Unit 51 Computer Systems Architecture

Unit 51 Computer Systems Architecture

Module Booklet Unit 51 Computer Systems Architecture

Unit 51Computer Systems Architecture
Unit level3
Unit code J/601/2003
QualificationBTEC HND CSD
Term Start DateWC 11 September 2017
Hand out dateWC 11 September 2017
Submission Deadline19 November 2017
Lecture8 Weeks
Revision Clinic2 Weeks
Module LeaderMr Suneth Fernando

Unit 51 Computer Systems Architecture 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 withincomputer systems. This is followed by a study of the low-level system components. It includesthe processor, buses and memory incorporating an analysis of how these components interact tomanipulate data using the fetch-execute cycle. Low-level program instructions make up thefetch-execute cycle and simple assembly code instructions are investigated along with theirinteraction with the various registers that make up the Central Processing Unit (CPU). Learnerswill have the opportunity to develop simple programs in a low-level language.

1.1 Aim:

To enable learners to understand the underlying architecture and components behind thefunctioning of computer systems.

1.2 Key Objectives:

  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. 

2.0 Unit/Module Content:

1 Understand how data can be represented within computer systems 

Numeric data: conversions between different representations of data; representing integernumbers in different number bases; converting between number bases using integernumbers eg denary to binary, denary to hexadecimal, binary to hexadecimal; performingarithmetic operations in different number bases; representing fixed-point numbers indifferent number bases; representing floating-point nuUnit 51 Computer Systems Architecturembers in binary. 

Boolean logic: logic gates; truth tables; use of logic gates in integrated circuits; logicaloperations eg AND, OR, NOT, NAND, NOR, XOR

Coding of data: sign and magnitude; two’s compliment; 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, audioand other data; graphics eg bitmap (resolution, colour depth, file calculations), vector(objects, properties); sound (compression, sampling resolution, sampling rate, streamingaudio, 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 CentralProcessing 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 SetComputer (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 instructiondecoder; low-level programs; assembly code instructions eg fetch, load, add; decision makingand branching; using registers, transferring data between registers, fetch-execute cycle;program storage; data storage; addressing 

3.0 Learning Outcomes and assessment criteria

LO1Understand how data can be represented within computer systems

P1 explain using examples how numeric and alphanumeric data can be coded within a computersystem

P2 explain using examples how different types of data can be converted and stored in computer systems

P3 convert numeric data between different number systems including floating point

P4 carry out Boolean logic operations

LO2Understand the functions of computer system components

P5 illustrate the key computer system components and how they interact

P6explain the different types of memory that can be attached to a processor

P7 explain how polling and interrupts are used to allow communication between processor and peripherals

LO3 Understand the principles of processor operations

P8 compare Reduced Instruction Set Computer (RISC) chips and Complex Instruction Set Computer(CISC) chips

P9illustrate the use of the different processor registers in the fetch execute cycle. 

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. 

Section 3: Teaching and learning Methods

The module tutor(s) will aim to combine lectures with tutorial activities. This environment will provide opportunities for the student to understand the course material through case study and text and to apply it in a practical way. The intent is to facilitate interactive class activities, and discussion about the significant role of research in a global and local business environment.

Teaching Ethos

The College’s approach towards teaching and learning is simple and effective. The main aim of UKCBC is to assist learners in maximising their potential by ensuring that they are taught clearly and effectively. This will enable students to engage in the learning environment and promote success in both their academic studies and subsequent career. 

Section 4: Assessment Methods -Summary

LECTURES:

These will be developed around the key concepts as mentioned in the indicative course content and will use a range of live examples and cases from business practice to demonstrate the application of theoretical concepts. This method is primarily used to identify and explain key aspects of the subject so that learners can utilise their private study time more effectively.

SEMINARS:

These are in addition to the lectures. The seminars are designed to give learners the opportunity to test their understanding of the material covered in the lectures and private study with the help of reference books. This methodology usually carries a set of questions identified in advance. Seminars are interactive sessions led by the learners. This method of study gives the learner an excellent opportunity to clarify any points of difficulty with the tutor and simultaneously develop their oral communication skills.

CASE STUDIES:

An important learning methodology is the extensive use of case studies. They enable learners to apply the concepts that they learn in their subjects. The learners have to study the case, analyse the facts presented and arrive at conclusions and recommendations. This assists in the assessment of the learner’s ability to apply to the real world the tools and techniques of analysis which they have learnt. The case study serves as a supplement to the theoretical knowledge imparted through the course work.

