5.1 Vocabulary
systems. Explain that in the graph the word is used as a noun to describe part of a processor. They will learn a lot more about this in the listening. Explain that, on the vertical axis, the transistors are counted in thousands: 10 to the power of 0 is 1 – so around 1,000 transistors.
2. Elicit the answers from the class, and feed back verbally.
The transistors are counted in thousands – so 10 to the power of 0 is 1 – so around 1,000 transistors. By the mid-70s it was around 5,000, rising to around 50,000 by the beginning of the 1980s. By 2010 it looks like 1,000,000,000 – a billion transistors.
It may be worth pointing out to students the different values of 10 to the power of and reminding them the data shows thousands of transistors.
VOCABULARY BANK 5.2 Describing trends
Some students may use other verbs or adverbs from Exercise G as part of their answer. Accept any variation which is valid. You could direct them to Vocabulary Bank 5.2 to help them formulate their answers.
Explain that the figures come from a real source about processors; students can read this later to find out more about the topic.
Depending on the class, you may want to encourage them to read the information below the graph about the source. Elicit how they could access the article (use the web address, search for the article on Google Scholar or visit a library and ask a member of staff to find it for them).
Answers
1. The graph shows different factors in the increasing power of processors in the timescale on the graph.
2. The number of transistors increased steadily from less than 1,000 in 1970 to more than a billion by 2010.
G
With the whole class, review the title of the graph and check students’ understanding of what it shows. The graph shows the average power rating of the central processing unit (introduced in Unit 1) of different types of computer over the timescale on the graph.
Review the phrases in the word box and check that the students understand the meanings.
87
5.1_G
Set the task for individual work and pairwork checking; you could hand out the copy of the text in the PDF provided. Feed back visually as a class to complete the text, showing the completed text from the PDF if you wish.
Answers
This graph shows the average CPU power rating for processors used on three different types of computers: desktops, laptops and servers. Between 2004 and 2007, the rating for all three types of processor remained the same. From 2007 onwards, the ratings rose steadily, with server ratings rising more rapidly than the other two. From 2016 onwards, the ratings for desktop computers began to rise very rapidly. By 2018, they had overtaken server ratings and they continued to rise steeply until 2021 when they began to level off. Server ratings increased steadily between 2008 and 2018. Then they fell slightly, before rising steeply in 2021 and falling sharply in 2022. Laptop ratings rose steadily between 2008 and 2019, when they levelled off for a year before rising steeply again.
Closure
Students should work in pairs. They should choose a type of computing device that they both own (e.g., a phone or laptop) and try to find out more about the type of processor that it uses. They should discuss how well it performs and whether any factors other than the processor may be responsible for this. Pairs can then share information with each other about the type of processor their device uses.
Encourage discussion and gather feedback from the groups. If appropriate, visually share the names of processors that they have identified and the types of device they are used on.
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108 |
Page 109 |
Page 110 |
Page 111 |
Page 112 |
Page 113 |
Page 114 |
Page 115 |
Page 116 |
Page 117 |
Page 118 |
Page 119 |
Page 120 |
Page 121 |
Page 122 |
Page 123 |
Page 124 |
Page 125 |
Page 126 |
Page 127 |
Page 128 |
Page 129 |
Page 130 |
Page 131 |
Page 132 |
Page 133 |
Page 134 |
Page 135 |
Page 136 |
Page 137 |
Page 138 |
Page 139 |
Page 140 |
Page 141 |
Page 142 |
Page 143 |
Page 144 |
Page 145 |
Page 146 |
Page 147 |
Page 148 |
Page 149 |
Page 150 |
Page 151 |
Page 152 |
Page 153 |
Page 154 |
Page 155 |
Page 156 |
Page 157 |
Page 158 |
Page 159 |
Page 160 |
Page 161 |
Page 162 |
Page 163 |
Page 164 |
Page 165 |
Page 166 |
Page 167 |
Page 168 |
Page 169 |
Page 170 |
Page 171 |
Page 172 |
Page 173 |
Page 174 |
Page 175 |
Page 176 |
Page 177 |
Page 178 |
Page 179 |
Page 180 |
Page 181 |
Page 182 |
Page 183 |
Page 184 |
Page 185 |
Page 186 |
Page 187 |
Page 188 |
Page 189 |
Page 190 |
Page 191 |
Page 192 |
Page 193 |
Page 194 |
Page 195 |
Page 196 |
Page 197 |
Page 198 |
Page 199 |
Page 200 |
Page 201 |
Page 202 |
Page 203 |
Page 204 |
Page 205 |
Page 206 |
Page 207 |
Page 208 |
Page 209 |
Page 210 |
Page 211 |
Page 212 |
Page 213 |
Page 214 |
Page 215 |
Page 216 |
Page 217 |
Page 218 |
Page 219 |
Page 220 |
Page 221 |
Page 222 |
Page 223 |
Page 224 |
Page 225 |
Page 226 |
Page 227 |
Page 228 |
Page 229 |
Page 230 |
Page 231 |
Page 232 |
Page 233 |
Page 234 |
Page 235 |
Page 236 |
Page 237 |
Page 238 |
Page 239 |
Page 240 |
Page 241 |
Page 242 |
Page 243 |
Page 244 |
Page 245 |
Page 246 |
Page 247 |
Page 248 |
Page 249 |
Page 250 |
Page 251 |
Page 252 |
Page 253 |
Page 254 |
Page 255 |
Page 256 |
Page 257 |
Page 258 |
Page 259
