5.4 Extending skills
Answers Processors
Processor 1
AMD Ryzen™ Threadripper™ PRO Processors
Possible description
Very high-level processor, with a high clock speed, large number of cores and high on-chip memory and transistor count. The 7 nm process size means it should have a higher processing power/power consumption ratio. The 280 watt power usage means that it would not be suitable for laptops. This processor would probably be used in a high-end desktop computer.
Processor 2
Intel Atom® x6200FE Processor
Intel Atom processors are ultra- low-voltage processors, designed to reduce power consumption. They were initially produced in 2009, have a x86-64 instruction set and are used in netbooks, mobile devices, phones and in a range of embedded applications. Some later versions were designed specifically for use in servers. Initially designed with 45 nm technology, later models used 32 nm and even later models used 22 nm.
Processor 3
Intel Xeon W-11955M
The Intel Xeon W-11955M is a high-end processor for laptops and mobile workstations. It was announced in mid-2021. It has 8 cores and the base clock speed at 45 watt is 2.6 GHz. Single core boost speed can reach up to 5 GHz and all cores can reach up to 4.5 GHz. The Intel Xeon W-11955M was one of the fastest laptop CPUs in 2021 and well suited for even very demanding tasks. The chip is produced in the improved 10 nm process.
Processor 4
NVIDIA GK210 (GPU)
The relatively large process size (28) suggests that it is an older processor. The very large number of cores suggests that it is not a CPU, but a dedicated processor, in this case, a graphics processing unit (GPU). The lack of on-chip memory shows that data is being processed very quickly and that the instruction set is not very large. The high levels of power consumption also indicate that it is used very intensively. This type of chip was used extensively in parallel computing systems for creating detailed images quickly.
4. Explain that this is an opportunity for students to get feedback and suggestions on their ideas from their group and to practise language for interacting with others in a seminar setting. Set a time limit for the activity.
Explain that they will need to present their ideas to their group and support their views with as much evidence as possible.
SKILLS BANK 5.2 Interacting in a seminar
Refer students to Skills Bank 5.2, which contains various phrases they can use in this kind of discussion. They could also refer back to the seminar they heard in Exercises B and C by looking at the transcripts on pages 143–145 of the Course Book.
Remind the observers how to record good and poor practice.
Set a time limit for the discussion. At the end, the observers should report to their groups on good and bad practice.
Share the elements of good practice and bad practice as a group. Discuss ways to improve on the bad practice.
Depending on how the group discussions went, you could now conduct a seminar as a whole class or put students in different groups to conduct their own seminars, repeating the feedback stage at the end. If you do a whole-class seminar, you could ask a student to act as the observer or do this yourself.
Closure Revise some of the vocabulary from the student seminar.
Set students to work in groups to brainstorm the different devices that they use on a daily basis and to make a list. Share the information as a class and create a shortlist of common devices.
Encourage students to use relevant vocabulary from the seminar as much as possible. One student can act as an observer and record the use of the relevant vocabulary.
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