating system (OS): software that manages hardware, files, memory, users and running programs.
- Firmware: instructions stored permanently on a chip, such as the start-up program.
- Utility program: a small tool for maintenance, such as antivirus or disk cleanup.
- Peopleware: the people who design, build, operate and use computer systems.
Common misconceptions
- "Windows is an application." Windows is system software. Microsoft Word is the application.
- "Software is something you can hold, like a CD." The disc is hardware. The program on it is software.
- "RAM stores my files." RAM holds work in progress and is cleared at shutdown. Files belong in secondary storage.
Teacher activities
- Starter: hold up a keyboard and a printed screenshot of a word processor and ask the class which item is hardware, which is software and why.
- Present the hardware categories with one example each and a quick physical demonstration: keyboard input, monitor output, flash drive storage.
- Explain the role of the operating system in managing hardware, files, memory, users and programs, and list its functions on the board as learners name them.
- Model the classification of four tricky items (printer driver, antivirus, mouse, Windows) with reasons.
- Set the twenty-item sorting task in pairs, then take answers from pairs who must justify two entries.
- Close by naming the peopleware roles in the room: learner, teacher, technician and programmer.
Student activities
- Answer the starter and state their reason.
- Copy the five hardware categories and add two examples to each.
- List five operating-system functions in their own words.
- Complete the twenty-item hardware and software table.
- Identify the OS on the machine in front of them, or from a screenshot, and name one application installed on it.
- Write one sentence on what would happen to a school computer laboratory without a technician.
Practical / learning evidence
A two-part chart: Hardware sorted into five categories with two examples each, and Software sorted into system and application with three examples each. Plus a twenty-item classification table with a reason column for the four most difficult items.
Resources and preparation
Keyboard, mouse, flash drive, monitor cable and a printed screenshot of a desktop. If a laboratory is available, let learners check the installed OS and one application. Blank classification tables. Offline route: printed labels and screenshots. The sorting task needs no device. Do not let learners install or uninstall anything.
Assessment for learning
Mark the twenty-item table for accuracy and require a reason for at least four entries. Ask learners to name an OS function without prompting. Watch for "Windows is an application" and correct it with the system and application distinction in the same lesson.
Inclusion and homework
Provide the twenty items in larger print and allow learners to sort them physically into two envelopes. Extend confident learners by asking them to explain why a phone needs an operating system. Homework: list three application programs on any phone or computer you can access and state the task each one performs.