4.0 Programme Specification/Schemes of work

Accrediting Body:  EDEXCEL

Course: BTEC HND IN Computing and Systems Development                          

Unit: 51 Computer Systems Architecture

Week

Session

Lecture ScheduleOutcome of sessionActivity/seminar and formative assessmentResources
1

 

 

 

 

 

Introduction to the unit and identify the learning outcomes. Identify the various types of number systems

Numeric data: conversions between different representations of data; representing integernumbers in different number bases; converting between number bases using integer

numbers eg denary to binary, denary to hexadecimal, binary to hexadecimal; performingarithmetic operations in different number bases; representing fixed-point numbers indifferent number bases; representing floating-point numbers in binary

Learners understands how various types of data represented in the machine. Moreover they would understand the number system conversion process as they convert decimal numbers to binary, octal, hexa.How data is represented within a computer system:

• whole-class exercise – tutor presentation on numeric data, followed by practical exercise

• whole-class exercise – tutor presentation on coding of data, followed by practical exercise

• whole-class exercise – tutor presentation on representing analogue data, followed by

practical exercise

• a mixture of practical exploration of the technologies, learner exercises, case studies anddetailed investigation.

LO1 (P1, P2 & P3)

 

Lecture slides, tutorials,

text book

Gaura E, Hibbs D and Newman R – Computer Systems Architecture (Lexden, 2008)

 

 

 

2

 

Boolean logic: logic gates; truth tables; use of logic gates in integrated circuits; logicaloperations eg AND, OR, NOT, NAND, NOR, XORLearners understand how electronic signals pass through the mainboard with the help of combinational and sequential circuits. Tutorials and exercises would help them to understand the operational process.

 

whole-class exercise – tutor presentation on the operation and use of logic gates, followed bypractical exercise

• whole-class exercise – tutor presentation on representation of gates and logical circuits,

followed by individual exercise

• whole-class exercise – tutor presentation on gate and logic circuits, followed by practical

exercise

• mixture of practical exploration of the technologies, learner exercises, case studies anddetailed investigation.

LO1 (P4)

 

Lecture slides, tutorials,

text book

Gaura E, Hibbs D and Newman R – Computer Systems Architecture (Lexden, 2008)

 

3

 

 

 

Coding of data: sign and magnitude; two’s compliment; 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, audioand 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

Learners are able to understand the architecture of two’s compliment, floating point, and data representation of various types of data types.whole-class exercise – tutor presentation on the operation and use of logic gates, followed bypractical exercise

• whole-class exercise – tutor presentation on representation of gates and logical circuits,

followed by individual exercise

• whole-class exercise – tutor presentation on gate and logic circuits, followed by practical

exercise

• mixture of practical exploration of the technologies, learner exercises, case studies anddetailed investigation.(P3, P5)

Lecture slides, tutorials,

text book

Gaura E, Hibbs D and Newman R – Computer Systems Architecture (Lexden, 2008)

 

4

 

 

 

Key components: Central Processing Unit (CPU); memory; interfaces; clock; buses,

diagrammatic representation; Von Neuman architectures

Learners would understand the key components of the computer system with the help of video tutorials and physical computer components.whole-class exercise – tutor presentation on architecture components, followed by practicalexercise

• whole-class exercise – tutor presentation on processors, followed by practical exercise

• whole-class exercise – tutor presentation on busses, followed by practical exercise

• whole-class exercise – tutor presentation on memory, followed by practical exercise

• a mixture of practical exploration of the technologies, learner exercises, case studies anddetailed investigation.(P5)

Lecture slides, tutorials,

text book

Gaura E, Hibbs D and Newman R – Computer Systems Architecture (Lexden, 2008)

 

5Central 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

 

Learner would understand architectural design and the components of the computer motherboard. Moreover they would understand the activities perform by the central processing unit.Low level programming:

• whole-class exercise – tutor presentation on low-level programs, followed by practical exercise

• whole-class exercise – tutor presentation on addressing modes, followed by practical exercise

• individual exercise – research into uses of low-level programs

• learners will need access to practical resources and suitable technology, they can also use

simulators or multimedia tools to gain prior experience before handling ‘live resources’ if

available.(P6)

