5 27 Part 1
Good morning, everyone. This morning, we’re going to look at one area of computer hardware: the processor. In many ways, we could say that the processor is the most important component in a computer. The power of processors has increased hugely over time, and this has had a major impact on our lives. The way in which processors have developed is a complex topic, so, in today’s lecture, I’m just going to give you an overview of a few key areas. You will be able to go into the different areas in more depth in your seminars and assignments. So … er … let’s see – yes, to start with, I’m going to
give an overview of parts of a processor. I’ll then look at different techniques which have been used to increase processor speed and the challenges that chip designers face in using these techniques. After that, I’ll look at some different ways in which these increases in processor power have been used in computing and I’ll finish by making some predictions for future development of processors.
C
Remind students that they have already heard this extract and that they saw some of this language in Exercise A. They don’t need to remember the extract word for word – they should be able to work out the answers, or at least make decent guesses.
SKILLS BANK 5.1 Identifying signpost language in a lecture
They could refer back to Skills Bank 5.1 to help them with this.
Set for individual work and pairwork checking. 5.2_C
Elicit answers from the group, and feed back visually. You could give students the handout version of the text from the PDF and feed back with the answer text provided there.
Answers
So … er … let’s see – yes, to start with, I’m going to give an overview of parts of a processor. I’ll then look at different techniques which have been used to increase processor speed and the challenges that chip designers face in using these techniques. After that, I’ll look at some different ways in which these increases in processor power have been used in computing and I’ll finish by making some predictions for future development of processors.
instruction set CISC 28 Part 2
So, what is a processor? … If you look at Slide 1, you can see a very simplified model of a processor – a Central Processing Unit (CPU). It has a Control Unit and an
90 RISC registers
5.2 Listening
D
Explain to students that this activity will help them to listen both for key points and specific details. They need to make notes on the whole extract while looking out for the answers to two specific questions.
Give students time to read questions 1 and 2. Elicit which key words they should listen for to find the answers (it has, instruction set).
Set for individual work and pairwork checking. 28
Play Part 2. Give students time to check their answers and to finish making notes. Support and encourage, but do not feed back individually.
Feed back the answers verbally as a group.
Point out to students that Arithmetic Logic Unit is the generally-used term. Addition and Logic Unit is not so commonly used, however, Addition is clearly part of Arithmetic.
Elicit some of the key points from the lecture, and feed back visually to create a mind map similar to the example below.
Answers
1. a Control Unit, an Addition and Logic Unit, registers and a clock
2. Reduced Instruction Set Chips (RISC) have a limited instruction set. Complex Instruction Set Chips (CISC) can issue more complex instructions.
processor architecture
clock
Control Unit
ALU
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