Lecture slides, tutorials,

text book

Gaura E, Hibbs D and Newman R – Computer Systems Architecture (Lexden, 2008)

 

6Mid- Block Assignment Support
7Memory: I/O maps; Direct Memory Access (DMA); ROM (Read Only Memory); cache; RAM

(Random Access Memory) eg static, dynamic, flash

Learners would be able to understand the memory management and memory operations. Various types of resources are usedwhole-class exercise – tutor presentation on memory, followed by practical exercise(P6 &P7)Lecture slides, tutorials,

text book

Gaura E, Hibbs D and Newman R – Computer Systems Architecture (Lexden, 2008)

8Buses: system bus; address bus; control bus; physical connections to components eg CentralProcessing Unit, memory, input/output (I/O) devices, system buses

 

Peripherals: types eg hard disc, printer, scanner, network card

Learners would be able to understand the memory management and memory operations. Moreover, they would understand how CPU interact with the various types of memory units.whole-class exercise – tutor presentation on memory, followed by practical exercise(P6 &P7)Lecture slides, tutorials,

text book

Gaura E, Hibbs D and Newman R – Computer Systems Architecture (Lexden, 2008)

9CPU instruction sets: Reduced Instruction Set Computer (RISC); Complex Instruction SetComputer (CISC); clock rate; performance levels

 

Addressing: modes eg immediate; relative; address bus; addressing in the fetch-executecycle

Learners are able to understand how RISC and CISC architecture works. Examples and diagrams are used.Exercises based on RISC and SISC architecture. Students would do a research based on the RISC and SISC architecture.Lecture slides, tutorials,

text book

Gaura E, Hibbs D and Newman R – Computer Systems Architecture (Lexden, 2008)

 

Machine operations: how they are organised and represented; role of the instructiondecoder; low-level programs; assembly code instructions eg fetch, load, add; decision makingand branching; using registers, transferring data between registers, fetch-execute cycle;program storage; data storage; addressing

 

Student would be able to understand the fetch decode execution cycle. Each cycle will be tested with test cases.

Lecturer presentation and video tutorials based on fetch decode execution cycle. Test data provided for all the learners to practise each cycle.Lecture slides, tutorials,

text book

Gaura E, Hibbs D and Newman R – Computer Systems Architecture (Lexden, 2008)

10

 

End- Block Assignment Support

5.0 Recommended text and links

Books

  • Blum R – Professional Assembly Language Programming (John Wiley & Sons, 2005)ISBN-10 0764579010, ISBN-13 978-0764579011
  • Gaura E, Hibbs D and Newman R – Computer Systems Architecture (Lexden, 2008)ISBN-10 1904995098, ISBN-13 978-1904995098
  • Goodstein R – Boolean Algebra (Dover, 2007) ISBN-10 0486458946, ISBN-13 978-0486458946 

Websites

Assessment Support
9

 

Assessment Support
10

 

Assessment Support & upload

Lecturer: Suneth Fernando

Campus:

Contact details: sfernando@edu.ukcbc.ac.uk

Assessment: 100% coursework

The module will be assessed meeting all the LO as specified by the awarding body, Ed Excel.

Please read the instructions carefully while addressing the tasks specified.

Contribution: of the module

Outline Details: Report approx. 4500 words.   Details enclosed in the assignment brief.

Teaching and Learning Activities 

The module tutor(s) will aim to combine lectures with tutorial activities. This environment will provide opportunities for the student to understand the course material through case study and text and to apply it in a practical way. The intent is to facilitate interactive class activities, and discussion about the significant role of research in a global and local business environment. 

2.3       Teaching Ethos

The College’s approach towards teaching and learning is simple and effective. The main aim of UKCBC is to assist learners in maximising their potential by ensuring that they are taught clearly and effectively. This will enable students to engage in the learning environment and promote success in both their academic studies and subsequent career.

Plagiarism:

Any act of plagiarism will be seriously dealt with according to the Colleges and awarding bodies’ regulations. In this context the definition and scope of plagiarism are presented below:

Plagiarism is presenting someone’s work as your won. It includes copying information directly from the web or books without referencing the material; submitting joint coursework as an individual effort; copying another student’s coursework; stealing coursework form another student and submitting it as your own work. Suspected plagiarism will be investigated and if found to have occurred will be dealt with according to the College procedure. (For further details please refer to the plagiarism policy and the student code of conduct.)  

Assessment:

The module will be assessed meeting all the LO as specified by the awarding body, Pearson Ed Excel.

Please read the instructions carefully while addressing the tasks specified.

Contribution: 100% of the module

Outline Details:  report approx 4500 words.   Details enclosed in the assignment brief

Guidance in addition to the Pass criteria’s, this assignment gives you the opportunity to submit evidence in order to achieve the following Merit and Distinction grades.  Assessment Grid indicating their pass, merit and distinction: 

Unit: Computer Systems Architecture

Student feedback form with the Assessment Grid indicating their pass, merit and distinction:

Name:                                                                                                       Registration Number:

Unit 51: Computer Systems Architecture

Outcomes/criteria:Indicative characteristicsPossible evidence

Contextualisation

Feedback
LO1. Understand how data can be represented within computer systems

 

 

LO2. Understand the functions of computer system components

 

LO3. Understand the principles of processor operations

 

As per the assessment criteria specified for pass

 

 

Do

 

 

 

Do

 

 

 

 

Addressing P1, P2, P3, P4 and M1. as instructed in task 1

 

 

Addressing P5, P6, P7 and M2 and D1  as instructed in task 2

 

 

Addressing P8, P9, M3 and D2 as instructed in task 3. 

 
Merit Description: Contextualisation 
M1 explain using examples how floating point numbers can be

represented in binary

M1 can be achieved in P3 when converting numeric data between different number

systems including floating point

M2 compare the roles played

by different types of

memory.

M2 can be achieved in P6 when explaining the different types of memory that can beattached to a processor
M3 create a low-levelprogram which includesdecision making and

branching.

 

 

 

 

M3 can be achieved in P9 when illustrating the use of the different processor registers in the fetch execute cycle.
Distinction Description:Contextualisation
D1 explain how the

processor is  physically connected to memory and input/output (I/O)

devices using the system buses

D1 can be achieved in P6 when explaining the different types of memory that can beattached to a processor
D2 explain how the width of the data bus and address

bus affect processor

performance and

complexity.

D2 can be achieved when illustrating the use of the different processor registers in the fetch execute cycle.

Unit 51 Computer Systems Architecture

Unit Number and titleUnit 33/Data Analysis and Design
QualificationBTEC HND CSD Level 4
Term Start DateWC 11 September 2017
Assignment hand out dateWC 11 September 2017
Deadline/ Hand-in19 November 2017

Case Study:

Scenario or context: A series of mathematical exercises based on number systems

Case study for task 01

A government-funded college is planning to introduce a new subject known as “computer mathematics” for their computing course. You have been invited to prepare the syllabus for the above-named subject. As a part of your work, you are required to produce a report stating all the solutions for the following tasks

  • A series of mathematical exercises based on number conversions using different representations of data.
  • A series of Boolean algebra exercises demonstrating use of logic diagrams.

TASK 1: 

You are required to carry out research by using supportive materials like books, websites, etc., and give a feedback of the findings on P1, P2, P3 and P4. The answers need to be reflected to the case study given above.Answers without application to an organization or without examples will be marked as Resubmission.

LO1 Understand how data can be represented within computer systems

P1. Explain using examples how numeric and alphanumeric data can be coded within a computer system

P2. Explain using examples how different types of data can be converted and stored in computer system

P3. Convert numeric data between different number systems including floating point

P4. Carry out Boolean logic operations

Case study for task 02

Scenario or context: key computer system components and how they interact

Moreover, the academic head of this college has requested you to produce a report illustrating how the key computer system components and how they interact. A further extension he asked you to explain different types of memory, and the role they play in computer systems. As a guideline, this report will be used by the lecturers who teach the computer architecture subject.

TASK 2:  You are required to carry out research by using supportive materials like books, websites, etc., and give a feedback of the findings on P5, P6 and P7. THE ANSWERS NEED TO BE REFLECTED TO THE CASE STUDY GIVEN ABOVE. Answers without application to an organization or without examples will be marked as Resubmission.

Task LO2. Understand the functions of computer system components

P5. Illustrate the key computer system components and how they interact

P6.Explain the different types of memory that can be attached to a processor

P7. Explain how polling and interrupts are used to allow communication between processor and peripherals

Case study for task 03

Scenario or context: fetch, decode, execution cycle and assembly programming

The academic head of the same college has requested further information about the relationship with the processor and peripherals. He wants to see a comparison of RIS (Reduced Instruction Set Computer) and CISC (Complex Instruction Set Computer) to help their understanding of computer systems architecture.

And also he has asked you to demonstrate assembly programming by creating a simple low level program for a specific need.

TASK 3:  You are required to carry out research by using supportive materials like books, websites, etc., and give a feedback of the findings on P8 and P9.

THE ANSWERS NEED TO BE REFLECTED TO THE CASE STUDY GIVEN ABOVE. Answers without application to an organization or without examples will be marked as Resubmission.

Task LO3 Understand the principles of processor operations

P8.Compare Reduced Instruction Set Computer (RISC) chips and Complex Instruction Set Computer (CISC) chips.

P9. Illustrate the use of the different processor registers in the fetch execute cycle 

7.0 Assignment Guidelines 

  • Use a standard report structure, Word-process the report and use Normal script of a proper font size 12.
  • Produce an academic report, detailing the above issues with a word limit of approx. 4000 to 4500 words.
  • Complete the title page and sign the statement of authenticity.
  • The Assignment sheet should be attached in the front.
  • Submit the document in a folder in the form of a file as well as a soft copy on the submission date.
  • It should be uploaded on E-Learning platform before the deadline and submitted to ——– and sign the submission form of the College.
  • Assignments submitted after the deadline will not be accepted unless mitigating and may be entitled for a late fee.
  • Collusion and Plagiarism must be avoided.
  • Start each answer on a new page and pages should be numbered. Highlight each question clearly.
  • Include a Bibliography at the end of the assignment and use the Harvard referencing system.
  • All work should be comprehensively referenced and all sources must be fully acknowledged, such as books and journals, websites (include the date of visit), etc.
  • Try to give the page numbers, publishers’ details and the year of publication
  • In order to pass you need to address all the LO
  • In order to get a merit you need to first pass and then address the characteristics of M1, M2,M3
  • In order to get a Distinction you need to first pass, address all the merit characteristics and then address the characteristics of D1, D2 and D3.

Use a common format for the questions, for example:

  • Introduction (analyse the question.)
  • Underpinning Knowledge (write about the relevant theory/points)
  • Applied knowledge (Data Analysis)
  • Conclusions and Recommendations (summarizing the whole scenario keeping in view pass, merit, distinction criteria.)

8.0 Glossary of terms used for internally assessed units

This is a summary of the key terms used to define the requirements within units.

TermDefinition
AnalysePresent the outcome of methodical and detailed examination either:

●      breaking down a theme, topic or situation in order to interpret and study the interrelationships between the parts and/or

●      of information or data to interpret and study key trends and interrelationships.

Analysis can be through activity, practice, written or verbal presentation.

ApplyPut into operation or use.

Use relevant skills/knowledge/understanding appropriate to context.

ArrangeOrganise or make plans.
AssessOffer a reasoned judgement of the standard/quality of a situation or a skill informed by relevant facts.
CalculateGenerate a numerical answer with workings shown.
CompareIdentify the main factors relating to two or more items/situations or aspects of a subject that is extended to explain the similarities, differences, advantages and disadvantages.

 

This is used to show depth of knowledge through selection of characteristics.

ComposeCreate or make up or form.
CommunicateConvey ideas or information to others.

 

Create/construct skills to make or do something, for example a display or set of accounts.

Create/Const ructSkills to make or do something, for example, a display or set of accounts.
Critically

analyse

Separate information into components and identify characteristics with depth to the justification.
Critically evaluateMake a judgement taking into account different factors and using available knowledge/experience/evidence where the judgement is supported in depth.
TermDefinition
DefineState the nature, scope or meaning.
DescribeGive an account, including all the relevant characteristics, qualities and events.
DiscussConsider different aspects of a theme or topic, how they interrelate, and the extent to which they are important.
DemonstrateShow knowledge and understanding.
DesignPlan and present ideas to show the layout/function/workings/object/system/process.
DevelopGrow or progress a plan, ideas, skills and understanding
DifferentiateRecognise or determine what makes something different.
DiscussGive an account that addresses a range of ideas and arguments.
EvaluateWork draws on varied information, themes or concepts to consider aspects, such as:

●      strengths or weaknesses

●      advantages or disadvantages

●      alternative actions

●      relevance or significance.

Students’ inquiries should lead to a supported judgement showing relationship to its context. This will often be in a conclusion. Evidence will often be written but could be through presentation or activity.

ExplainTo give an account of the purposes or reasons.
ExploreSkills and/or knowledge involving practical research or testing.
IdentifyIndicate the main features or purpose of something by recognising it and/or being able to discern and understand facts or qualities.
IllustrateMake clear by using examples or provide diagrams.
IndicatePoint out, show.
InterpretState the meaning, purpose or qualities of something through the use of images, words or other expression.
InvestigateConduct an inquiry or study into something to discover and examine facts and information.
JustifyLearners give reasons or evidence to:

●      support an opinion

●      prove something is right or reasonable.

OutlineSet out the main points/characteristics.
PlanConsider, set out and communicate what is to be done.

 

TermDefinition
ProduceTo bring into existence.
ReconstructTo assemble again/reorganise/form an impression.
ReportAdhere to protocols, codes and conventions where findings or judgements are set down in an objective way.
ReviewMake a formal assessment of work produced.

 

The assessment allows learners to:

●      appraise existing information or prior events

●      reconsider information with the intention of making changes, if necessary.

Show howDemonstrate the application of certain methods/theories/concepts.
Stage and manageOrganisation and management skills, for example, running an event or a business pitch.
StateExpress.
SuggestGive possible alternatives, produce an idea, put forward, for example, an idea or plan, for consideration.
Undertake/ carry outUse a range of skills to perform a task, research or activity.

This is a key summary of the types of evidence used for BTEC Higher Nationals:

Type of evidence Definition
Case studyA specific example to which all students must select and apply knowledge.
ProjectA large scale activity requiring self-direction of selection of outcome, planning, research, exploration, outcome and review.
Independent researchAn analysis of substantive research organised by the student from secondary sources and, if applicable, primary sources.
Written task or reportIndividual completion of a task in a work-related format, for example, a report, marketing communication, set of instructions, giving information.
Simulated activity/role playA multi-faceted activity mimicking realistic work situations.
Team taskStudents work together to show skills in defining and structuring activity as a team.
PresentationOral or through demonstration.
Production of plan/business planStudents produce a plan as an outcome related to a given or limited task.
Reflective journalCompletion of a journal from work experience, detailing skills acquired for employability.
Poster/leafletDocuments providing well-presented information for a given purpose.

Maddox Smith

Hey,
Greetings for the day !
Hope that you’re well !

We want to introduce ourselves as a team of professionals who are into academic writing for the last 10+ years. We can provide assignment assistance in all subjects. Our experts can provide solutions across all the topics right from Management, HR, Marketing, Finance & Accounts, Statistics, IT, childcare, nursing, law, and general writing. We provide plagiarism free work and also send a ‘Turnitin’ report along with completed work. Our services are available at reasonable cost; we entertain amendment requests from clients without any extra charges.

Our Feature Included

Ø Every assignment includes graphical representation like pie chart, bar graph, smart art and all.
Ø Free 0% plagiarism report
Ø Expert team for technical work as well.
Ø On time delivery
Ø Multiple rework facility
Ø Huge team of expert in each subject
Ø Referencing like: Harvard, APA, MLA, Oscola, automatic referencing all are familiar to our experts.

Subject we cover: Math , finance, economics, accounts, civil engineering, mechanical engineering, IT, Computer science, electrical and electronics engineering, history, geography, political science, sociology, physiology, philosophy, biology, microbiology, biotechnology, biotechnology, B-school assignments, project report, psychology, nursing assignments, medical assignments, Tourists and travelling assignments all kinds of dissertation and so on

Best Regards:
Oz Paper Help
WhatsApp:+1 585-666-2225
Email:ozpaperhelp@gmail.com
www.ozpaperhelp.com
www.cheapassignmenthelp.co.uk
www.freeassignmenthelp.com

https://www.ozpaperhelp.com/
1 Step 1
GET INSTANT ASSIGNMENT HELP BY PHD EXPERTS FROM UNITED KINGDOM
keyboard_arrow_leftPrevious
Nextkeyboard_arrow_right